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Thesis on
Mediation of Organizational Learning and Organizational Culture
on the Relationship between Knowledge Management and
Organizational Performance in HEI’s of KP, Pakistan.
By
Khalid Rehman Registration No. 886-BBA-02
Ph.D. Dissertation Submitted to the Department of Public Administration, Gomal University,
Dera Ismail Khan in Partial Fulfillment of the Requirements for the Degree of
Ph.D. in Management Studies
Institute of Public and Administrative Studies, Gomal University,
Dera Ismail Khan, Khyber Pakhtunkhwa, Pakistan
January 2020
CERTIFICATE
It is certified that the research work encased in this thesis was carried out under
my supervision by Mr. Khalid Rehman.
Supervisor:
Prof. Dr. Shadi Ullah Khan
Director
Department of Public Administration,
Gomal University, Dera Ismail Khan,
Khyber Pakhtunkhwa, Pakistan.
CERTIFICATE OF APPROVAL FROM THE SUPERVISORY
COMMITTEE
We, the Departmental Supervisory Committee, hereby certify that the contents and form of a
Thesis submitted by Mr. Khalid Rehman, Ph.D. in Management Studies, Department of Public
Administration, were checked and found satisfactory. As per directions of the Higher Education
Commission, the Thesis of the student was checked for plagiarism and in which 16%
similarities were found as per report attached hereto which is within the acceptable range. Thus,
the revised Thesis is submitted for notification.
Supervisory Committee
Name Signature
a) Prof. Dr. Shadi Ullah khan Supervisor (from the major field)_______________
b) ______________________ Co-Supervisor (if any) _________________
c) Dr. Abdul Sattar Khan Member (from the major field)_________________
d)
Dr. Qamar Afaq Qureshi
Member
(from the minor field)_________________
Forwarded by
Dr. Abdul Sattar Khan Chairperson/ Director________________
Prof. Dr
.
Hafiz Salah-ud-Din
Dean
________________
DEDICATED
TO
MY PARENTS
Student’s Declaration
I, Khalid Rehman, do hereby state that my Ph.D. thesis titled “Mediation of Organizational
Learning and Organizational Culture on the Relationship Between Knowledge Management
and Organizational Performance” is my own work and has not been submitted previously by
me for taking any degree from Gomal University, Dera Ismail Khan or anywhere else in the
country/world.
I understand the zero-tolerance policy of the HEC and Gomal University, Dera Ismail Khan
towards plagiarism. Therefore, I declare that no portion of my thesis has been plagiarized and
any material used as a reference is properly cited.
I undertake that if I am found guilty of any formal plagiarism in the above-titled thesis even
after the award of the Ph.D. degree, the university reserves the rights to withdraw/revoke my
Ph.D. degree and that HEC has the right to publish my name on the website on which names of
students are placed who submitted plagiarized work.
Khalid Rehman
Signature_____________
Date
Prof. Dr. Shadi Ullah Khan
Signature_____________ Date
Table of Contents
S. No Description Page
No
1. Student’s Declaration………………………………………………….. i
2 List of Tables………………………………………………………….. ii
3. List of Figures…………………………………………………………. vi
4. List of Abbreviations…………………………………………………... vii
5. List of Illustrations …………………………………………………. viii
6. Acknowledgment………………………………………………………. ix
7. Abstract………………………………………………………………… x
Chapter 1: Introduction……………………………………………… 1
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1.1 Overview
1.1.1 Knowledge Management
1.1.2 Organizational Learning
1.1.3 Organizational Culture
1.1.4 Organization Performance
1.2 Rationale of the Study
1.3 Problem statement
1.4 Significance of the study
1.5 Research Hypothesis
1.6 Limitations of the study
1.7
1.8
1.9
Objectives of the Study
Research Questions
Organization of the Study
9. Chapter 2: Review of Literature…………………………………….
2.1 Existing Research …………………………………………….
2.2 Knowledge Management…………………………………….
2.2.1 Nature of Knowledge Management………………………
2.2.2 Importance of Knowledge Management…………………
2.2.3 Attributes of Knowledge Management…………………
A) Knowledge Acquisition……………………………….
B) Knowledge Documentation…………………………..
C) Knowledge Transfer………………………………….
D) Knowledge Creation………………………………….
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E) Knowledge Application……………………………….
2.2.4 Knowledge Management in HEIs………………………..
2.2.5 Knowledge Management in HEIs of Pakistan……………
2.3 Organizational Culture…………………………………………
2.3.1 What is culture? ..............................................................
2.3.2 Defining Organizational Culture……………………………
2.3.3 Attributes of Organizational Culture………………………
A) Involvement
B) Consistency
C) Adaptability
D) Mission
2.3.4 Organizational Culture in HEIs……………………………
2.3.5 Organizational Culture in HEIs of Pakistan……..………
2.4 Organizational Learning…………………………............
2.4.1 Definition of Organizational Learning……………………
2.4.2 Attributes of Organizational Learning…………………….
A) Individual Learning
B) Team Learning
C) Institutional Learning
2.4.3 Organizational Learning in HEIs……………………………
2.4.4 Organizational Learning in HEIs of Pakistan…………….
2.5 Organizational Performance……………………………………
2.5.1 Attributes of Organizational Performance…………………
A) Efficiency
B) Effectiveness
C) Employee Performance
D) Employee satisfaction
E) Innovation
F) Responsiveness
2.5.2 Organizational Performance in HEIs………………………
2.5.3 Organizational Performance in HEIs of Pakistan……….
2.6 Relationship between Research Variable………………………
2.6.1 Knowledge Management and Organizational
Performance……………………………………………………….
2.6.2 Knowledge Management and Organizational learning
2.6.3 Knowledge Management and Organizational culture.
2.6.4 Organizational Culture and Organizational
Performance ………………………………………………………..
2.6.5 Organizational Learning and Organizational
Performance…………………………………………………………
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2.6.6 Knowledge Management, Organizational Culture,
Learning & Performance …………………………………….
2.7 Theoretical Foundations………………………………………
A) Resource-Based View
B) Knowledge-based View
C) Dynamic Capabilities Theory
D) Human Capital Theory
E) Theory of Dynamic Knowledge Creation
F) Knowledge-based Theory of the Firm
2.8 Demographic Impacts…………………………………………
2.9 Working Concepts…………………………………………….
2.10 Operationalization of the concepts……………………………
2.11 Conceptual0Framework…………….......................................
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10. Chapter 3: Materials and Methods………………………………..
3.1 Research Philosophy ………………………………………..
3.2 Research Design………………………………………………
3.3 Population of the Study……………………………………….
3.4 Sample Size and Sampling Method………………………….
3.5 Research Instrument………………………………………….
3.6 Pilot Testing of the instruments……………………………….
3.7 Validity and Reliability of Instruments………………………
3.8 Data Collection Procedure……………………………………
3.9 Research ethics……………………………………………….
3.10 Data Analysis…………………………………………………
3.11 Mediation Analysis……………………………………………
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11 Chapter 4: Results and Discussion………………………………….
4.1 Response rate………………………………………………….
4.2 Description of demographic information………………………
4.3 Experience wise Description of Sample……………………….
4.4 Descriptive Statistics of Research variables…………………..
4.5 Normality of data……………………………………………..
4.6 Validity of Research Instrument ………………………………
4.6.1 Content Validity
4.6.2 Construct validity using exploratory factor analysis……
4.6.2.1 Factor structure of the Knowledge Management
Scale…………………………………………………………..
4.6.2.2 Factor structure of the Organisational Learning
Scale………………………………………………………….
4.6.2.3 Factor structure of the Organisational Culture
Scale…………………………………………………………..
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4.6.2.4 Factor structure of the Organisational
Performance Scale……………………………………..
4.6.3 The reliability of research instrument …………………..
4.7 Testing of the Hypotheses…………………………………….
4.7.1 Correlation Analysis…………………………………………..
4.7.2 Regression Analysis……………………………………………
4.7.2.1 Knowledge Management (KM)
Regression outputs……………………………………
4.7.2.2 Knowledge Management (KM)
Regression Outputs…………………………………..
4.7.2.3 Knowledge Management (KM)
Regression Outputs…………………………………..
4.7.2.4 Organizational Learning (OL)
Regression Outputs…………………………………..
4.7.2.5 Organizational Culture (OC)
Regression Outputs ………………………………….
4.7.3 Testing assumptions for Mediation Analysis…………….
4.7.3.1 Mediation Analysis…………………………….
4.7.3.2 The Relationship between Knowledge
Management and Organizational Performance mediated
by Organizational learning……………………………..
4.7.3.3 The relationship between Knowledge
Management (KM) and Organizational Performance
(OP) is mediated by Organizational culture (OC)……..
4.7.4 Mean difference between groups regarding variables……
4.7.4.1 Mean Difference of Groups Regarding KM……
4.7.4.2 Mean Difference of Groups Regarding OP……
4.8 DISCUSSION…………………………………………………..
4.8.1 Knowledge Management and Organizational
Performance…………………………………………………..
4.8.2 Knowledge Management and Organizational Learning….
4.8.3 Knowledge Management and Organizational Culture…..
4.8.4 Organizational Learning and Organizational Performance
4.8.5 Organizational Culture and Organizational Performance..
4.8.6 Mediation of Organizational Learning on the relationship
between Knowledge Management and Organizational
Performance…………………………………………………….
4.8.7 Mediation of Organizational Culture on the Relationship
between Knowledge Management and Organizational
Performance…………………………………………………….
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13. Chapter 5: Summary, Conclusion, Recommendations and Policy
Implications……………………………………………………………
5.1 Introduction……………………………………………………..
5.2 Summary………………………………………………………..
5.3 Conclusions……………………………………………………..
5.4 Research Implication…………………………………………...
5.4.1 Theoretical Implication…………………………………
5.4.2 Practical Implication……………………………………
5.4.3 Policy Implication………………………………………
5.5 Recommendations for Practices………………………………..
5.6 Suggestions for Future Research………………………………
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14. Chapter 6: References 146
List of Tables
S. No Description Page No
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Table 2.1 List of the Demographics Attributes………………………………
Table 2.2 List of Extracted Concepts………………………………………..
Table 2.3 Operationalized Concepts ( Measurements)………………………
Table 3.1 Population of Study……………………………………………….
Table 3.2 Computation of the Sample-Size ( Yamani, 1967)……………….
Table 3.3: The Following will be the detailed description of the sample……
Table 4.1 The response rate for the current Study…………………………...
Table 4.2: University wise Description of Sample…………………………..
Table 4.3 Gender Wise Description of the sample………………………….
Table 4.4: Qualification wise Description of Sample………………………..
Table 4.5: Designation wise Description of Sample…………………………
Table 4.6 Department/Faculty wise Description of Sample ………………..
Table 4.7 Experience wise Description of Sample………………………….
Table 4.8: Age wise Description of Sample…………………………………
Table 4.9: Descriptive Statistics of Research variables……………………..
Table 4.10 Normality of data regarding Knowledge Management…………
Table 4.11 Normality of data regarding Organizational Learning………….
Table 4.12 Normality of data regarding Organizational Culture…………...
Table 4.13 Normality of data regarding Organizational Performance……..
Table 4.14 Content Validity Score………………………………………….
Table 4.15 KMO & Bartlett’s Test for Knowledge Management …………
Table 4.16 Component Matrix of Knowledge management Items………….
Table 4.17 KMO & Bartlett’s Test for Organizational Learning……………
Table 4.18 Component Matrix of Organizational Learning Items………….
Table 4.19 KMO & Bartlett’s Test for Organizational Culture……………..
Table 4.20 Component Matrix of Organizational Culture Items……………
Table 4.21 KMO & Bartlett’s Test for Organizational Performance………..
Table 4.22 Component Matrix of Organizational Performance Items…….
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Table 4.23 Cronbach's alpha of variables……………………………………
Table 4.24 Correlation matrix………………………………………………
Table 4.25a Model Summary………………………………………………
Table 4.25 b Anova ………………………………………………………….
Table 4.25c Coefficients……………………………………………………..
Table 4.26a Model Summary………………………………………………
Table 4.26 b Anova ………………………………………………………….
Table 4.26c Coefficients……………………………………………………..
Table 4.27a Model Summary………………………………………………
Table 4.27b Anova …………………………………………………………..
Table 4.27c Coefficients……………………………………………………..
Table 4.28a Model Summary………………………………………………
Table 4.28 b Anova ………………………………………………………….
Table 4.28c Coefficients……………………………………………………..
Table 4.29a Model Summary………………………………………………
Table 4.29 b Anova ………………………………………………………….
Table 4.29c Coefficient………………………………………………………
Table 4.30a Model Summary……………………………………………....
Table 4.30b Coefficients……………………………………………………..
Table 4.31a Model Summary………………………………………………
Table 4.31b Coefficients……………………………………………………..
Table 4.32a Model Summary………………………………………………
Table 4.32b Coefficients……………………………………………………..
Table 4.32c Sobel Test or Normality Theory Test…………………………..
Table 4.33a Model Summary………………………………………………...
Table 4.33b Coefficients …………………………………………………...
Table 4.34a Model Summary ……………………………………………....
Table 4.34b Coefficients ……………………………………………………
Table 4.35a Model Summary ………………………………………………..
Table 4.35b Coefficients ……………………………………………………
Table 4.35c Sobel Test or Normality Theory Test.…………………………
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Table 4.36 Gender wise Mean Difference of groups regarding Knowledge
Management ………………………………………………………………....
Table 4.37 University wise Mean Difference of groups regarding
Knowledge Management. …………………………………………………...
Table 4.38 Faculty-wise Mean Difference of groups regarding Knowledge
Management………………………………………………………………….
Table 4.39 Age Wise Mean Difference of Groups Using ANOVA
Regarding Knowledge Management. ……………………………………...
Table 4.39a Tukey HSD……………………………………………………..
Table 4.40 Qualification Wise Mean Difference of Groups Using ANOVA
Regarding Knowledge Management (KM). ………………………………...
Table 4.41 Experience Wise Mean Difference of Groups Using ANOVA
Regarding Knowledge Management (KM). ………………………………..
Table 4.41a: Tukey HSD……………………………………………………
Table 4.42: Designation Wise Mean Difference of Groups Using ANOVA
Regarding Knowledge Management (KM). ……………………………….
Table 4.42a: Tukey HSD…………………………………………………….
Table 4.43 Gender wise Mean Difference of groups regarding
Organizational Performance…………………………………………………
Table 4.44 University wise Mean Difference of groups regarding
Organizational Performance (OP). ………………………………………….
Table 4.45 Faculty-wise Mean Difference of groups regarding
Organizational Performance (OP) …………………………………………..
Table 4.46 Age Wise Mean Difference of Groups Using ANOVA
Regarding Organizational Performance (OP) ………………………………
Table 4.46a Tukey HSD ……………………………………………………
Table 4.47 Qualification Wise Mean Difference of Groups Using ANOVA
Regarding Organizational Performance (OP) ………………………………
Table 4.47a Tukey HSD……………………………………………………..
Table 4.48 Designation Wise Mean Difference of Groups Using ANOVA
Regarding Organizational Performance (OP) ………………………………
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Table 4.48a Tukey HSD…………………………………………………….
Table 4.49: Experience Wise Mean Difference of Groups Using ANOVA
Regarding Organizational Performance (OP). ………………………………
Table 4.49a: Tukey HSD…………………………….………………………
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List of Figures
S. No Description Page No
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Figure 2.1 Schematic Diagram of the Conceptual Framework…………
Figure 3.1 Research Onion of the Study ……………………………….
Figure 3.2 Mediation-Model…………………………………………….
Figure 4.2 University wise Description of Sample………………………..
Figure 4.3 Gender wise description of sample…………………………..
