Relationship between Knowledge Management and Educational Performance of Faculty Members Print

According to special conditions of universities, realization of knowledge management in Iranian universities has the premier importance compared to other organizations and institutions. This study aimed to investigate the relationship between knowledge management dimensions and educational performance of faculty members. Instrument & This descriptive-analytic study was conducted in 2014 and 127 faculty members of Payam-e-Noor University of the Southern Khorasan Province were selected through simple randomization. The Standard Knowledge Management Questionnaire and a researcher-made educational performance survey were used to collect data. The data were analyzed using Pearson correlation test and independent T test. Knowledge management and educational performance mean scores were 324.33±31.31 and 65.22±13.85, respectively. There was a positive relationship between knowledge management and its dimensions and educational performance. The relationship between knowledge management and its dimensions’ mean scores was significant in terms of gender. However, the relationship between educational performance mean scores was not significant in terms of gender. In terms of faculty’s academic degrees, the relationship between knowledge management and its dimension’s mean scores and their educational performance was significant, while it was insignificant in terms of tenure. Knowledge management dimensions can both enhance and predict faculty’s educational performance.