Identification factors on the establishment of knowledge management in the university in order to provide a paradigmatic model (Study case: Shahid Chamran University of Ahvaz)

Document Type : Original Article

Authors

1 Department of of Knowledge and Information Science, Faculty of Education and Psychology Shahid Chamran University of Ahvaz, Ahvaz, Iran

2 Associate Professor, Department of Information Science and Knowledge, Shahid Chamran University of Ahvaz, Ahvaz, Ahvaz, Iran.

3 Assistant Professor. Information Science & Knowledge, Shahid Chamran University of Ahvaz, Ahvaz, Iran.

4 Professor, Department of Educational Sciences and Psychology, Shahid Chamran University of Ahvaz, Ahvaz, Iran

Abstract

Objective: To successfully implement and utilize knowledge management at the university, it is essential to design and adopt a localized model that aligns with the institution's structure, culture, goals, and vision. Therefore, this study was conducted to identify the factors influencing the establishment of knowledge management at Shahid Chamran University of Ahvaz, with the aim of developing a conceptual model.
Method: This research is applied and qualitative, based on the grounded theory method. The statistical population of the study included all staff managers at Shahid Chamran University of Ahvaz who had at least three years of executive experience. Purposeful sampling was employed in this research. In this sampling method, the number of participants cannot be predetermined, as the goal is to fully explore the phenomenon under study. Therefore, interviews continued until data saturation was reached—that is, when responses became repetitive and no new information emerged. Consequently, interviews were conducted until repeated answers were obtained and no new findings were identified, indicating saturation had been achieved. That is, until new data related to the category appeared, the expansion of the category was considered sufficient, and the relationships between the categories were established and confirmed. The number of samples selected using purposive sampling included 21 people. The research tool was a semi-structured interview. In addition to three years of executive experience, the selection criteria for the interviewees included expertise and interest in participating in the research. To ensure the validity of the data, the concepts of reliability and transferability were employed. Additionally, to guarantee the reliability of the data, verifiability was emphasized. In this research, to ensure verifiability, all documents related to the research data, as well as the inferences, interpretations, and findings, were systematically recorded from the very beginning of the study. The extracted concepts and categories, along with the findings, were communicated to the interviewees, whose corrective comments were incorporated. After applying these corrections, the items were approved by experts and reviewed by colleagues, who checked the findings and provided feedback. The components extracted during several stages by supervisors and advisors were also utilized. Interviews were coded in three stages—open coding, axial coding, and selective coding—using MAXQDA software. To ensure data validity, the criteria of validity, transferability, reliability, and confirmability were applied.
Findings: The qualitative findings revealed that the paradigmatic model for establishing knowledge management at Shahid Chamran University of Ahvaz comprises five dimensions: causal conditions, intervening conditions, contextual conditions, strategies, and outcomes.
The primary phenomenon identified was the establishment of knowledge management at the university. Causal conditions included leadership and management, financial resources, and human resources. Intervening conditions comprised international sanctions, resistance to change, low awareness of the nature of knowledge, and the university's political and environmental circumstances. Contextual conditions encompassed organizational structure, organizational culture, and technology. Strategies for establishing knowledge management involved education and development, intellectual and material property management, fostering industry-university relationships, and the development and utilization of technology and information infrastructure. The outcomes of this model included increased productivity and efficiency, enhanced academic standards, greater community participation, and the promotion of innovation and creativity within human resources.
Conclusion: In summary, the model demonstrates that the successful implementation of knowledge management depends on addressing multiple factors and applying effective strategies. By considering the causal, contextual, and intervening conditions alongside these strategies, universities can achieve positive, sustainable outcomes that enhance performance and foster innovation. Therefore, taking all these dimensions into account can provide valuable guidance for managers and policymakers aiming to improve knowledge management processes within universities.

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References

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Sciences and Techniques of Information Management
Volume 11, Issue 3
October 2025
Pages 409-372

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