Figure 4.4 Qualification wise detail of sample …………………………
Figure 4.5 Designation wise Description of Sample……………………
Figure 4.6 Department/faculty wise Description of Sample……………
Figure 4.7 Age wise Description of Sample…………………………….
Figure 4.8 Histogram of Data Normality (KM)…………………………
Figure 4.9 Q-Q Plot……………………………………………………….
Figure 4.10 Histogram of Data Normality (OL).…………………………
Figure 4.11 Q-Q Plot………………………………………………………
Figure 4.12 Histogram of Data Normality (OC)………………………….
Figure 4.13 Q-Q Plot………………………………………………………
Figure 4.14 Histogram of Data Normality (OP)…………………………..
Figure 4.15 Q-Q Plot………………………………………………………
Figure 4.16 t-Graph……………………………………………………….
Figure 4.17 t-Graph……………………………………………………….
Figure 4.18 t-Graph……………………………………………………….
Figure 4.19 t-Graph……………………………………………………….
Figure 4.20 t-Graph………………………………………………………..
Figure 4.21 t-Graph………………………………………………………..
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List of Illustrations
Appendix No Description Page No
1. Effect of Mediators..……………………………………. 175
2. Tests of Normality..……………………………………. 179
3. Correlation matrix..……………………………………. 180
4. Research Questionnaire..………………………………… 181
List of abbreviations
OC Organizational Culture
OP Organizational Performance
KM Knowledge Management
OL Organizational Learning
HEI’s Higher education institutions
KP Khyber Pakhtunkhwa
DPT Department
GDR Gender
DSG Designation
QUA Qualification
EXP Experience
AGE Age
UNI University
HRM Human Resources Management
HEC Higher Education Commission
PAK Pakistan
HR Human Resource
KBV Knowledge Based View
RBV Resource Based View
Acknowledgments
In all humility, I bow before Allah, the Compassionate and the most Merciful, who bestowed us
with a heart to feel and brain to think, so that we know what we do not.
All respect and praises to the Holy Prophet Hazrat Muhammad (Sallallahu-o-Allah-e-
Wasallum), who came as the light of knowledge for all seekers and a real role model for all
mankind.
I am thankful to my supervisor Prof. Dr. Shadi Ullah Khan, Department of Public
Administration, for his patience, inspiring guidance, kind attitude, cooperation throughout my
research work and keen interest as well as the editorial corrections that he made during thesis
writing.
I am also thankful to Dr. Faheem Khan for their encouragement and cooperation during my
throughout research work.
I would never forget to pay thanks to my Father Prof. Ghani Rahman and my mother and my
family members (My wife and Son Muhammad Shameer), brothers (Zia ur Rahman and
Sajid Rahman) and sisters from the core of my heart for their love and prayers that have
always been a source of courage and confidence for me and the key to my success.
I would like to thank my colleagues Mr. Ahmad Ali, Mr. Nafid khan, Hamid Khan, Tufail
Nawaz, Saqib Khan for their valuable suggestion and moral work support.
May Allah bless all of us! Ameen
Khalid Rehman
Ph.D. Scholar (Management Studies)
Department of Public Administration
Gomal University, Dera Ismail Khan.
Abstract
The concept of knowledge management has generated a lot of debate among scholars in recent
years. Knowledge management has developed as a result of pressures facing modern
organizations to adapt and remain competitive in the modern business environment. However,
few empirical studies have examined the relationship between knowledge management and
organizational performance. This study sought to contribute to this growing body of knowledge
by determining the influence of knowledge management on the performance of the organization
in higher education institutions of KP, Pakistan. Specific objectives focused on examining the
mediation of organizational learning and organizational culture on the relationship between
knowledge management and organizational performance. The study was guided by the
Positivist approach. Review of literature formed the basis of the conceptual model and
hypotheses. The study was anchored on four theories: resource-based view, knowledge-based
view, dynamic capabilities theory, and human capital theory. The descriptive survey design
was used. Data was collected from a cross-section of study units. The target population
consisted of 3109 higher education institutions. A structured questionnaire, based on a 7-point
Likert type scale, was used to collect primary data. The key respondents included the teaching
faculties of selected public and private sector higher education institutions. Results of tests for
normality confirmed that data employed in the analysis were normally distributed. The
reliability test showed that all the study variables were reliable thus suitable for further
analysis. Descriptive statistics, correlation analysis, regression analysis, and mediation
analysis were used to analyze data. The results of the study indicated that knowledge
management has a positive influence on organizational performance. The relationship between
organizational learning and organizational culture and organizational performance was
positive and significant. The findings of the study provide sufficient evidence to support the
mediation of organizational learning in the relationship between knowledge management and
organizational performance. Similarly, the study also established that organizational culture
mediates the relationship between knowledge management and organizational performance.
However, based on the structure of the research model which included knowledge
management, organizational learning, organizational culture, and organizational performance,
the results seemed reasonable. The result presents diverse implications for policy, practice, and
research. Human resource development practitioners can use the findings of this study to
support the case for implementation of knowledge management initiatives. This will lead to
high levels of organizational commitment and job satisfaction which translate to increased
productivity. Policy makers will use the findings of this study to evaluate how well the higher
educational institutions can be leveraged through knowledge management practices in order to
contribute to increased performance of the organizations. The study provided support for the
basic proposition of the resource-based view that superior performance can be achieved from a
combination of organization-specific resources. The study confirmed that human resource
practices combined into an overall system can be valuable and difficult to imitate thus leading
to superior performance. Future studies could use a longitudinal study to provide a better
understanding of the influence of knowledge management on organizational performance.
Organizational factors such as strategy, structure, innovative technology, and leadership could
be considered as possible influences in the relationship.
Keywords: Knowledge Management, Organizational Learning, Organizational Culture,
Organizational Performance, HEI’s, Khyber Pakhtunkhwa.
1 | P a g e
Chapter 1
INTRODUCTION
1.1 Overview
Knowledge has become one of the key sources that improve the performance of the
organization in the present age of information and knowledge era. Organizations across the
globe now realized that knowledge is an untapped source of success in the today’s competitive
environment (Chuma, Ifeka & Lucky, 2014). There is a different school of thoughts who
defined knowledge in different ways. According Ngoc-Tan & Gregar (2018) define knowledge
which acquired through experiences. Lee, Leong, Hew & Ooi (2013) view knowledge as the
combination of experiences, context, reflection and interpretation. Inkinen, Kianto & Vanhala
(2015) express knowledge is the both understanding and skills which people use to solve his
problem. It involves theories and practices, everyday principles and instruction for action.
Knowledge is based on raw facts and information, but unlikely it is bonded to a person. It is
developed by the individual and represents their belief in causal relationships. Knowledge
further divided into tacit and explicit. Tacit knowledge emphasis on knowledge of a person that
comes from his experience that shapes the belief and values of a person. Whereas explicit
knowledge is the knowledge codified and digitized in books, documents, reports and memos,
etc. Basically explicit knowledge is the representation of tacit knowledge (Nemwel, 2013).
Knowledge assets give a competitive edge in the market and thus ensure organizational
effectiveness, efficiency and performance. The utilization of information and knowledge has
been increasing day by day in both public and private sector, educational institutions in order
streamline all activities and to enhance the process of decision making and performance of the
organization. The most important activities in the all organization are managing the knowledge.
If an organization does not have knowledge, it cannot manage itself to be a successful
organization. One of the fastest growing areas of higher education institutions is knowledge
management (Nawaz, Nazir, Zahid & Fawad, 2015).
The knowledge management capabilities (knowledge acquisition, documentation,
transfer, creation &application) are rooted in the operation of the organization and are derived
from configurations of organizational culture (involvement, consistency, adaptability &
mission). The knowledge resources are an outcome of organizational culture, leadership and
2 | P a g e
strategy because knowledge is shaped and utilized in accordance with a set of cultural values
and norms, embedded in structural relationships and reflected in strategic priorities (Zaied,
Hussein & Hassan, 2012). The organizational learning is a dynamic process based upon the
knowledge which affects the aspects of different surfaces of individual, team and then
institutional level and repeated returning. From a traditional perspective, organizational
performance is commonly referred to the effectiveness, innovation, employees’ satisfaction and
performance. With greater knowledge management capabilities, organizational culture
aptitudes and organizational learning inclinations, the organizations through its efficient and
effective performance can achieve the desired standards and goals (Agbim, Oriarewo &
Owutuamor, 2013).
1.1.1 Knowledge Management
The Knowledge Management is the process of creation, documentation, sharing and
application of data (Laal, 2011). It is a philosophical approach, systems and specific and
administrative contraptions, laid out towards making, sharing, utilizing information and data
inside and around the institution (Bounfour, 2013). Knowledge Management is divided into
two broad dimensions; one is related to managing the existing knowledge which includes
developing knowledge repositories such as reports, documents, field reports, research articles,
etc., whereas the second dimension involve managing of knowledge of particular activities
which includes acquisition of knowledge, creation of knowledge, sharing or transfer and
applications (Imran, Ilyas & Fatima, 2017). The main objectives of Knowledge Management
are the utilizing and improvement of the organization’s learning resources for effectuate better
KM practices, enhanced the performance and effectiveness of an organization and to improve
the decision making practices. Organizational learning is based on a systematic
implementation of best practices throughout the entire organization.
Knowledge management includes a set of strategies and practices in the organization for
identifying, creating, presenting, distributing, and implementing insights and experiences. It is a
set of processes for managing the creation, dissemination and utilization of knowledge,
improve organizational performance (Chuma et al., 2014). The knowledge management
supports the creation, transfer, distribution and application of knowledge in organizations and
combines with its processes including acquiring, saving, disseminating and applying. Studies
also examine the impacts of knowledge management capabilities comprises of knowledge
3 | P a g e
infrastructure (technology, culture, organizational structure) and knowledge process capability
(creation, conversion, application and protection) on various dimensions of organizational
performance (Mohammad & Mohammad, 2015). The literature reveals a positive and
significant relationship between knowledge management capabilities and organizational
performance, and considers innovation, emotion, leadership, efficiency, responsiveness, and
awareness as important measures of organizational performance.
1.1.2 Organizational learning
According to Vera and Crossan (2012) Knowledge and Learning are interlinked with
each other. Learning is the process through knowledge is generated and developed. An
organization with effective and strong Organizational Learning is not a simple knowledge
storehouse but also as a processor of it. Teachers working in the educational institutions get
feedback from learning culture to strengthen their capabilities. (Liao & Wu, 2009). Learning is
a major element that plays a significant role in organizational performance and to achieve
competitive advantage. Simple, Organizational learning allows organizations to enhance their
performance in term of quality and to achieve competitive advantage in the market (Sung &
Choi, 2012). Organizations require to emphasis on the continuous learning and proper use of
knowledge in order to enhance the performance of the organization which can serve as a critical
key to success for facilitating individual and team (Watkins & Marsick, 1996; Weldy, 2009;
Harrim, 2010).
Organizational learning is a process of acquiring information, interpreting information,
and using information to guide decisions (Lyles, 2014). Organizational learning is one of the
most vital concepts for the survival of higher education institutions in today’s competitive
environment by explosion of private universities. Now a days it’s considered one of the most
promising concepts. A vast amount of literature has been an emphasis on the Organizational
learning for the success of an organization (Fteimi & Lehner, 2016).
Organizational learning capabilities are the organizational and administrative
manifestations of elements that provide organizations for learning and encouraging learning
processes to develop organizational performance (Maria and Daniel, 2014). Organizational
learning is a process in which employees of an organization can influence an organization's
development capabilities and behaviors by using their common experience and understanding
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of new information development. The process consists of four sub-processes. The first, the
organization is to obtain information (Gülhan & Zafer, 2015). The second process is the
information about the program where the staff shares the information in the organization. The
third step is an explanation of the information that is interpreted by individual and transformed
into a new modern knowledge. Information collected to build compatible remedies and
documents is stored for future use (Muhammad & Muhammad, 2016). Organizational Learning
is an important variable that provides a strong competitive advantage in performance of the
organization.
1.1.3 Organizational culture
In the field of management, organizational culture is a popular concept. In the past few
decades, management and organizational scholars have been using the concept of
organizational culture (Borges, 2013). In general, organizational culture plays an important role
because it provides a framework in which managers can implement incentives that influence
how employees behave. Relevant literature reveals that organizational culture is a model for
sharing values and beliefs, helping individuals understand organizational functions and thus
providing them with organizational behavioral norms (Hsu, Wu & Yeh, 2011). Institutions use
different techniques to improve organizational performance, such as stimulating organizational
culture, one of the sources that improve employee performance. Organizational culture is an
important and fundamental element of any organization and is formed through the unique
interaction among members (Achillas, Aidonis, Folinas, Moussiopoulos & Triantafillou, 2014).
Organizational culture is the organization's values, beliefs, customs, rituals, and
customs. Culture is an emotional environment shared by members. Culture is the visible signal,
behavior, and leadership of the values, norms, assumptions, and types of organizational
members (Jack & Onkware, 2014). According to the literature, organizational culture is
expressed by the values, beliefs and perceptions shared by the employees of the organization.
The culture of the organization must be motivated and supported. The organizational culture is
related to the values, beliefs, and codes of behavior that existed in the long-term organization,
and employee beliefs and values will affect behavior and attitudes (Rehman, Nawaz, Farwida
& Imran, 2015). Organizational culture can be built by the nature of training, education,
knowledge, skills, values, ethics and norms. Organizations with a good culture have similar
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values and codes of conduct that work for employees who help them achieve their goals and
responsibilities.
The literature revealed that there are seven characteristics that form the basis of
organizational culture. These are: personal autonomy, structure, support, identity, performance,
tolerance in conflict, and risk tolerance. There are different types of organizational culture (Jack
& Onkware, 2014). These are the classification on the basis of power, role, duty, individual;
venturous, activity, authority, hierarchy; rational, developmental, sentimental, hierarchy; and
adaptation, goal attainment, integration and legality. Organizational culture is one of the most
explored phenomenon and an inevitable variable in explaining functioning and performances of
all kinds of organizations (Rehman, Nawaz, Farwida & Imran, 2015). Organizational structure
exists as an important foundation for organizational performance. This is not surprising because
organizational culture has been found to have a positive correlation with organizational
performance. The phenomenon of organizational culture emerges from the following attributes
(involvement, consistency, adaptability & mission) those who are vital with respect to
organizational performance (Samuel, Bernard & Dantallah, 2016).
1.1.4 Organizational Performance
One of the key elements for achieving an effective organization management process is
performance measurement. The performance of one organization may be directly related to the
ability to achieve strategic and financial goals. Organizational performance is a
multidimensional component covering many concerns (Mochama, 2014). There are two ways
to measure the performance of an organization. One is measuring objective index using
objective indicators and the other is subjective index measures using subjective evaluations of
respondents. An organization that is active in taking competitive action will face a competitive
response from competitors (Samina, Tahira, Muhammad & Fawad, 2015). If rivals face a less
aggressive, simple or known competitive challenge, rivals quickly learn how to respond to
action using rigidly structured, yet highly efficient and simple troubleshooting and decision-
making mechanisms. This means that the application of knowledge management and culture
within the organization makes it easy to make decisions and maximizes productivity,
profitability and performance of the organization (David, Ntabo & Munir, 2016).
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The Current research study focuses on the mediation of organizational learning &
culture on the relationship between knowledge management and organizational performance.
