Aurora Chantyka Maharani Ramadhan, Almaida Rahayu, Laily Nur Shoimah, Refni Jupisa, Dian Arisandy Eka Putra Sembiring

The Relationship Between Knowledge Management and Learning Culture In Increasing Lecturer Participation and Engagement

Introduction

The relationship between knowledge management and learning culture in increasing lecturer participation and engagement. Explore how knowledge management and learning culture drive lecturer participation & engagement in higher education. Quantitative study reveals key insights for improving educational effectiveness.

Abstract

This study looks at how higher education lecturer involvement, learning culture, and knowledge management relate to each other. To improve the effectiveness of education, knowledge management includes the creation, archiving, sharing, and application of information. A supportive learning environment will increase staff and student engagement and encourage creativity and teamwork. Data for this study were collected from lecturers at various universities in Jambi using a quantitative survey method. The findings show that lecturer engagement is influenced by learning culture, which in turn is influenced by knowledge management. Lecturer engagement is also influenced by contact with students, the availability of technology, and university assistance, especially in distance learning. This report suggests further investigation into the variables that affect lecturer participation and the use of learning technology. Keywords: Knowledge Management, Learning Culture, Lecturer Involvement, Higher Education.

Review

This study addresses a highly relevant topic concerning the crucial interplay between knowledge management (KM), learning culture, and lecturer engagement within higher education institutions. The abstract clearly articulates the study's objective: to investigate these relationships, which are fundamental for enhancing educational effectiveness. The authors present a concise definition of KM and learning culture, setting a foundational understanding. A key strength highlighted is the finding that lecturer engagement is influenced by learning culture, which, in turn, is impacted by knowledge management, establishing a logical and intuitively appealing sequential relationship. The quantitative survey methodology employed in universities in Jambi provides a specific context for the data collection. However, the abstract presents several areas that would require further elaboration for a comprehensive review. While a quantitative survey method is stated, crucial details such as the sample size, specific survey instruments used, statistical analysis techniques, and the magnitude or significance of the reported influences are absent. This lack of methodological transparency makes it difficult to assess the robustness and generalizability of the findings, especially given the specific geographical focus (Jambi). Furthermore, the introduction of additional factors influencing lecturer engagement, such as "contact with students," "availability of technology," and "university assistance," particularly in "distance learning," feels somewhat tangential to the core KM-learning culture relationship and is not clearly integrated into the study's primary theoretical framework. The abstract would benefit from explaining how these additional variables were hypothesized or emerged within the study's design. In conclusion, this paper identifies an important chain of influence, from knowledge management through learning culture to lecturer engagement, offering valuable initial insights into improving higher education outcomes. To strengthen its contribution, a full manuscript would need to provide a more detailed account of the theoretical framework underpinning these relationships, a thorough description of the methodology, and a robust discussion of the statistical findings. Future research, as suggested by the authors, could indeed delve deeper into these variables, potentially exploring moderating or mediating factors, and adopting mixed-methods approaches to fully unpack the complexities of lecturer participation and the strategic use of learning technology within diverse higher education contexts.

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