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Published in
Visionary Voices
University Instructors' and Professors' Perceptions of Knowledge Management Implementation in Higher Education
Visionary Voices, 1(8), 9, ISSN: 3082-4389, 2025.
Recommended Citation:
Tano, I. M. (2025). University Instructors' and Professors' Perceptions of Knowledge Management Implementation in Higher Education. In Visionary Voices (Vol. 1, Number 8, p. 9). Lakbay-Diwa Publishing. https://doi.org/10.5281/zenodo.17973937
Author(s)
Tano, Isagani M.
Description
Knowledge Management (KM) has been widely adopted in commercial and industrial sectors as a strategic approach to enhancing organizational learning and performance. However, its application in higher education institutions remains limited, particularly with respect to instructors’ and professors’ perspectives as primary knowledge workers. This study investigates university instructors’ and professors’ perceptions of knowledge management implementation within a public university in the Philippines. Guided by the knowledge management framework of Rodrigues and Pai, the study employed a qualitative research design using semi-structured interviews with 33 instructors and professors at Quezon City University. The interviews examined participants’ understanding of knowledge management, concerns regarding its implementation, perceived prerequisites for successful adoption, and expected outcomes. Thematic analysis revealed that respondents strongly associated knowledge management with knowledge sharing, storage, and transfer, while knowledge creation and acquisition were less emphasized. Participants identified people, organizational culture, and information technology support as critical enablers of effective knowledge management, with management support playing a complementary role. The findings indicate that instructors and professors generally hold positive attitudes toward knowledge management and recognize its potential to enhance teaching practices, collaboration, efficiency, and student outcomes. However, successful implementation requires systematic support across human, cultural, technological, and leadership dimensions. This study contributes empirical insights into end-users’ perceptions of knowledge management in higher education and provides practical implications for universities seeking to implement sustainable knowledge management initiatives.
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