Knowledge management and organizational culture are believed to be an important part of
organizational activity. The role of organizational learning in this regard is important for the
high achievement of the organization. Knowledge management is a process of transforming
personal knowledge into institutional knowledge (Mills & Smith, 2011). Organizational culture
is hard to grasp, but is commonly seen as shared values, beliefs, and assumptions among
employees within an organization that help coordinate and coordinate behavior. The
organizations represent change, learning, and adaptation to the process by which an
organization is transforming into its environment (Zamin, 2012). The performance of an
organization has been pointed out as an important issue when evaluating an organization's
performance. In this regard, all of the above is an important factor in achieving the highest level
of performance.
1.2 Rationale of the Study
One of the prime activities of a teacher or function is teaching which itself is not an
easy task. Teaching includes creating the context in which they learn new knowledge, learning
of students, providing feedback to students on their positive and negative aspects in
encouraging way. In this modern age of knowledge, the teacher is not imparting knowledge to
the students but also do many other activities. The explosion of information and knowledge is
everywhere across the globe, teachers working in higher education institutions must be
proactive learners and organizers of knowledge. Therefore, teachers working in higher
education institutions are responsible for creating knowledge through research, get it published
in journals, making interrelation between academic and professional worlds in order to share
ideas and advancement of knowledge, review and update curriculum and create its relevancy
with practical field. Universities play a key role to polish their faculty members in research
skills which not only help them in their research, but also their students and peers for
undertaking required research initiatives.
Many higher education institutions look for creative and innovative ways to improve
their dexterity in knowledge transformation, access, and practicability (Rowley, 2010).
Successful universities cope with these challenges to improve their learning culture, including
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re-purposing the roles of their academic libraries and Information and Technology (IT)
organizations (Metaxiotis & Psarras, 2013). The need to manage and assimilate a constantly
growing pool of information, technology, and human expertise creates unique challenges for
faculty, staff, administrators, and students in the modern university has led to the need for
knowledge management in universities.
In Pakistan, Higher Education Commission (HEC) is the main regulatory body of
higher education institutions (HEI’s). The main objective of HEC is to increase the quality of
higher education according to international standards. The real problem in institutions of higher
education is insufficient performance of the universities. Most of the universities are failing to
improve their proper application of knowledge management approaches. Therefore, effective
knowledge management practices crucial for industries as well as universities in developing
countries. An effective knowledge management system requires every academician to practice
appropriate management of knowledge in his/her teaching and learning activities, which
includes generating, acquiring, storing and disseminating knowledge effectively to the users of
knowledge, especially the students.
The relationship between the Organizational culture and performance is another aspect
to investigate by the researcher in the present research study. Strong Organizational culture is a
key to good organizational performance. Practitioners argued that the performance of an
organization depends upon the degree to which the values of the culture are comprehensively
shared. Strong Organizational culture is considered play a key role to enhance the performance
of the employees. It improves self-confidence, employees’ commitment, diminishes job stress
and enhances the ethical behavior of the employees. Therefore, culture in the organization
should be developed in a way that to improve the employees’ commitment and performance of
the organization. According to Akhtar et al. (2015) not only single factor is determining the
organizational effectiveness, but many factors which affect the organizational effectiveness,
such organization as culture, learning, Knowledge Management, Leadership and HRM
practices. The current study focuses on investigating the mediation of organizational learning
and organizational culture on the knowledge management and organizational performance in
higher education institutions in Khyber Pakhtunkhwa.
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1.3 Problem Statement
Knowledge Management is one of the important strategic sources of competitive
advantage which has been gradually emerging over the last two decades (Rezaee &
Amirianzad, 2017; Tang, 2017; Ngoc-Tan & Gregar, 2018). As a result, both practitioners and
researchers have found that Knowledge management with organizational learning and culture
play a vital role in the performance of the organization.
Higher Education institutions are considered the center of knowledge creation. In all
over the world, universities play a dynamic role in the participation in knowledge societies
which leads towards the economic development of the country (Casimir et al., 2012).
Therefore, it is impossible to survive an organization without effective knowledge management
practices and strong organizational culture. Essentially, organizations are competitive if it
creates and upgrades their knowledge assets in order to enhance organization's performance
(Mahdinezhad et al., 2018). According to Creswell (2009), stated that the tools used in the
study were valid and well documented, this study validated instruments for knowledge
management, organizational learning, organizational culture and organizational performance to
fill the methodological gap (Sendjaya, 2008; Busari, 2011). The purpose of the present study is
to identify the most appropriate factors which can influence organizational performance in a
better way with the mediating behavior of organizational learning and culture in the higher
educational institutions of Khyber Pakhtunkhwa, Pakistan. Therefore, the present study was
aimed to investigate the mediation of organizational learning and organizational culture on the
relationship between knowledge Management and Organizational performance in Higher
Education Institutions of Khyber Pakhtunkhwa.
1.4 Significance of the Study
The current study is highly significant in the higher education sector. Firstly, the study
is unique, in the sense that this study examined the mediation of Organizational Learning and
Organizational Culture on the relationship between Knowledge Management and
Organizational Performance in the higher education sector. This study will helpful to
administrators to provide an insight that how Knowledge Management, Organizational
Learning and Organizational Culture play a significant role in the improvement of
organizational performance.
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Secondly, Current research is intended to contribute to bridging the literature gap that
currently exists in theory which is realized in two literary streams in Knowledge Management
and Organizational Performance. Bridging this gap will be achieved by providing an integrated
framework to accommodate the convergence of the two literatures based on empirical analysis
in the context of higher education in developing countries. Additionally, an understanding of
such association among four concepts would help to develop a harmonized framework in which
four concepts could be applied to improve the sustainability of higher education in the current
era.
This study has also benefited for the Apex bodies of the higher education Institutions
that knowledge Management is the most important asset for the enhancement of organizational
performance with two mediating variable (OL and OC), so they can use different strategies for
harnessing such knowledge.
This study is also helpful for policy makers in Higher education Institutions. Definitely,
this study would ultimately facilitate the policy makers to facilitate effective utilization
knowledge resources in order to enhance the performance of the organization. This study
provides a pool of knowledge regarding the role and contribution of knowledge resources in
sustaining competitive advantage in the higher education sector.
Apex bodies of Higher education Institutions can apply the findings of the current study
to develop a strong culture in the institution that will boost knowledge management among
employees. Additionally, the effect of two mediating variable (OL and OC) with independent
variable Knowledge Management and dependent variable organizational performance in higher
education institutions has not been studied before in Pakistan. Thus the study makes a
significant contribution to the theory and practice of human resource management.
1.5 Research Hypotheses
H1: There is a positive and significant relationship between knowledge management,
organizational Learning, organizational culture and organizational performance in the
higher educational institutions.
H2 The knowledge management has a positive and significant impact on organizational
performance.
H3: The knowledge management has a significant and positive influence on organizational
Learning.
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H4: The knowledge management has a positive and significant impact on organizational
culture.
H5: The organizational learning has a positive and significant impact on organizational
performance
H6: The organizational culture has a positive and significant impact on organizational
performance.
H7: The relationship between knowledge management and organizational performance is
mediated by organizational learning (Hayes Process (Model 4).
H8: The relationship between knowledge management and organizational performance is
mediated by organizational culture (Hayes Process (Model 4).
H9-H22: There is a significant difference in the perceptions of teachers regarding knowledge
management and organizational performance across different demographic variables
(Gender, Age, Qualification, Designation, University, Department, and Experience).
Tests of Significance (T-tests and ANOVA).
1.6 Limitations of the study
The main weak points of current research is that, this present study does not define the
relationship and the impact of knowledge management dimensions such as knowledge
acquisition, knowledge documentation, knowledge transfer, knowledge creation and knowledge
application. Second, it does not measure the relationship and impact of organizational learning
and organizational culture dimensions, including individual levels, team stages and institutional
stages and engagement, consistency, suitability and mission. Third, the current research study
only chooses the teaching staff of the Public and Private Universities. Fourth, this study is
limited to Khyber Pakhtunkhwa higher education institution, Pakistan. Finally, this study was
essentially cross-sectional because it collected data from faculty once rather than over a certain
period of time.
1.7 Objectives of the study
To examine the relationship between knowledge management, organizational Learning,
organizational culture and organizational performance in the higher educational
institutions of KP, Pakistan.
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To determine the impact of knowledge management on organizational performance in the
higher educational institutions of KP, Pakistan.
To analyze the impact of knowledge management on organizational learning in the higher
educational institutions of KP, Pakistan.
To investigate the effect of knowledge management on organizational culture in the
higher educational institutions of KP, Pakistan.
To investigate the impact of organizational learning on organizational performance in the
higher educational institutions of KP, Pakistan.
To determine the impact of organizational culture on organizational performance in the
higher educational institutions of KP, Pakistan.
To verify the mediating effect of organizational learning on the relationship between
knowledge management and organizational performance.
To determine the mediating effect of organizational culture on the relationship between
knowledge management and organizational performance.
To compare the perceptions of teachers regarding knowledge management (KM) and
organizational performance (OP) across different demographic variables (Gender, Age,
Qualification, Designation, University, Department and Experience).
1.8 Research Questions
Does there is a positive and significant relationship between knowledge management,
organizational learning, organizational culture and organizational performance in higher
educational institutions of KP, Pakistan? (In line with objective-1)
What is the impact of knowledge management on organizational performance in the
higher educational institutions? (In line with objective-2)
What is the effect of knowledge management on organizational learning? (In line with
objective-3)
What is the impact of knowledge management on organizational culture? (In line with
objective-4)
What is the effect of organizational learning on organizational performance? (In line with
objective-5)
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What is the effect of organizational culture on organizational performance? (In line with
objective-6)
Does Organizational learning mediate the relationship between knowledge management
and organizational performance? (In line with objective-7)
Does Organizational Culture mediate the relationship between knowledge management
and organizational performance? (In line with objective-8)
Does there is any significant difference in the perceptions of faculty members about
knowledge management and organizational performance across different demographic
variables (Gender, Age, Qualification, Designation, University, Department and
Experience)? (In line with objective-9)
1.9 Organization of the Study
This thesis is comprised of five chapters.
The first chapter presents the introduction covers the overview of the study and the
study variables, rationale of the study, problem statement, objectives of the study, research
questions and significance of the study.
The second chapter presents the review of both theoretical and empirical literature.
The basic theories of this study are: resource-based views, knowledge-based views, dynamic
capabilities theory and human capital theory are discussed. It also presents a major
formation of the study comprising knowledge management, organizational learning,
organizational culture and organizational performance as well as the relationship between
them. Finally, this chapter also depends on the conceptual framework and the hypotheses of
the study based previous studies.
The third chapter introduces research methodology, including research philosophy,
research design, population of the study, sample size and sampling method, research
instrument, pilot testing of the instruments, validity and reliability of research instruments,
data collection procedure, research ethics, data analysis and mediation analysis are discussed
in detailed.
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The fourth chapter focuses on results and discussion. The findings are divided into
two parts. The first part introduces descriptive statistics covering the mean, percentage,
standard deviation, summarizing the demographic characteristics of the respondents,
normality of data, reliability and validity of the research instrument. The second part
provides the results of the hypothesis testing and discussion of results using correlation
analysis, regression analysis, mediation analysis and test of significance (T-test and
ANOVA). In addition, this chapter also reports, charts and graphical analysis of the findings.
The fifth chapter reports the summary, conclusion and recommendations of the
study. Also, this chapter presents research implications which include theoretical
implications, practical implications, and policy implications. Limitations of the study and
recommendation for future research are provided.
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Chapter 2
Review of Literature
This chapter examines the existing research about the research variables in the present study
from different research studies conducted by different researchers in different magnitudes and
contexts. It will help the readers to understand the research variables more comprehensively.
2.1 Existing Research
This study is conducted with the intention to examine the mediation of organizational
learning and organizational culture on the relationship between knowledge management and
organizational performance. The research aimed to explore these concepts along with their
relationship in the contexts of higher educational institutions of Khyber Pakhtunkhwa,
Pakistan. The existing literature shows that the entire variable, explored in the present study is
vital for any organization together with the higher educational institutions. The related
literature also showed positive and significant relationships among all research variables in
public and private organizations. Independent variable knowledge management is vital in
updating the knowledge and shaping the behavior of the individuals in organizations. Likewise,
the organizational learning is also vital that how an individual learn in the organization. All
these variables have been used in relation to the most significant research concept
(organizational performance) upon which the survival and development of any organization are
grounded.
2.2 Knowledge Management
In the contemporary era, different organizations are more concerned gradually with the
knowledge management and their applications to make and create the possible delivery of
quality services and eminence products to capitalize on the effectiveness of its internal
processes (Hendriks & Vriens, 1999). The knowledge is the precious asset of the organizations
and their management requires additional competencies from the organizations to adapt and
sustain the knowledge based practices in organizations (Alavi & Leidner, 2001). Hence, in
modern organizations, professionals, leaders, managers and executives realize that all valued
efforts are focused on the activities of knowledge intensive and that the success of
organizations is connected to the relevance and excellence of the undertakings, mainly over
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knowledge employees’ willingness and expertise to practice that knowledge to benefit the
organizations (Alavi & Leidner, 2000). So, there is a dire need to arrange the effort to enter into
the knowledge-based economy wherein organizations best knows is pleasant further imperative
than outdated economic power sources. Therefore, knowledge management is vital for the
organizations to know about their everyday operations (Gold & Malhotra, 2002).
Similarly, management perspectives, the main difference between knowledge and
information is that the knowledge cannot be brought about, managed and controlled since it
exist in individual minds, however, the information, on the other side, is much easily
distributed, planned and identified (Toften & Ottar Olsen, 2003). Therefore, knowledge
management is basically restricted to building the veracious situations for individuals to learn,
acquire (experiencing the world and acquiring information) and apply the same knowledge to
benefit their organizations (Alavi, Kayworth & Leidner, 2006). The knowledge worth is
plagiarists from the worth of the choices those which are linked to the said decisions. The
dimension of knowledge management success is consequently linked to the attainment of
objectives and the enriched decision-making (Lodhi & Ahmad, 2010). Thus, knowledge
management is helpful in building and producing better results by understanding the knowledge
constituents for decision-making (Mills & Smith, 2011). Therefore, the knowledge
management helps the organizations to take suitable decisions according to the wins and the
wishes of the employees and the predefined objectives of the concerned organizations.
The knowledge is the most valuable and significant asset of the organization as
compared to other resources, since all the other resources need the effective utilization and it is
only the knowledge management which helps in this regard (Agarwal, Kiran & Verma, 2012).
In contemporary competitive era, the knowledge economy is linked with individuals, learning
litheness, leverage, money, competitive benefit and authority (Islam, Agarwal & Ikeda, 2014).
The knowledge is further pertinent to persistent professional commitments than labor, capital
and other tangible assets because the knowledge is more justifiable over factual confidence and
is vital for performance, adoption and action (Ahmed, Fiaz & Shoaib, 2015). Similarly, the
knowledge offers the capability to react to strange, unknown and new circumstances. Still, in
organizations, like higher education institutions, the knowledge management is evident as
victims of negligence on the part of management in the institutions (Klepić & Madžar, 2017).
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In competitive global markets, the efficient and effective use of knowledge is critical for the
institutional survival and success and has strong potential to decision making, problems
solving, organizational innovation and performance.
2.2.1 Nature of Knowledge Management
The knowledge management is the logical practice of obtaining, shaping, supporting,
smearing, sharing and renewing both explicit and implicit knowledge to improve organizational
adaptability, organizational performance, raise standards of the prevailing services and products
and build new knowledge rigorous services, products and processes (Serban & Luan, 2001).
Different researchers recommend diverse notions towards the parallel discrepancy between the
knowledge management and organizational knowledge. Both the notions are helpful in
conceptualizing and understanding about the philosophical about the nature of knowledge
which is applicable in almost all types of organizations (Allard & Holsapple, 2002). Therefore,
about the nature of nature management, there are different philosophical assumptions are
variable about the nature of knowledge and its application towards the effective management of
knowledge. In this regard, some researchers usually assume technical tactic intended on
building ways of leveraging and distributing knowledge so as to improve the organizational
performance (Chakravarthy, McEvily, Doz & Rau, 2003). Therefore, the knowledge
management is the effective component towards the organizational efficiency and
effectiveness.
