Comparative Analysis of Knowledge Transfer Practices Between Teaching and Non-Teaching Personnel in Higher Education Institutions

PETIL, ROCHELL

doi:10.51094/jxiv.4651

##article.authors##

PETIL, ROCHELL Central Bicol State University of Agriculture

DOI:

https://doi.org/10.51094/jxiv.4651

キーワード:

knowledge transfer、 knowledge management、 higher education institutions、 teaching personnel、 non-teaching personnel

抄録

This study investigates knowledge transfer practices between teaching and non-teaching personnel in higher education institutions (HEIs) by comparing demographic factors such as years of professional experience, gender, age, employment category, and educational attainment. Using a stratified sampling technique, the data were gathered from 123 university personnel (71 teaching and 52 non-teaching) at the Central Bicol State University of Agriculture. Mann-Whitney U tests and Kruskal-Wallis H tests, both nonparametric statistical tests, were used to evaluate how knowledge transfer scores varied between groups. The findings showed a statistically significant difference between teaching and non-teaching staff (U = 3608.0, p = .017), with teaching staff showing a slightly higher level of engagement with knowledge transfer. The knowledge transfer scores of personnel based on gender (p = .579), age (p = .417), educational attainment (p = .458), or years of experience (p = .665) appear to be constant across these demographic variables and showed no significant differences. All groups had a median knowledge transfer score of 4.00, which indicates a generally high level of engagement in knowledge transfer practices. These results undermine long-held beliefs regarding the demographic factors that influence the effectiveness of knowledge transfer and raise the possibility that organizational factors — such as institutional culture, knowledge management systems, and collaborative structures — may be more important than personal characteristics. The study adds to the growing body of research on knowledge management in HEIs and offers empirical support for creating inclusive knowledge transfer frameworks that cut across demographic boundaries.

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The authors declare that they have no competing interests.

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