Azam Mousa Chamani; Saeid Ghaffari; Soraya Ziaei; Afshin Mousavi
Abstract
The purpose of this study is to determine the status of knowledge management in the titles of specialized doctoral courses in the humanities of higher education. The present study is a type of mixed exploratory research project. Hence, a combination of qualitative and quantitative methods has been used. ...
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The purpose of this study is to determine the status of knowledge management in the titles of specialized doctoral courses in the humanities of higher education. The present study is a type of mixed exploratory research project. Hence, a combination of qualitative and quantitative methods has been used. First, the components of knowledge management were extracted by content analysis method with an inductive approach and based on that, a questionnaire in the form of 9 main components and 44 questions was prepared and provided to the experts. In addition, the checklist was prepared in the form of 442 sub-items. In the content analysis of 2250 specialized courses in 11 humanities disciplines in the doctoral program, 3260 identifiers were extracted. This study showed that knowledge sharing 25.46%, knowledge application 17.48%, knowledge change 12.73%, knowledge creation 11.75%, knowledge identification 9.97%, knowledge organization 7.73%, knowledge development 6.23% knowledge presentation, 4.97%, and knowledge protection obtained 3.68% of the data. In order to prepare graduates as capable future leaders, higher education needs to play a pivotal and effective role in teaching knowledge management to students. Utilizing knowledge management-based curricula facilitates the skills needed to apply and rely on knowledge. Applying standard methods in education and research prepares future managers to present and share knowledge in organizations. Knowledge management promotes a comprehensive approach to identifying, capturing, retrieving, sharing, and evaluating the knowledge capital of organizations.
Saeid Asadi; Nazanin Ferouni Shamili
Abstract
Three institutes (i.e., Islamic Research Institute for Culture and Thought (IICT), Institute for Humanities and Cultural Studies (IHCS) and the Research Institute for Humanities and Social Science (IHSS) of Academic Center for Education, Culture and Research (ACECR)) were selected for the survey. A total ...
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Three institutes (i.e., Islamic Research Institute for Culture and Thought (IICT), Institute for Humanities and Cultural Studies (IHCS) and the Research Institute for Humanities and Social Science (IHSS) of Academic Center for Education, Culture and Research (ACECR)) were selected for the survey. A total of 116 researchers were identified affiliated to the above research institutes who published 575 items from 2007 to 2013. Using scientometric techniques, the trends and frequency of the collaborations within each institute, between three institutes and external ties were carefully studied and visualized using Pajek software. With 307 publications, IHCS showed the best performance. In total, 169 collaborations were detected by the institutions with only one international co-authorship and no collaboration with two other humanities research institutes. The co-authorship index was calculated 1.4. It can be concluded that the Iranian research institutes for humanities are not connected well in terms of scientific collaborations.