About the nature of knowledge management, different researchers provide different
views about accumulating and developing knowledge through different dimensions as those
which are suitable for establishing the knowledge resource management as the vital component
of the organizational norms and values (Anantatmula & Kanungo, 2006). The knowledge
management impression is vital for those individuals who are trying to comprehend the origins
of a viable advantage since it is the confined experiences and knowledge of institutions which
offer the distinctive capabilities that may not be easily replicated by contestants. The main
advantage behind knowledge management is information utilization about the issues/problems
raised and faced by the employees and management and how to cater with certain problems by
providing the ultimate solution thereof (Lee & Sukoco, 2007). The knowledge management
gives birth to another concept, known as knowledge society which in recent years has often
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appeared in the knowledge management literature globally. This will help the concerned
management to make use of the suitable measures concerning the knowledge management and
its applicability (Chen & Burstein, 2009).
The knowledge management by nature is the direct connection with the knowledge
paradigm from the knowledge perception preceded by a knowledge revolution along with the
knowledge economy, knowledge epoch, and culminates at the knowledge capital stage of
development. The knowledge, information and data are usually resulting from databases,
talking with colleagues, over readings and by noticing and experiencing the different things in
the environment (Schiuma & Carlucci, 2010). Here, the most vital concern is about how
imperative is the organization’s access, create, use and share knowledge, information and facts
and figures which ultimately directs the individuals with the knowledge to wisdom (Islam,
Agarwal & Ikeda, 2014). In this regard, the query of an accurate nature of knowledge, data and
information raised a new science in information systems in the organizational settings.
Likewise, knowledge is an interdisciplinary ground and includes various disciplines like the
philosophy, information technology, management, economics, artificial intelligence and human
resources management (Klepić & Madžar, 2017). Thus, the practice merged in knowledge
management like disseminating, clarifying, organizing, collecting and reprocessing the
knowledge and information throughout the organization.
2.2.2 Importance of Knowledge Management
The knowledge management is important for the each and every organization, including
higher education institutions. In this regard, the shared knowledge comprises all the types of
knowledge and is further exhaustive than public knowledge. It is that knowledge which is
shared among the professionals and individuals in the particular field/domain and this shared
knowledge is of great significance in the business industry and in other institutions (Ofek &
Sarvary, 2001). Therefore, the shared knowledge over and over again pacts with how the
specific kind of work ought be done and is organized as the “know-how” of the organizations.
The said knowledge, practice comprises the knowledge that is entrenched in work practices,
stakeholders and the technology (Alavi & Leidner, 2003). For this purpose, the shared and
embedded knowledge institute the main knowledge resources of any organization including
higher education. Similarly, the second aspect regarding the importance of knowledge
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management is the transition and the application of knowledge management techniques that
have significant impact upon the organizational activities, innovativeness and performance as
well (Darroch, 2005).
Likewise, it is mainly important when the existing competition level of the organization
is considered for keeping its competitiveness and the effectiveness of the knowledge
management system (Bhatt, Gupta & Kitchens, 2008). Thus, numerous organizations have their
own system of information management which are considered as the backbone for the
effectiveness and success of organizations. These organizations are required to hold up the
change procedure and unfavorably distress the organizations (Lodhi & Ahmad, 2010). In this
regard, the macroeconomic and microeconomic knowledge management contexts are genuinely
knotted. In organizations, knowledge management application techniques must allow better
performance, long-term effectiveness and high valued economy, which must inspire overall
social change (Giju, Badea, Ruiz & Pena, 2011). The knowledge management is also important
for the organizations because it helps the organizations to highlight their strengths and
weaknesses which will ultimately benefit the organization to achieve its competitive lead in the
contemporary competitive environment (Agarwal, Kiran & Verma, 2012). Therefore,
organizations are required to take advantage of the knowledge management system to achieve
their desired goals.
There are two facets of knowledge management, which are responsible to clarify the
main them behind the knowledge management. These facets are the implicit and explicit
dimensions of the knowledge management those which are helpful in providing the guiding
principles towards the smooth operations of the organization activities and deeds and those
which are explicitly vital for the organizational development and success (Khan, Danish,
Munir, Hafeez, Alam & Fatima, 2013). Therefore, the knowledge management is helpful in
highlighting the main and leading problems of the organizations and those which are helpful in
providing the direction towards the attainment of the desired status in the competitive
environment (Islam, Agarwal & Ikeda, 2014). Thus, the application of knowledge management
tools and techniques is the important aspect of the success of the knowledge management
system and which have gained continuous momentum in the contemporary competitive
circumstances (Shahzadi, Hameed & Kashif, 2015). Hence, both the types of knowledge, either
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implicit or explicit are vital for the organizations obtain the valuable information about the
everyday operations of the organization progression (Klepic & Madzar, 2017).
2.2.3 Attributes of Knowledge Management
There are certain attributed coupled with the knowledge management those which are
vital in explaining the vitality of the entire system. In this regard, the knowledge management
has different attributes as recommended by the different researchers from time to time, but the
most significant attributed model is the knowledge acquisition, knowledge transfer, knowledge
documentation, the knowledge creation and knowledge application (Darr, Argote & Epple,
1995). These attributes are vital in explaining the knowledge management more
comprehensively and which further helps the management and workforces in understanding
phenomenon systematically. Therefore, application of knowledge management and its
attributed staging is vital for the applicability of the knowledge management techniques and
core characteristics vital for knowledge management (Baskerville & Dulipovici, 2006). These
attributes help in understanding that what is knowledge, how it can be acquired, how it can be
documented and communicated, how it can be transferred and how can be knowledge creation
and application be managed to achieve the desired objectives through the desired standards
(Islam, Agarwal & Ikeda, 2014).
A. Knowledge Acquisition
The foremost attribute of the knowledge management is the knowledge acquisition,
which specifies how to join/acquire the knowledge. It also specifies the different dimensions
through which the knowledge can be obtained for definite purposes. It means that how
individuals in organizations are required to gain the knowledge of the different available
resources and how it can be useful for the organization to utilize this knowledge for its ultimate
benefits (Darr, Argote & Epple, 1995). Whereas knowledge can occur freestanding an
individual’s skull, in an arrangement of organizational practices, services, products, systems
and facilities, it’s stagnant involves the interaction and intervention of humans to concentrate it
any value for sustainable development. While individuals cultivate new knowledge and in this
regard, the organizations play an acute role in expanding and articulating that knowledge (Giju,
Badea, Lopez Ruiz & Pena, 2010). The capacity to share and create knowledge will be the sum
one influence for success in the contemporary environment. For this purpose, knowledge has
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developed the key fiscal dominant and resource and maybe uniform of the competition lead
source strains the perseverance of taking knowledge extremely (Shahzadi, Hameed & Kashif,
2015).
B. Knowledge Documentation
The knowledge management has its roots towards the knowledge documentation system
which has significant impact upon the process and procedures that are vital to document the
important information. The knowledge documentation is an important attribute of the
knowledge management system which helps the organizations that how to place the important
document in the official record of organization (Nonaka, Toyama & Byosière, 2001). The well
defining procedure of knowledge documentation helps concerned organizations to effectively
implement the efficient information system (Bock, Zmud, Kim & Lee, 2005). The
documentation in the form of manuals, and user guides benefit the personnel to read about what
is predictable of them, the processes, tools and people offered to them and by what means to
use all of these so as to reuse, innovate, share, learn and collaborate in the adaptation of
effective and complete documentation support system by keeping in view elements of user
assistance, communications and training (Agarwal, Kiran & Verma, 2012). These kinds of
documentation help the management in different forms include knowledge sharing documents,
huge documents, administrator's guides, user's guides, procedures and policies.
C. Knowledge Transfer
The knowledge transfer is another important attribute of the knowledge management
and plays a vital role in sharing knowledge in organizational context. There are several
approaches introduced and recommended by different researchers towards the knowledge
management strategies which is matched with the organizational strategy and mission and the
growth of a suitable belief that creates trust with cultural norms, sharing of mutual objectives,
desire for acceptance and learning towards change which exemplify each facet of the
organization (Darr, Argote & Epple, 1995). The individuals focused approach emphases on
human intelligence resources while the knowledge focused line efforts on operational
intelligent resources with respect to information management and process management (Zander
& Kogut, 1999). The knowledge may not be managed directly, however, only ultimately over
the knowledge carriers’ individuals’ knowledge and the collaboration between the management
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and employees through the communication and information streams with respect to the desired
agreement towards achievement of predetermined tasks and objectives (Girdauskienė &
Savanevičienė, 2007).
D. Knowledge Creation
In addition, the knowledge management has another significant attribute in the form of
knowledge creation that how the knowledge can be created or acquired during the process of
information and communication adaptability towards the norms and values of the
organizations. The knowledge creation is helpful in achieving the stated vision and mission of
the concerned organization (Darr, Argote & Epple, 1995). Hence, the knowledge management
through the knowledge creation is supporting the additional role in bringing the variation to
create valuable information regarding the knowledge and attitude of the concerned employees
in organizations (Nonaka, 2007). Similarly, the knowledge management leads decisions on
how, when and where to update, accumulate and create accounts for innovative knowledge. It
permits the organization to greatly influence through its crucial beneficial role in the permissive
role of new knowledge to both the new inductees and experienced employees in organizations
(Nonaka & Takeuchi, 1995). The knowledge management is a growing procedure that manages
proactively all external and internal facts to build a viable lead that is interconnected to core
organizational goals and objectives.
E. Knowledge Application
The knowledge application and their usage according to the wins and the wishes of the
organization is another important attribute of the knowledge management. In this regard, the
application of old-fashioned processes of management within an organization towards
knowledge might be the most comprehensible grouping. The traditional processes towards
management comprise organizing, coordinating, planning and control which has significant
impact on the organizational goals (Giju, Badea, Ruiz & Pena, 2010). The knowledge of
different nature challenge the mechanism by which the organizations are helpful in befitting the
almost clear situation towards the organizational development and success. This is better
utilization of the entire procedure towards the achievement of predefined objectives which are
only possible when there is a new knowledge available and accessible to all the employees
irrespective of their position and status in the institutions as, the main theme behind the
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knowledge management is the internal and systematic process concerning the creation,
collecting, diffusing, organizing, consuming and mistreatment (McNeish & Mann, 2014).
2.2.4 Knowledge Management in HEIs
With respect to knowledge management, the higher education institutions are
organizations which are manned with professionals in every sphere of specialization and who
back their experience and expertise with the aim to produce and preserve the up-to-date
knowledge to the new generations (Adhikar, 2010). The higher education institutions as the
knowledge organizations direly need to develop their knowledge and information management
to react to both external and internal environments in which the concerned workforces are
functioning. These institutions are solely responsible for creating, transferring, producing and
providing, the quality knowledge to their stakeholders (Bhusry & Ranjan, 2011a). In this
regard, these institutions are the nucleus for generating the new and innovative methods and the
procedures to keenly observe their activities towards the achievement of predetermined goals.
The policy makers in the higher institutions are also responsible in providing the guidelines to
their employees towards the updating of their skills and knowledge (Agarwal, Kiran & Verma,
2012). Moreover, these institutions are also required to make sure the possible delivery of the
required knowledge to their stakeholders.
The higher education institutions, through knowledge creation and development, are
responsible to generate the opportunities for their stakeholders to provide better chances of
knowledge offering that are kept at higher priority by the institutional management. The
management of the concerned institutions is also responsible to keep in mind every dimension
of the knowledge management that is helpful in promoting the emotional intelligence and the
knowledge depending prospects (Bakshi, 2013). In this scenario, it is the knowledge of the
institutional members those who help the institutions to highlight the possible measures and
their ultimate solutions with the potential to solve the related problems whenever required.
There are certain well define factors which are also responsible for knowledge promotion like
learning from experiences, transparency of competencies, functional borders, hierarchical
representations and the interactional processes (Ali & Khan, 2015). The knowledge
management in higher institutions is helpful in providing the opportunities to highlight their
strengths and weaknesses which will then be helpful in achieving the desired objectives.
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Similarly, to increase and further develop the autonomy of the higher institutions, the
government intrusion goes hand‐in‐hand with the enactment of innovative management styles
among which the knowledge management is foremost (Islam, Agarwal & Ikeda, 2014). The
institution can promote the knowledge management opportunities by using different channels
and approaches those which are operating behind the prospect. In this regard, the
transformation of higher education has required the institutions to use, manage and store the
existing knowledge and information provisions in the superior manner so as to meet the
efficiency, effectiveness and accountability requirements of the institutions (Haq & Anwar,
2016). In this regard, the strategic application of knowledge management becomes vital in the
higher educational institutions since it has significant impact upon the informative credentials
of the institutions with respect to accurate and complete information available (Rao, 2016). For
this purpose, the higher institutions are direly needed to adapt the strategies vital for the
information and communication technologies and which are also vital for the institutional
development.
2.2.5 Knowledge Management in HEIs of Pakistan
The higher education institutions in developing countries are lacking regarding the
application of knowledge management practices efficiently and effectively. The same is the
case in developing countries like Pakistan. The higher institutions in Pakistan are facing
countless problems with respect to the structural changes and other institutional strategies
among which the adaptability of knowledge management practices in its true spirit is the most
significant need of the contemporary competitive environment (Rah, Gul & Wani, 2010).
Similarly, in higher institutions of Pakistan, due to the interference from different external
forces, like the bureaucratic and political meddling have further grave the situation. In this
scenario, when the institutions adapt their efficient and effective system of the knowledge and
information then of course it will pay the institutional ways towards the desired success (Lodhi
& Ahmad, 2010). Likewise, the institutional authorities are also needed to adapt the
institutional strategic policy making in which priority in essentially required for application of
knowledge management along with their strategic role it play in the developmental process
(Abass, Hayat, Shahzad & Riaz, 2011).
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In Pakistan, with respect to the higher institutional infrastructure and the strategic
changes, which are almost required in all the institutions, the effective information system and
the adaptability of the efficient knowledge management system is the prerequisite of the
academic credibility and success of these institutions (Hoq & Akter, 2012). The higher
institutions, due to lack of availability of finances, are additional required to pay their attention
to the specific need and arrangement for the desired input and output as matched with their
specific predetermined goals and objectives that are desired to be achieved in all respects. The
individuals determine themselves how to use, acquire and mature their information and
knowledge; therefore “command and control” is not an active way to inspire efficacious
development and sharing of knowledge (Khan, Danish, Munir, Hafeez, Alam & Fatima, 2013).
To this aim knowledge management denotes to as management of defining influences for
workforces. Similarly, the knowledge of the institution have to permit the strategic aims
achievement, thus strategic objectives must be the preliminary idea of knowledge management
description towards goals and for an assortment of definite methods and instruments in the
knowledge management system (Munir, Saif & Nazir, 2013).
The higher institutions in Pakistan are facing the problems and issues concerning the
technological adaptation since there is continuing changes introduced in the tools and technique
adaptation that is required for the better understanding of the strategic success with respect to
the information and knowledge management system (Shah & Mahmood, 2013). The
knowledge management is helpful for concerned management and the employees with respect
to the teaching and learning activities that are vital and significant in the institutional
development and the strategic application of the particular technology required for a specific
purpose. These institutions are direly needed not only with respect to the material resources, but
also direly needed in upgrading the skills and knowledge of the human resources to effectively
achieve the desired objectives in a systematic way (Shahzadi, Hameed & Kashif, 2015). The
knowledge management is also helpful for the employees in increasing their social and
institutional commitment along with identification of the institutional barriers that are vital in
highlighting the weakness of the institution. The same in also helpful in enhancing the
innovation and creativity in the institutions.
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2.3 Organizational Culture
The organizational culture occupied a unique place in the field of organizational studies
particularly in organizational behavior. The organizational culture talks about that how the
individuals in the organizations behave and how their behavior is affected by different
organizational factors which in turn may affect the organizational performance (Willcoxson &
Millett, 2000). Similarly, the organizational culture is the vital component of effective
management practices in organizations including higher education institutions (Black &
Richard 2003). Moreover, individuals can analyze the organizational culture typologies to
understand the behavior of the individuals and the organizations as well different researchers
recommended different frameworks of organizational culture those which are dominant in
organizational hierarchy but the most popular classification is the four-factors categorical
classification of the organizational culture, including the hierarchy, Clan, market and adhocracy
is considered by the various researchers as the most important classification of culture within
an organization and has a significant impact on organizational performance (Connelly &
Kelloway, 2004).
Incidentally, the hierarchical culture signifies the concentration of the organization on
internal values like the stability and maintenance wherein procedures is followed by the
individuals and wherein management and coordination is ensured effectively by the concerned
leaders to sustain a smooth running of organizational activities (Denison, Stephanie & Paulo,
2002). Though, the strategic aims of the institutions concerned stress the characteristics of
primary clan and adhocracy types of the cultures along with the market culture moderately.
Conversely, the market culture dominates mostly the adequacy towards the strategic objectives
of the concerned institution (Sarros, Gray, Densten & Cooper, 2005). The institutions, through
market cultures, concentrates on the consequences that are desired to be achieved and further
these types of culture is helpful where there is an intense competition, which is the vital and
significant attribute of this culture type (Cameron & Quinn, 2006). Hence, studies on the
organizational culture indicate that strategic objectives, mission, and purposes of an institution
should not have any clash with the existing culture wherein the management and employees
concerned work together to enhance organizational performance (Rahimnia & Alizadeh, 2008).
The organizational culture, with the passage of time gains continued momentum in the
institutions like higher education and were researched comprehensively by researchers and the
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academicians through different dimensions. These academics and researchers further
recommend that there are certain other significant attributes of organizational culture,
regardless of types (Pirayeh, Mahdavi & Nematpour, 2011). These attributes are mission,
adaptability, consistency and the involvement. These attributes are considered by the
researchers as the vital gears for the organizational performance. Moreover, these cultural traits
are the significant attributes regarding the mission and vision of the concerned institution which
specifies that how the individuals behave in the organizations and how organizational
procedures can be adapted in its true spirit to achieve the desired outcomes (Zakari,
Wilberforce & Ansah, 2013). Likewise, the involvement and the consistency are also vital
components of the organizational culture which helps the concerned employees to be involved
in the organizational deeds, and to be consistent in these activities till the attainment of the
desired objective in a desired standard (Ahmed & Shafiq, 2014).
2.3.1 What is Culture?
The organizational culture is always recognized as the significant component which is
able to influence organizational performance and success. Subsequently, organizational culture
developed an imperative area of research in the organizational behavior. The organizational
managers and the researchers have studied the culture concept in different backgrounds so as to
develop more productive and consistent in organizations (Hofstede, Neuijen, Ohayv & Sanders,
1990). In this regard, to define organizational culture more specifically, there have been so
voluminous definitions providing for culture by different scholars. Therefore, with regard to
organizational culture, most attractive and renowned theorists established the general definition
and the guiding principle towards an organizational culture which is mainly focusing upon the
attitude and behavior of the individuals and also specifies the manners through which the
organizational members behave in the organizations over a particular manner (Denison &
Mishra, 1995). Thus, the culture of organizations matters a lot in producing more strategic
outputs, keeping in view the importance of the behavior of the organizational members
(Denison & Mishra, 1995).
The organizational culture also signifies the manner, through which the organizational
members are able to produce significantly, what are expected from them. It always talks about
the attitudinal dimensions relating the individual’s mindset and their consequential outcomes
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those which are interrelated rather strongly linked to the organizational performance in one or
another manner (Denison & Mishra, 1998). To some researchers, organizational culture is the
design of undeveloped expectations that a particular group has discovered, invented, and
established in the learning culture to manage the complexity of internal integration and external
adaptation and must be delivered to give new employees an accurate impression, think and
perceive concerning those problems in organizational dynamics (Denison &Young, 1999). In
this regard, the cultural formation, development initiates with the founder/leader throughout an
offering progression of actions and these as remain to be effective in resolving group external
and internal difficulties, they consider it and decided that the underlying assumptions cease
them to be debated and questioned accordingly (Wilderom, Glunk & Maslowski, 2000).
Consequently, organizational culture over its different types and related attributes has
significant impact on the classification of actualities which organizational members’ usage to
clarify why and how, organization functions the manner they does the organizational deeds
(Zsoka, 2007). Across the various disciplines, the researchers bring into been investigating the
cultural role within the life of the organization and then linked it to the central processes of
effectiveness of the organization (Haque & Anwar, 2012). The organizational culture is able to
be recycled to increase effectiveness and performance of the concerned organizations through
the reason that it pedals the approach by which the organizational members create decisions
and the way through which they manage and interpret the organizational environment (Kotrba,
Gillespie, Schmidt, Smerek, Ritchie & Denison, 2012). The organizational culture can be
preserved as the main subject among many others which shapes the decision making, working
processes, problem solving processes and relations those which are vital among organizational
members (Klepić & Madžar, 2017). Thus, culture has the prominent influence of the
organizational competitive position, effectiveness, performance and its environment.
2.3.2 Defining Organizational Culture
The organizational culture has been defined through different descriptions; however,
their intensity and the main theme remained the same. The main theme behind is the making of
the attitude and behavior of the individuals according with the norms and values of the
organization. Therefore, the culture helps in branding the behavior of the concerned individuals
according the organizational norms and values to achieve the desired results/objectives in a
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specific manner (Zammuto, & Krakower, 1991). The organizational culture has been
recognized as the vital components towards the organizational performance. To denote the
organizational culture, different researchers used different terms to comprehensively define the
organizational culture (Denison & Mishra, 1995). Likewise, organizational culture has been
considered by many researchers as somewhat to do with individuals and distinctive style and
quality of organization and the techniques through which things are done in organizations
(Denison, 2000). Occasionally, organization culture is recognized as the corporate culture
which is mostly used to denote more commercialized implication of the organizational culture
through various dimensional approaches.
Likewise, the organizational culture talks about the individualities among organizational
members with respect to their mindsets and emotional balances. It works upon the norms and
values those which are unique in different cultures and those which comprises the shared
practice, values and beliefs which further make a distinction between one individual into
another individual and between one organization from another organization (Davidson, 2003).
Similarly, even though, there exists no consensus on the organizational culture definition as
most of the authors established that organizational culture denoted to somewhat that is
historically and holistically determined by organizational leadership, that is constructed socially
and sustaining the difficult and complex desire for change (Nelson, & Gopalan. 2003). In this
regard, in the contemporary era, organizations are continually challenged to offer the
innovative portfolio with regard to their services and products. Similarly, despite the crucial
role of innovative, portfolio for organizational performance, organization differs in their
emphasis upon the innovation, building competencies and outcomes concerning the innovative
creation (House, Paul, Hanges, Dorfman & Gupta, 2004).
Numerous researchers defined the organizational culture, specifically with regard to
organizational performance and recommend that the culture have a significant role in bringing
the standards for the performances in the organizations (Karahanna, Roberto & Mark, 2005).
The strong organizational culture is helpful in achieving a stronger competitive edge with
respect to the objective achieved by the organizations systematically. All these helps the
organizations to achieve their desired standards in a pre-defined manner and to achieve the
organizational status and rank at par the global one (Alavi, Kayworth & Leidner, 2006). The
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researchers claimed that low performance organizations might be illustrious from high
performance organization since they overcome some cultural traits and attribute those which
are vital in defining and explaining the overall strong culture of the organization. Likewise,
some researchers proposed that organizational performance can be improved through the strong
values and shared beliefs (Dasanayake, 2008). Therefore, the study of attributes of culture
becomes vital to understand the phenomenon of organizational culture in organizational context
more comprehensively.
2.3.3 Attributes of Organizational Culture
There are different models available in the existing literature about the organizational
culture these which are applicable in one or another organization of similar or diverse nature.
Therefore, diverse models propose diverse attributes of organizational culture, however, most
popular classification with regard to organizational culture is the our attributed model of Dan
Denison which comprises the mission, adaptability, consistency and involvement (Denison &
Mishra, 1998). These attributes are vital to apply the real culture in ideal organizations which
further help the organizations to achieve their competitive edge over other organizations
(Denison, 2000). In this regard, mission denotes to the long-term organizational vision and
guiding principles, the adaptability denotes to the applicability of the organizational norms and
values, the consistency denotes to the regularity, stability and uniformity of individuals while
the involvement denotes to the active involvement and participation of the organizational
members in the decision making process (Alavi, Kayworth & Leidner, 2006). Therefore, all
these attributes are vital in making the overall and strong culture of the organizations.
A. Involvement
The involvement is the participation and contributions of organizational members in
organizational activities towards the achievement of the desired goals. The involvement is what
about the active delivery of the services of the individuals in those organizations which are
directives towards the objectives of the organizations (Denison & Mishra, 1998). Similarly, the
organizational culture talks about the perception of the individuals about the organizational
norms and values those which are only possible by the active applicability of notion of
involvement. Therefore, the organizational objectives can only be achieved through systematic
manners when the individuals in organizations showed their utmost dedication, commitment
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and contribution towards organizational objectives in predefines manner and in a systematic
way of keeping in view the organizational values at priority (Denison, 2000). In this regard,
organizational culture can only be sustained as the strong and robust culture when the
phenomenon of involvement on the part of organizational members and leaders is applied in its
true spirit in the organizational objectives and in an organizational context (Denison &Young,
1999).
B. Consistency
The consistency denotes to the regularity a uniformity of individuals towards the
achievement of organizational goals in a pre-defined manner systematically. The consistency
refers to the extent by which the organizational members show utmost regularity and
uniformity towards organizational norms and values (Denison & Mishra, 1995). On creating a
healthy and conducive environment in an organization, there is always a dire need for certain
cultural rules that are considered as universal for the organizational culture adapts and
promotion and that has significant impact upon organizational status and reputation (Denison &
Mishra, 1998). However, there are certain other factors those which are responsible with
respect to consistency regarding the organizational culture that how can consistency effect
strong culture of organization and further to what extent organizational members are relying in
advancement of organizational culture through different dimensions as those which are vital for
the promotion of organizational values, norms, standards and the customs (Denison &Young,
1999). These are the imperative factors those which are vital and which have significant impact
upon organizational performance.
C. Adaptability
The adaptability is another vital attribute of the organizational culture as recommended
by different researchers in their research studies conducted on the culture in an organizational
context. Therefore, the culture with respect to the adaptability has a significant role in the
organizational deeds, those which are further vital for the organizational performance and
success (Denison & Mishra, 1995). Similarly, organizational culture is the value system which
contains a both internal and external social system that are in line with the organizational
mission, vision, aims and objective and that has significant impact upon the existence and
rivalry of the organizations (Denison &Young, 1999). Similarly, the adaptability of the
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organizational norms and values has significant impact upon the organizational development
and its long-run strategic objectives those which are further vital for the strong desire of
organizational values (Denison, 2000). In this regard, organizational culture is contingent upon
the value system and which further signifies that to what extent organizational members are
serious in adapting the norms and values of the organization in its true spirit.
D. Mission
With respect to organizational culture, another important attribute is the mission of the
organization because the mission always signifies the long term objective, survival and the
endurance of the organizations in which they are existed for certain purposes (Denison &
Mishra, 1995). Similarly, the mission is also vital for the organizational development and its
success since it is the mission which specifies the long-term goals and objectives of the
organizations and which further tells upon the value system more comprehensively with respect
to desired system of the organizational reputation (Denison &Young, 1999). Similarly, the
organizational mission also signifies the way towards the organizational survival and
approaches towards the organizational development which is further related to the
organizational rivalry and further developed. The core values are the directorial doctrines of the
organizations these which are enduring, timeless and important intrinsically (Denison, 2000).
Likewise, the core values backing the culture shape the organizational culture with respect to
the vision and identify of concerned organization which are further helpful in achieving the
desired status of the organization.
2.3.4 Organizational Culture in HEIs
Globally, during the past decade, the higher education institutions have arisen under
amassed forces to familiarize to rapidly changing technological, social, political and economic
forces originating from direct to comprehensive external postindustrial environment. The
extraordinary complexity, growth and attractiveness of the economy globally with its related
technological and socio-political forces have building persistent and growing pressures on
higher education institutions to react to the changing environment (Smart, & John, 1996). The
international competition and fast growing globalization have put dynamic forces in the higher
educational institutions to introduce the culture that are best matched with the institutional
norms and values and further which help in increasing the potential of the institutions to
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survive in the competitive environment and to work for the ultimate development (Obenchain,
Johnson & Dion, 2002). In this regard, the adaptation and promotion of the strong culture that
is matched with the institutional values and standards have significant impact upon institutional
credibility and which have further pay the ways towards the institutional performance towards
the desired trends (Cavalluzzo & Ittner, 2004).
The academics and researchers have been revising organizational culture studies to
make efficient and effective institutions respecting higher education in a contemporary
competitive environment. There is realistic confirmation that organizational culture has an
influence on creating relations amid stakeholders from different backgrounds (Yilmaz & Ergun,
2008). In this regard, different researchers investigated the association among three magnitudes
of organizational culture those which are also vital for organizational development and success,
namely strength and variety, organizational congruence and the effectiveness of institutions
(Ng'ang'a & Nyongesa, 2012). Moreover, solid culture and effective strategy have significant
intact formerly the organizations functional mission towards the desired pattern. Further, the
most effective institutional cultures seem selected those supports both individual achievement
and group cooperation (Imam, Abbasi, Muneer & Qadri, 2013). At institutional level, the
strong culture might be devoted to as the crucial success factor among many other. Since, the
culture marks the behavior of individuals in the institution and effects both organizational and
individual success.
Furthermore, the study of organizational culture has got momentum and prominence
with regard to the higher education institutions. The examination of the institutional culture is
vital since it is involved in variation of its own culture to the behavior and values of its
organizational members, in order to conserve vigorous feelings and nurture enduring
development (Omerzel, Biloslavo & Trnavcevic, 2011). The culture of the university is the
distinctive kind of organizational culture whose basic assumptions and values and beliefs are
apprehended in shared by all universities. Perhaps, universities have systematic observances
which they ultimately become the part of the institutional culture. Besides, individuals must
revel in work not only associated events with their professional promotion, but also their
personal events, like birthday, wedding and the retirement from the services (Sunarsih &
Mashithoh, 2016). The university culture never be formed by individuals acting alone rather it
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is combination and combined efforts of all the organizational members of its employees to its
management and leadership. The collective and exchange recognition of same artifacts and
values are the common main role in the university culture.
2.3.5 Organizational Culture in HEIs of Pakistan
Around the globe, university culture mainly derives from three sources comprises
assumptions, values and beliefs of the originators of the institutions and the experiences of
different learning groups regarding their members as their organizations develop. The
assumptions, beliefs and values can be believed at universities to seriously effect processes of
decision making and form organizational and individuals’ behaviors (Hofstede, Neuijen, Ohayv
& Sanders, 1990). In this regard, the behaviors based upon the fundamental beliefs and
assumptions are carried over institutional norms, special language and institutional
eventualities. In Pakistan, the culture at university level is created by new assumptions, values
and beliefs took in by leadership concerned and the new institutional members (Amason &
Mooney, 1999). Likewise, it is the utmost responsibility of the institutional leaders to play
critical role in reinforcing and shaping the culture. In university backgrounds, it is important,
especially to examine the interfaces between organization members’ onwards the promotion of
organizational culture which then helps the organizational members in shaping their attitude
and behaviors towards the organizational standing and values (Farid, Mirfakh & Nejati, 2008a).
In Pakistan, culture of universities is playing an overwhelming role in the contemporary
competitive environment due the induction of the higher educational institutions of the private
sector. Thus, the organizational culture is also helpful for the higher educational institutions of
Pakistan as its vitality for the higher institutions globally (Imam, Abbasi, Muneer & Qadri,
2013). Conversely, higher educational institutions of Pakistan are facing various issues
regarding cultural groupings in the institutions which further make the situation so challenging
for the institutional management to adapt the same policies as required for the promotion and
augmentation of the existing culture of the institutions. In this regard, numerous have
distinguished the organizational cultures at the university level through two dimensions like the
weak and strong cultures (Sabri, Ilyas & Amjad, 2015). The weak culture is regarded as by
disparity with regard to the main principles and values, nonexistence of required norms and
desecration of unwritten and written behavioral norms of the university. Conversely, the strong
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culture of the university is considered by the willingness towards strong behavioral norms and
shared values of the organizational members towards the institutional norms and values.
In Pakistan, the organizational culture is also vital for the higher education institutions
due to many reasons behind. In this regard, the utmost cause is adaptation and the introduction
of technological changes in contemporary era which are also vital for successful
implementation of the institutional norms and values. In this regard, Pakistan higher institutions
are direly needs the cultural optimistic changes in the existing cultural viscosity that are vital
for the promotion of institutional culture at the wider length and at the broader level (Khan &
Rasli, 2015). The same is also overwhelmed due to prioritizing the so far values that are
adorable in uplifting of institutional cultural demands. Similarly, institutional credibility also
demands the institutional success due to the certain reasons those which are vital for the
success of institutional standards (Mohammed, Taib, Segaran & Nadarajan, 2016). Therefore,
the cultural significances are also vital for the higher educational institutions of Pakistan as
most of the institutions in Pakistan are facing cultural backwardness which directly hampers the
institutional credibility and success. In this regard, the institutional performance and success is
directly related to the institutional culture.
2.4 Organizational Learning
In an organizational context, the organizational learning is another important concept
which gained continuous momentum during the past few decades. In this regard, the ideas
through which the organization might learn in behaviors that seems self-determining of
individuals inside the specific organization wherein it was the main development (Brown &
Duguid, 1991). Obviously, numerous studies were conducted in the organizational context
which highlights the learning as the part of the decision making process and put emphasis on
the role of procedures, rules and practices in reaction to outside shocks and which are less or
more expected to be assumed to agree to whether or not they clue to constructive magnitudes
for the organizations (Smith, Crossan & Niccolini, 2000). In the contemporary era,
organizational learning has several aspects those which are considered as the vital gears
towards the organizational performance and which further comprises as organizational
processes that organization adapts as per requirements of environment, the notion that
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organization learns from its experience and an initial description of the distinction between
double-loop and single learning in the organizations (Haunschild & Sullivan, 2002).
With regard to organizational learning, an organization needs changes in its behavior in
response to short-term reaction from the surroundings along with certain impartiality distinct
rules. Numerous researchers have presented lots of the organizational learning that might
definitely be defined as the introductory exertion of organizational learning (Carmeli & Tishler,
2004). On the other hand, others made fundamental influences in the early days those which are
vital in the organizational hierarchy and which further needs clarifications with regard to the
knowledge creation and adaptability in the organizations (Dyck, Starke, Mischke & Mauws,
2005). In this manner, the organizations are further required to update the learning process
about their organizational norms and values which are vital for those who are becoming the
part of that particular organization (Lopez, Peón & Ordás, 2007). Numerous models have been
presented by numerous researchers and it is recommended that in stable circumstances, each
model may be suitable for reputable organizations, but that it has restricted applicability to
organizations developing within dynamic situations and that it further helps organizations in
their development (Kieser & Koch, 2008).
The organizational learning and organizational performance go hand-to-hand if not an
organizational philosophy which is further aggravated in the organizational hierarchy. It also
specifies the ways through which the organizational members update their knowledge and skills
that are vital for their professional duties and that are also vital for the organizational credibility
and success (Linda & Ella, 2011). Similarly, the organizational learning is also vital for the
organizations because it stipulates the ways through which the individuals learn about the
organizational norms and values and which are further helpful for the organizations in building
strong and supportive culture in all respects. There exist certain differences in the
organizational learning and learning organization because they both are used for their own
specific purposes (Wang, Tian, Cheng, Li & Hao, 2014). Therefore, the learning is the
continuous process in the organizational context which help the individuals in organizational at
different levels of hierarchy to update their knowledge by learning the innovative things
through the innovative and creative processes that ultimately lead to the organizational
performance in decent manners (Nancy, 2017).
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2.4.1 Definition of Organizational Learning
In the literature on organizational learning, there are different definitions and
description are available which help those researchers who are interested to work on
organizational learning in certain specific context. Therefore, different researchers proposed
different models based upon the strains between organizational and individual levels of
learning and which is alike to the concept being a discontinuous process towards organizational
learning (Smith, 1997). Thus, it becomes important as it placed at ground all together with
actual evidence and difference amid organizations with and without ability to involve in
extending learning (Tsang, 1998). By creating violent practices, both organizations and
individuals seek to look after themselves from the hostile learning experience (Crossan, Lane &
White, 1999). Different researchers provide different strategies which made vital influences to
the terminology, meanings and deeper perceptions on organizational learning like the
differences between unlearning and learning (Argote & Ophir, 2002). Possibly, the most
important interpreting dynamism in organizational learning studies was the contribution of
those scholars who contribute in the said sphere.
The studies of organizational learning, many researchers suggest that it is desired to
capitalize on effective usage of acquaintance in organizations, whereas knowing that there
exists a considerable, mainly a human hindrance in its way towards the efficient learning
processes (Smith & Lyles, 2003). Though, it is also curious that the similar matter of
organizational learning and knowledge management are identified through different dimensions
as those which are vital for organizational members to make use of efficient and effective
knowledge for the promotion of specific learning and teaching to the specific organization. It is
also imperative to provide the guiding principles to each and every individual in the
organizations to familiarize with the learning process and its vitality with the organizational
knowledge management and learning organization along with organizational learning
(Bunderson & Sutcliffe, 2005). Likewise, it also becomes vital for the management and
leadership of the concerned organization to adapt the strategies that are vital for the promotion
of organizational learning in certain specific context and also for certain specific purposes for
long-term objective achievements (Folan, Browne & Jagdev, 2007).
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Similarly, the organizational learning can be defined through different perspectives by
keeping in view the existing scenario and by keeping in view the organizational prevailing
structure and its hierarchy which are vital in examining the existing situation for its survival
and ultimate change (Schilling, Kluge & Annette, 2009). These are the main parameters which
are considered as the main gears for the successful promotion of the organizational learning
which keep them to main the present status quo of the concerned organization by keeping the
entire process of learning as transparent as possible. Hence, organizational learning is a
continuous process which becomes vital for each and every organization either public or
private in every context (Argote & Linda, 2011). Different researchers recommend the ideas
which were highly striking since they delivered the prospective for growth and renewal, with a
supporting idea with regard to both social and technical philosophies strained from dynamic
systems developed by the researchers during the last decades ((Nancy, 2017). Along with,
numerous stress the status of assessing intrusions since the learning innovation success may
differ significantly in diverse portions of the same organization.
2.4.2 Attributes of Organizational Learning
With regard to the organizational learning, there are different models introduced by
different researchers from time to time containing the different attributes. However, the most
popular model of organizational learning with respect to its attributes those which are vital in
the organizational context are individual learning, team learning & institutional learning
(Smith, Crossan & Niccolini, 2000). In this regard, organizational learning in all three phases
(individual. Team & institutional) levels are vital for organizations consider the learning
process at each phase for the successful implementation of how to learn and how to utilize the
learning process for the organizations. The organizational learning is also vital for the
organizations because of the up gradation of individual learning, team learning and also the
organizational learning (Smith & Lyles, 2003). These learning processes at each phase is vital
for the organization are vital since it has the possibilities to implement the same in context of
learning organizations because of vitality and the significances of the learning in organizational
context those which are vital for the organizations to implement them in its true spirit
(Schilling, Kluge & Annette, 2009).
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A. Individual Learning
The organizational learning at the individual level is well-defined as the procedure of
emerging common indulgent between individuals by enchanting synchronized deeds over
shared change. The exchange of ideas and shared exploitation are vital for improvement of
shared appreciation which are vital for the individual to each level in the concerned
organization (Smith, Crossan & Nicolini, 2000). In the same line, it is the process of implanting
learning and knowledge that has transpired by groups and individuals in institutions and it
comprises structures, systems, strategy and procedures. The institutionalized processes will not
be vital instead, the application for a development model to be postulated mainly the learning at
group level (Schwandt, Marquardt & Michael, 2004). The learning, at the individual level,
requires abilities to be established once an individual pay attention to the concept alike teaching
and learning which signifies it in cognizance without perceiving somebody who is in reality
learning (Wang & Ahmed, 2009). The precaution transpires the contributors when they are able
to visualize the long-term organizational success those which are further vital for the
institutional credibility and effectiveness.
B. Team Learning
The organizational learning has also the significant attribute with regard to the team
learning which signifies that how the learning is important and significant for the teams and
how the teams are able to learn from the organizational activities and how these activities are
vital for organizational performance (Bunderson & Sutcliffe, 2003). In both the individual and
team learning, the focus is given more to think about their share and perceptions concerning the
things related to the entire processes, hence transferring them for collective interpretation to
team members and individual. In this regard, the proverbial and shaped instincts are the for the
shared perceptions over imagery, conversation and descriptions which further help the
individuals and teams to clearly understand the main theme behind the notion of the
organizational learning (Taylor & Greve, 2006). In a broader sense, the team members are
required to develop intellectual plans from their contextual learning, whereas together these
plans, mark come again part of the background is interpreted and selected (Edmondson, Dillon
& Roloff, 2007). This beginning is well-matched with ideas of social learning theory and well
along changed to social intellectual theory which recommends a more inclusive description of
individual learning.
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C. Institutional Learning
Contrary to the individual and team level, the learning is also vital with regard to the
institutional level, which signifies that how learning is vital for the institutional credibility and
success. In this regard, the learning at the institutional level is also vital for institutions since it
helps in providing the road map necessary for the achievement of the institutional goals and
objectives and thus it further helps the institutional members to adapt the strategic approach
that is vital for the utmost success of the concerned institution (Chawla, Sarita & Renesch,
1995). Therefore, the learning over sculpting chances, such as, when an instructor learns the
innovative method from the teammate for taking accomplices of the course familiarize each
other with themselves by perceiving them towards their responsibility (Smith, Crossan &
Nicolini, 2000). Likewise, the self-regulation materializes when the institutional member
desires to direct an idea directly as it happens to him throughout the group conversation but
controls his conduct by coming up to express up until his significant other appearances (Argote
& Ophir, 2002). The self-reflection in institutional learning happens when the individual
enquires whether it has the ability to express the idea in an effective manner towards the
achievement of desired objectives.
2.4.3 Organizational Learning in HEIs
The organizational learning is the area of professional practice and academic research
with the comparative contemporary development in the higher educational institutions. As per
the main theme of organizational learning, the individuals learn from the past experience with
the aim of adjusting themselves to environmental situations (Rowley, 1998). In this regard,
organizational learning is quiet an interested area when measured through the phenomenon of
teaching and learning in the institutional context (Smith & Tosey, 1999). The organizational
learning is implicit from the academic perspective, as the learning studies processes a unique
place within the organizations and specifies the manners which are vital for the institutional
development (Rosenblit, 2005). Likewise, the organizational learning is the procedure based
upon individual learning over and done with public and private organizations involved in
obtaining and creating knowledge for the determination of institutionalizing it so as to
acclimatize as an organization to the environment changing circumstances and to
environmental change proactively, contingent upon its development level in the institutions.
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In the higher education institutions, organizational learning is also referred to the other
group process is social forming, storming and forming of the groups with respect to certain well
defined aims that are based by certain well managed approaches towards institutional structures
and processes. The team members at work on certain assigned objects in the entire system are
expert in developing personal skills. The members of the team learned the practice by
perceiving their companion smearing it in an emphatic communication at the work places in the
institutions (Berryman, 2007). Therefore, this technique followed for certain well defined
purposes need the following procedures by viewing an individual by what means to execute the
knowledge, behavioral practices by the individual being trained, the response to the perceived
performance and the exercises required for the chase of certain objectives in a systematic
manner (Rebelo & Gomes, 2008). Hence, the higher educational institutions need the active
role of learning processes that are vital for the organizations to perform in a decent ways for
certain well defined purposes which will ultimately help the institutions in chasing the desired
standards.
The organizational learning in higher institutions is direly needed when team members
perceived that their colleagues are smearing the procedure that they learned that how it can be
used both at the similar interval, they departed the phase further which is important for the
organization credibility and success. Moreover, the organizational learning also provide the
study of how these learning processes and human capabilities are established in diverse kinds
of the organizations is desirable along with its vitality in the higher educational institutions
(Bing & Yi, 2012). Similarly, the organizational learning also helps the higher institutions to
adapt their procedures those which are vital for the institutional credibility and realization of
institutional performance. Likewise, the institutional performance with regard to the learning
processes is also vital for the institutional performance, which is a further vital for the
promotion of institutional integrity and authority (Jain & Moreno, 2015). In this regard,
research is desirable, conversely, to clarify how individual related concepts self-efficacy and
attitudes along with the organizational ideas like structure and culture influence instructional
processes of organizational learning.
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2.4.4 Organizational Learning in HEIs of Pakistan
In Pakistan, the higher education institutions require special attention regarding the
processes of learning activities those which are vital to the organizational performance and
which may further help organizations to attain their competitive edge. These institutions are
somewhere at the bottom of the desired standards as they are not upgraded according the
demands of the organizational learning (Malik, Danish & Munir, 2012). In this regard, there is
a dire need to conduct studies with respect to higher education to explore the innovative
techniques for the individuals and the organizational learning. For this purpose, today,
institutional policy-makers are required to consider the challenging organizational setting
regarding the teaching and learning processes. Therefore, endeavoring for the deployment and
preeminent knowledge management and skilled personnel is the soul of organizational learning
(Sabri, Ilyas & Amjad, 2015). The organizational learning idea in the higher educational
institutions of Pakistan is the knowledge management outcome which is further related to the
organizational procedures and these procedures and processes which are further required for the
organizational success.
Consequently, organizational learning with regard to higher institutions of Pakistan is
continuous individual’s attitude towards progressive and creative learning environment through
the better use of suitable knowledge utilization and organizational resources from top to bottom
to rationalize the individual objectives with organizational objectives. For this purpose, the
organizational learning and knowledge management activities are vital for these institutions to
achieve their competitive edge over their competitors (Akhtar, Awan, Naveed & Anwar, 2015).
In developing countries likewise Pakistan, most of higher institutions has been distressed since
the uneasiness of the individuals to take on new things due to their caustic attitude on the way
to organizational objectives. In this regard, in learning institutions, individuals persistently
mature their abilities to attain their desired objectives wherever expensive and new thinking
patterns are nurtured and wherein individuals have shared goals along with individuals frequent
learning to learn together, which in turn is helpful for the institutional survival and its ultimate
development in the contemporary competitive era (Akhtar, Arif, Rubi & Naveed, 2011).
To meet this demand, higher institutions in Pakistan are direly needed the structural up
gradation to meet the changing needs of the modern technological world. Therefore, these
institutions will then be able to attain their best position and desired status in the global
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competitive world. Hence, the higher institutions of Pakistan through the active, participatory
management and organizational learning with its updated version may overwhelm the situation
with the focus on their demands for the development of these institutions (Malik, Danish &
Munir, 2015). In this regard, the main objective behind is to explore how well higher
institutions are playing its active role as the learning organizations to meet its learning demands
and to meet the demands of different stakeholders in a comprehensive manner. Therefore,
through the individual’s knowledge, capability thinking and creativity, organizations can
achieve their competitive edge that what the organizational members have learnt from their
institutions (Rahman, Rahman, Ali & Khan, 2016). The organizational learning along with its
updated versions is vital for the higher educational institutions of Pakistan to meet the demands
of their stakeholders and to achieve their organizational objectives in a systematic manner.
2.5 Organizational Performance
The organizational development and its success mainly depend upon the performance of
the organizations which is depending upon a number of factors like their working forces, their
effective utilization of the resources and their efficiencies use and adaptation of technological
changes. Along with, there are also certain other factors those which are directly and indirectly
helpful for these organizations about their performance, its development and its ultimate
successes (Lebas, 1995). Organizational performance is most significant concern for each and
every organization/institution because it is the only key success factor among all other factors.
Therefore, it becomes vital for the managers/ leaders of the organizations, both public and
private including the higher institutions to recognize that which dynamics affect the
organizational performance so as to become the most successful organization (Brady, Cronin &
Brand, 2002). Though, conceptualizing, measuring and defining performance devour not been
an informal undertaking for the organizations to succeed. In this regard, the academics and
researchers have diverse definitions and opinions about the performance, which residues to be
the belligerent issue among organizational researchers (Bourne, Kennerley & Santos, 2005).
The dominant concerns to the concept with the suitability of different approaches about
measurement and utilization of organizational performance remains constant, but the main
theme of the concept remains the same. Actually, performance remains to be the combative
matter, among organizational researchers during the past few decades (Lebans & Euske, 2006).
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In this regard, the organizational performance is the ability of the organization to achieve its
objectives by consuming resources and other means in an effective and efficient manner
through already specified manners. Other research described organizational performance as the
capability of the organization to realize its objectives and end goals. Organizational
performance has agonized not only from definition the problems, but likewise from a
theoretical issues related to processes and procedures related to organizational activities
(Theriou & Chatzoglou, 2008). Numerous researchers identified that as a modern management
concept, organizational performance underwent from conceptual clarity problems in different
areas of areas. Similarly, the term performance was from time to time mixed-up with
effectiveness and productivity in its true essence.
There are number of studies available in the existing literature wherein organizational
performance is indicated and measured as the outcome variable. In these studies, the
organizational performance was measured through different independent variables, however, in
the present study, organizational performance is measured through the efficiency, effectiveness,
employee performance, employee satisfaction, innovation and responsiveness (Maksoud,
Asada & Nakagawa, 2010). These indicators are the most significant indicators and predictors
of the organizational performance as measured by different researchers in different studies.
Similarly, the performance was a wide-ranging gauge that might contain quality as well as
productivity, dependability, readiness and innovativeness (Corina, Liviu & Roxana, 2015). The
productivity measure, in the result oriented assessment was usually measured as the best
approaches towards the performance of the organization. Some researchers discussed that
performs processes might comprise criterion-based (result-based behavior) and normative
(relative) relations, training and education, concepts and instruments, comprising the
development of management and training of leadership those which were the required building
attitudes and skills of performance management.
2.5.1 Attributes of Organizational Performance
The available literature provided different indicators and predictors which were
normally used as the attributes of the organizational performance; however, the most
significant attributes among all the researched concepts are highlighted and discussed in the
present research study. These attributes are considered as vital gears for the overall
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performance and the ultimate development and success of organizations (Cavalluzzo & Ittner,
2004). Even though, standing of organizational performance is recognized widely and there is
extensive consideration about conceptual bases and the issues, terminology for performance
measurement and performance (Corina, Liviu & Roxana, 2011). In this regard, there was
unpredictable measurement regarding organizational performance those which are not clearly
researched in the previous decades and those which were not examined as the predictors
towards the performance in diverse organizations including the higher educational institutions
(Corina, Liviu & Roxana, 2015). For this purpose, in this research study, the researchers
thoroughly selected the main and leading predictors towards the performance like effectiveness,
efficiency, workforce’s performance, innovation and responsiveness and employee satisfaction
those which are recommended as vital gears for organizational performance.
A. Efficiency
The efficiency is the foremost attribute of the organizational performance, which is
considered as the vital tool for the overall performance of the organizations. The efficiency
measures the link between outputs and inputs along with how effectively the inputs are
transmuted into the outputs. For the efficiency, there are certain elements which are also
considered as the significant tools for the effectiveness of the organizations (Timothy & Allen,
2003). In this regard, greater the input, greater will be the output. The efficiency denotes to
internal procedures and processes those which are helpful in maximizing the overall
organizational activities in a positive manner which further helps the organizations in
improving their effective’s as well. Similarly, the efficiency helps the organizations in terms of
productivity, management, profitability and quality which are further related to organizational
performance (Theriou & Chatzoglou, 2008). Likewise, the organizational efficiency also
denotes to how effectively the resources are utilized in organizations to achieve certain
objectives those which are further related with the organizational ranking and reputation.
B. Effectiveness
The effectiveness is also the vital tool towards the organizational performance, which
may help the organizations achieve its competitive edge over their competitors in a
contemporary competitive environment. The effectiveness is all about the effective utilization
of the organizational resources which further help the organizations in highlighting the leading
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resources with clues to how to utilize these resources for the betterment of the concerned
organization. Therefore, keeping in view the vitality of the organizational effectiveness, the
organizations are required to make sure the availability of the organizational resources and the
effective settlement of these resources as per the organizational interests (Pryor, Golden, Chris
& Leslie, 2001). The effectiveness also denotes to main concerns about organizational activities
within the social and economic constraints those which are further related with conducive
environment of the organization. Similarly, organizational effectiveness benefits to measure the
development towards goal achievement and mission fulfillment of organization (Peter &
Drucker, 2006). In this regard, to improve effectiveness of organization, management ought to
make every effort for better interaction, communication, adaptability, direction and conducive
environment.
C. Employee Performance
With respect to the performance, the effectiveness with which organizations stimulate,
develop and manage their workforces is a significant foundation for the organizations that how
to perform. The performance can be marked out to the individual’s behavior which is
considered as the building block towards organizational performance. In this regard, employee
motivation and satisfaction ate the vital gears towards the performance on the part of
employees (Zaffron, Logan, Steve, David, 2009). The employee’s wholehearted performance is
the only key towards the organizational development. The employee performance is the basic
tool for the organizational survival and their decent performance are the guarantee of the
organizational development. Employment presentations are required at every level within the
organization hierarchy according to the best interests of the organization and in accordance
with the winners and desires of the workers (Gerrish, 2015). For this purpose, the relevant
management and leadership roles are also important for organizational development and
success as well as furthering the organization's performance.
D. Employee satisfaction
The satisfaction of employees from their jobs along with their workplaces is also a vital
tool for the development of the organizational deeds as it is considered by various researchers
as the top most priority of the organizations in achieving their competitiveness and success.
The employee satisfaction from their jobs and place of work are the most crucial factor by
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which the employees show their readiness to change and performances which further relate it
with commitment towards the jobs at certain specific organization (Judge, Heller & Mount,
2002). The literature revealed that the satisfied employees are always showing their
commitment to the organization and in turn will show higher performances to achieve their
assigned tasks in a more precise manner (Staw & Charash, 2005). Therefore, the employee
satisfaction from their jobs are the most important attribute and predictor towards the
organizational performance which further help the organization in achieving their objectives in
a systematic manner (Thompson & Phua, 2012). The employee satisfaction is also considered
as the most comprehensive tool for the overall organizational vital activities those which
further help the organizations in creating a conducive environment.
E. Innovation
Innovation is also considered as the vital tools and significant attribute towards the
organizational performance as it helps the organizations adapt innovative and creative
techniques towards the achievement of desired objectives. The innovation is vital for the
organizations, including higher institutions to in achieving their competitive advantage and to
achieve its desired standards in a systematic manner which thus helps the organizations to
improve their ranking (Almeida, Phene & Grant, 2003). For the higher institutions, the
applicability of knowledge management and innovation are the most significant components
those which help the institution to survive in the globalize economies and to improve its status
towards the development (Cavalluzzo & Ittner, 2004). In this regard, the innovation is the route
towards the highest level of performances it it helps in signifying the manners through which
the organizations are able to produce ample output with respect to their performance towards
the achievement of desired objectives (Corina, Liviu & Roxana, 2011). In this regard, the
organizational development and its ultimate success are contingent upon the innovation and
creativity which the concerned organization adopts.
F. Responsiveness
The responsiveness with regard to organizational performance is vital attribute as
recommended by various existing statues. The responsiveness if the notion through which the
individuals respond to the organizational activities and which further help the organizations in
achieving their stated objective in a systematic manner (Wilson & Joan, 2000). The
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responsiveness is also vital for the organizations because it helps the concerned employees to
show their involvement and contribution towards their institutes and which further help them to
be creative and innovative in response to the facilities provided by the management and
leadership of the concerned organization/institution. The responsiveness also help the
organizations to motivate their employees to respond to the organizational activities in a timely
manner to achieve their desired status in the contemporary competitive environment and which
further help organizations towards the applicability of innovative processes and procedures to
respond to the desires and wishes of the stakeholders (Weik & Martin, 2004). Therefore, the
innovative and creative ideas are always encouraged in the organizations to improve its
sustainability.
2.5.2 Organizational Performance in HEIs
In higher education, assessing the organizational performance offers different
approaches to the management and leadership for expanding and integrating the performance
and its assessment practices towards the higher valued tasks and towards the objectives of the
institutions. For this purpose, regarding the performance management the higher institutions are
required to adapt the novel procedures those which are vital for the organizational development
and its ultimate success (Flynn, Schroeder & Sakakibara, 1994). Therefore, for the credibility
of the higher educational institutions, the institutions are required to focus more on the
performance management line of track which thus be helpful in achieving their desired status
and to meet the standard demands of the stakeholders. Hence, for the institutional successes,
these higher institutions are required to make use of all the resources at hand through its best
utilization of these resources and the efficient use of all other materialistic resources for the
ultimate development of these institutions (Frank & Fahrbach, 1999). Thus, the management of
the institutions is also required to adopt innovative measures to achieve its competitive
advantage.
Moreover, for the institutional credibility, the higher institutions are also required to
make possible the fulfillment of the basic needs of the workforces and also to make sure the
ultimate commitment from different stakeholders. For the effective performance in
organizations, different approaches provide an effective, unique building for evaluating and
measuring organizational performance by inclosing an organization as the system with external
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and internal origins, each of them grants a potential and opportunity for performance
assessment (Broad & Goddard, 2010). Similarly, the technological changes in response various
demands by smearing them in the inclusive value of the performance of both administrative and
academic units in higher education is its true spirit and innovation. For this purpose, in higher
education, the organizational performance assessment describes four kinds of valuation groups,
each of them has distinctive concerns in organizational performance (Jain & Moreno, 2015).
The same in turn offer a new outlook for those whose performance consequences for those who
are interested in making use for their performance evaluation and criteria which further help the
organizations to sustain its positions in the competitive environment.
In this regard, concerning the performance, the higher institutions are required to make
use of the assessment approaches to its maximum and to use these approaches effectively to
attain the desired status in competitive fields. Similarly, in a contemporary competitive
environment, organizational performance has developed very imperative for the sustainability
of the higher educational institutions. On the other hand, the globalization has carried in
competition, extensive among the organizations, attached to the rising cost of operations and
budgetary constraints (Josephine & Lambinicio, 2016). The better understanding towards
organizational performance has further added new measurement to different approaches those
which are also considered as a vital tool for the development of performance with regard to
different tactical approached those which help the organizations in achieving their best standing
and ranking in a competitive scenario (Tari & Dick, 2017). Similarly, financial constraints to
which higher education institutions are confronted with regard to public sector institutions
concerning the resource creation along with its effective utilization are also vital for the
sustainable development of the institutions.
2.5.3 Organizational Performance in HEIs of Pakistan
In Pakistan, there are a number of higher educational institutions both in public and
private sector. The standing and ranking of these institutions are directly related to the
performance management of these institutions which is generally called as the organizational
performance. In this regard, the organizational performance, with respect to the higher
institutions, is contingent on numerous factors among which the effectiveness, efficiency,
employee performance, responsiveness and innovativeness are the most important (Farid,
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Mirfakhredini & Nejati, 2008b). Similarly, there are also some other factors like the
management and leadership, the institutional policies and procedures and the fairness on the
part of the institutional high ups are the main factors which are also responsible for the
institutional uplift and their academic and administrative standards (Khan & Naeem, 2013).
Generally, the organizational performance is the consequence of the performance of the
workforces which are mutually related with each other (Hussein, Mohamad, Noordin & Ishak,
2014). Hence, performance management is the only successful factor in higher education
institutions in developing countries such as Pakistan.
In Pakistan, in contrast to other developing countries, the situation is different in terms
of performance management for some reason. The main reasons behind are the institutional
policies, government policies and financial crunches that are currently faced by these
institutions. These are also the main parameters which are responsible towards the institutional
development and its successes (Rehman, Wasim, Asghar & Ahmad, 2015). Similarly, these
institutions in Pakistan are also confronted with the accountability, transparency, self-
sustainability and virtuous governance, which can only be managed through the effective and
efficient performance on the part of the institutions through its diverse working forces.
Therefore, the performance and its effective management are the key elements for success and
credibility of the academic institutions like the higher educational institutions (Ahmad, 2016).
Likewise, the institutional deeds along with the procedural circumstances are also the vital
factors which must be kept in mind by management of concerned institutions. Hence, for
exceptive performance, the institutional readiness to change is also a vital factor for effective
institutional performance.
In this regard, with regard to the higher institutions of Pakistan, the institutional
performance is a matter of concern during the past few decades. The fair and transparent
institutional policies are also helpful in motivating the higher institutions workforces to show
their utmost performances in chasing the institutional objective in an efficient and effective
manner which in turn also help the management of the concerned institution to achieve their
desire status and ranking (Al-Hakim & Hassan, 2016). Similarly, the institutions are also
required to utilize the knowledge and skills of their workforces to its maxima to achieve the
desired status more comprehensively and to achieve their competitive edge over their
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competitors in the contemporary competitive environment (Lodhi, Ali, Bukhari & Mubin,
2017). Therefore, for institutional successes, the performance management is the vital
component among all other components to achieve the desired objectives of the institutions
which in turn not only help the concerned institutions to achieve its academic standings but also
help them to chase the milestone of effective performance management of these higher
education institutions.
2.6 Relationship between.research.variables.
The exploration of relationships among the research variables like the knowledge
management and the organizational performance, organizational learning and the
organizational performance, the knowledge management and organizational culture and the
organizational performance and organizational learning. These relationships help researchers to
understand the research concepts along with their mutual relationships more comprehensively.
These concepts together with their reciprocal relationships are helpful in understanding the
main theme in any specific context, in the present case the higher educational institutions.
Therefore, for the management and leadership of the higher educational institutions, these
concepts become more vital due to its role, they play in the development of the developing
countries like Pakistan. Because the higher institutions of Pakistan are facing problems and in
this regard, clear understanding about the above said concepts surely become helpful for the
management of the concerned institutions to overwhelm the situation more accurately.
2.6.1 Knowledge Management and Organizational Performance
The literature revealed that there exists positive and significant relationship between the
knowledge management and the organizational performance. Through the knowledge
management being effusively acknowledged in academic and business organizations, literature
around its significance are conducted regularly (Deeds & Decarolis, 1999). There are diverse
studies available examining knowledge management impact upon the organizational
performance, which has increased during the past decades. Several researchers have tried to
study the strength and relationship between several performance indicators and knowledge
management (Toften & Ottar, 2003). In this regard, the knowledge management has been often,
mostly studied over knowledge infrastructure features, and the knowledge management
processes which both in organization together form capabilities of the knowledge management
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concept (Darroch, 2005). Conversely, the organizational performance was presented and
measured in diverse procedures from non-financial to financial and to amalgamation of various
performance indicators those which are allied with the organizational development and success.
Similarly, the relationship between capabilities of the knowledge management concept,
containing knowledge infrastructure and knowledge management processes and organizational
performance was established by different researchers in different studies in different contexts
(Decaroli & Deeds, 1999). The strength and direction of organizational performance influence
was from time to time not obviously examined and visible in different studies and the
indicators of performance were well-defined in different prospective (Lee & Sukoco, 2007).
However, the knowledge management influence was long-established in contemporary studies
and therefore research of the power of kith and kin between knowledge management and extra
specific indicators of organizational performance both non-financial and financial indicators
that need further investigation in context of higher education (Schiuma & Carlucci, 2007). The
active management and leadership always focuses upon the vitality of knowledge management
and its significances towards the organizational performance that to what extent the knowledge
sharing, knowledge acquisition and knowledge transferring are vital for the organizational
performance (Bhatti, Zaheer & Rehman, 2011).
Likewise, the managers and leaders, to be successful must realize that the organizational
norms and value are attractive increasingly responsible to the capability of the organizations to
efficiently manage knowledge management practices in the institutions (Mills & Smith, 2011).
Though, for developing institutional strategies, competitive arcade needs never ending
operations and process along with acclimatizing to contemporary technological changes while
seeking institutional objectives towards increasing the shareholder value and long term success.
Thus, the decision-making focus is flowing towards active management of institutional
resources, particularly the knowledge management along with its attributes like the knowledge
transfer, codification, creation and practice of knowledge for the long term institutional survival
and its development (Neha, Yadav & Singh, 2013). Likewise, the knowledge management is
correlated positively with organizational performance through knowledge creation and the
transfer of knowledge according to the best interest of the concerned organization. Similarly,
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the integration and identification of knowledge management strategies are also vital for the
organizational performance (Ahmed, Fiaz & Shoaib, 2016).
2.6.2 Knowledge Management and Organizational learning
The knowledge management is the amalgam of somewhat innovative organizational
activities that are meant at refining knowledge along with knowledge associated practices
preceded by behaviors and decisions in organizations culminates at organizational learning.
The knowledge management emphases upon the knowledge creation, knowledge processes,
refinement, acquisition, transfer, storage, utilization and sharing, which in turn helps
organization in updating the organizational learning (King & Ko, 2001). However, these
practices back organizational practices comprising the individual learning, innovation,
collaborative decision making and collective learning. The transitional effects of knowledge
management are helpful in improving organizational behaviors, products, decisions,
relationships, processes and services that empower organizations to develop the overall
performance of the concerned organization (Smith & Lyles, 2003). Similarly, the process of
knowledge management practices is also helpful in improving the organizational learning
because of the normative aspect of organizational learning which are thus assisting the
organization performance.
The knowledge management is thus the active management process and activity which
is aimed at to improve the learning activities by enabling the innovation system in the
organizations towards the sustainable development of the organizations/institutions. The
literature revealed that both the knowledge management and the organizational learning go
hand-to-hand towards organizational performance, which in turn helps organizations to achieve
its competitive edge over its competitors (Pasteur, Kath & Villiers, 2003). Similarly, within
organization, organizational learning is sentient effort on the part of organizations to develop
innovativeness, effectiveness and productivity in uncertain technological and economic market
orientation. In this regard, the greater will be the need for learning when there are greater the
uncertainties. Likewise, organizational Learning empowers effective and quicker responses to
dynamic and complex organizational environment (Argote, 2005). Consecutively, the effective
learning is related to improved understanding, communication and the information sharing.
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Despite these reasons, the learning concept is perhaps more distinct in an organizational
context.
Though, the organizational learning related studies and research are widely examined in
different context, however, limited studies are available in the context of institutions of higher
education in developing countries such as Pakistan. In this regard, the relationship between the
organizational learning and knowledge management is adjacent sufficient to be characterized
intimate with the organizational aims and objectives (Kennedy, 2007). The practice and the
comprehensive procedure of knowledge management, which epistemic cracks do transpire and
which proceeds on the challenging and corresponding queries of how knowledge is integrated,
tested, produced and evaluated as the predecessor to use the organizational learning more
comprehensively. Similarly, the knowledge management is also helpful in improving the
learning process in the institution like the higher educational institutions which will thus help
the institutions to sustain their competitive advantages in the contemporary competitive
environment (Nafei, 2014). Therefore, institutions are required to focus more on both
organizational learning and the knowledge management processes for the organizational
development.
2.6.3 Knowledge Management and Organizational culture
The knowledge management and organizational culture have a strong relationship as
per the hints of the previous literature. The knowledge helps the organizations to augment the
attitude and behavior of its workforces which thus help in achieving the organizational
objectives. The knowledge management and organizational culture are the strongest predictors
of organizational performance and its development (Holowetzki, 2002). Therefore,
organizational culture might be a significant concern in the knowledge management
process since culture is helpful in nurturing the attitude and behavior of the individuals in
the organization that how to behave in the organization keeping in view the norms and
values of the concerned organization (Balthazard & Cooke, 2004). Similarly, the
knowledge-based perception of the organization submits that intellectual means are the
crucial assets of organizations that empower the viable competitive advantage because
knowledge is the primary source of organization (Alavi, Kayworth & Leidner, 2006).
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Based upon this angle, those organizations who are able to manage knowledge assets
effectively can believe to gain the wide-ranging paybacks.
In this regard, these benefits include the infrastructure costs and abridged
manpower along with developed shared effectiveness, efficiency, services and innovation.
Therefore, the organizations are required to promote the culture of knowledge management
as a key concern in the era of knowledge economy with organizational perspectives (Park
& Jeong, 2006). Though, in the knowledge management process, the efforts of individuals
are often realized to smash with organizational culture since the culture of organizations
comprises the simple norms and profound arrangements of shared meaning over
organizational manifestation along with the participation of these expectations
(Sharimllah, Chong & Lin, 2007). Likewise, complications in the process of knowledge
management among individuals are mainly linked with organizational climate which,
consecutively, be contingent on organizational culture. Also, the disaster of various
systems of knowledge transfer is frequently the consequence of cultural issues instead of
technological inaccuracies which are further related to the organizational performances
(Leidner, Alavi & Kayworth, 2012).
For this aim, the organizational culture is the main obstacle to realization in the
knowledge management process due to the fact that organizational culture has multi -
faceted magnitudes instead of the single dimension. Together, the knowledge management
process underlines that knowledge is being applied, shared and created over appropriate
organizational culture and interpersonal social relationships (Poul, Khanlarzadeh &
Samiei, 2016). Consequently, knowledge of in what way to promote the reassuring
organizational culture that inspires workforces to have the aim to guarantee that
knowledge is applied, transferred, stored and created is indispensable. Similarly, not only
the basis for establishing change, but then again, it is the basis of possessing viable nature of
the organization which is the lead for the organizations including the higher educational
institutions (Klepić & Madžar, 2017). In this regard, the two bends role of culture, mutually
both are considered as the leading obstacles along with the factor of empowerment in activities
of knowledge management, marks standing of knowledge management processes and
organizational culture together with the organizational performance.
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2.6.4 Organizational Culture and Organizational Performance
For many years, the connection between organizational performance and organizational
culture has involved consideration of researchers. The main streams of existing literature on
organizational performance and culture have focused upon the developed countries. In this
regard, due to the integrative nature along with its stress upon both external and internal
dynamics, various studies surveyed the association between organizational performance and
culture in the context of higher educational institutions in developing country (Marcoulides &
Heck, 1993). There exists two distinctive forms of performance measure from different
perspectives are related to strategic and financial performance. In this regard, achieving the
satisfactory degree of fiscal consequences is decisive (Lim, 1995). The disagreement is that
deprived of satisfactory effectiveness, the organizational chase towards its vision along with its
long-run survival and ultimate health is at risk. Despite that, the attainment of organizational
performance by the aforementioned is not sufficient and the leaders and managers need also to
pay devotion to the organizational strategy wellbeing, competitiveness and long term success
(Ogbonna & Harris, 2000).
Likewise, the organizational performance reproduces refined, stronger long term
market-oriented position and competitive strength along with its involvement by motivating its
capability to endure bringing respectable performance. These main issues are vital and related
with organizational culture which further relates it to the organizational performance (Aluko,
2003). The linkage between the organizational performance and culture is thus recognized and
a growing support and evidences exist that endorsed the linkage between an organizational
performance and its culture. The literature revealed that organizational culture has a positive
and significant effect on the long-term organizational performance (Naor, Goldstein,
Linderman & Schroeder, 2008). Further revealed that the organizations with the strong cultures
that underlined all the managerial, strategic constituencies (employees, stockholders &
customers) and leadership at all levels of managers’ overtook organizations that do not have
cultural traits by vast verge (Ehtesham, Muhammad & Muhammad, 2011). Numerous
researchers recommended that, in the next decade, organizational culture is fetching further
significant in defining the failure or success of organizations.
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In this regard, Denison proposed the four attributed model of organizational culture
which shows the adaptability, mission, involvement and consistency are the most significant
attributes of the organizational culture that are vital for the organizational performance. The
Denison's study offers realistic substantiation that behavioral and cultural characteristics of
organizations are familiarly associated to both long-term and short-term survival and ultimate
development of the concerned organizations (Zakari, Wilberforce & Ansah, 2013). In this
regard, numerous researchers again examined the Denison model in different contexts by
connecting the organizational culture with the organizational performance and found the
positive and significant relationship in both the leading concepts (Imam, Abbasi, Muneer &
Qadri, 2013). In different studies, the organizational culture was grounded upon the
sensitivities of organizational environments and practices, to describe organizational culture
that is best matched with organizational performance in all respects (Ahmed & Shafiq, 2014).
Keeping in view the theoretical evidences, it is recommended that the organizational culture
has positive relationship and significant influence on the organizational performance.
2.6.5 Organizational Learning and Organizational Performance
The organizational Learning has developed as one of the utmost capable builds in
organizational and management literature since the organizational learning acts as a promoter
to improve the organizational performance. In modern managerial literature, organizational
Learning is measured as one of the most significant issues in organizational context (Lopez,
Peón & Ordás, 2005). Consequently, the present study aimed at examining the organizational
Learning as one of the most imperative organizational dynamics that can direct the attitudes
and behavior of the workforces to develop organizational performance. In this regard, there are
mainly two constructs significant to organizational Learning that is say, generative
organizational learning and adaptive organizational learning. These very two distinctive
performance types measures from different perspectives are those involving to strategic and the
financial performance of the organizations (Kennedy, 2007). Therefore, the learning processes
and procedures are vital for the organizational performances since it is helpful in improving the
learning skills and knowledge of the individuals which in turn help the organizations to achieve
its competitive edge.
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On the part of organizations, their survival and ultimate development is contingent upon
number of facts among which the organizational learning is the foremost, since the learning
procedures helps the concerned employees in updating their knowledge which then be used for
the betterment of the concerned organization. Moreover, neither creditors nor shareholders will
endure to descend supplementary resources into an organization that cannot bring satisfactory
consequences (Bing & Yi, 2012). Despite that, the success through organizational performance
by the aforementioned is not sufficient. The leaders and managers must pay also devoted to the
organizational premeditated competitiveness, wellbeing and inclusive long-term organizational
development. Without the organizational decent performance, the organizations will never
replicate the competitive stronger long-term position and improved strength as it helps in
progress by stimulating its aptitude to endure to bring performance of the concerned
organizations at par with the desired standards (Nafei, 2014). This can help the organizations in
achieving their strategic objectives of the concerned organization.
The relationship between organizational performance and organizational culture has
recognized in various studies and become as the leading issue of the organizations that supports
the relationship between an organizational cultures towards better organizational performances.
In this regard, numerous researchers were of the opinion that the organizational culture is
becoming more vital in shaping the organizational success as it helps organizations in
determining their long-term survival and success by shaping the behavior of employees (Nafei,
2014). The culture of the organizations is helpful in improving the work behavior of the
concerned employees for long-term organizational survival and its ultimate development.
Therefore, the organizational culture is helpful in reshaping the work attitude of the concerned
workforces in the concerned organization, thus by applying all the cultural traits to bring the
situation at par with the international standards that are helpful for organizational performance
(Pokharel, Choi, Sarkis & Sarkis, 2015). Similarly, the findings of different studies are
springing from the economic and developmental environment and actual diminutive is
recognized about its applicability and relevance in the developing countries like Pakistan.
2.6.6 Knowledge Management, Organizational Culture, Learning & Performance
The literature revealed that the diverse results about the connections between the
different research concepts under attentions in present research study. In this regard, there are
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studies available which endorses the positive and significant relationship between the
knowledge management and the organizational performance (Schiuma & Carlucci, 2007). The
main theme behind this relationship is that the more active and stronger the knowledge
management practices (knowledge creation, knowledge acquisition, knowledge transfer and
knowledge applicability); the higher will be organizational performance (Bhatti, Zaheer &
Rehman, 2011). The knowledge management and the organizational performance go hand-in-
hand because these two concepts are widely researched by different researchers in different
contexts and endorse the positive and significant relationships between both research concepts.
Similarly, organizational culture and organizational performance are also connected positively
as per the hints from the previous and accessible literature (Imam, Abbasi, Muneer & Qadri,
2013). The fact is that the cultural attributes are helpful in determining the attitude and behavior
of organizational members towards the organizational norms and values.
Therefore, the stronger the organizational culture, the higher will be organization’s
performance. In this regard, different studies recommended the strong, positive and significant
relationship between the organizational culture and organizational performance (Ahmed &
Shafiq, 2014). Similarly, another vital concept that gains momentum in organizational studies
is organizational learning which has also significant impact upon organizational performance
(Pokharel, Choi, Sarkis & Sarkis, 2015). The literature revealed that there is a statistically
positive association between the organizational learning & organizational performance.
Likewise, knowledge management and organizational culture have also vital and significant
relationship as endorses by the existing previous research. The reason behind this relationship
is that the more active the knowledge management practices, the more strongly will be the
organizational culture (Poul, Khanlarzadeh & Samiei, 2016). The strong knowledge
management practices are helpful in defining the attitude and behavior of the organizational
members which thus helpful in promoting the organizational norms and values.
Similarly, the literature also endorses the positive and significant relationships among
knowledge management, organizational culture and organizational performance. Knowledge
management is helpful in providing the specific and updated knowledge to the organizational
members which in turn are helpful in promoting the stronger and desired culture of the
organization which further results in stronger performances on the part of the organization (Jain
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& Moreno, 2015). In this regard, the individual’s attitude and behaviors at the workplaces are
vital in determining the norms and values of the organizations which in turn are helpful in
determining the organizational performance. Therefore, the stronger the knowledge
management and the organizational culture, the higher will be the performance of the
institutions (Mohammed, Taib & Nadarajan, 2016). Similarly, the higher the organizational
learning, the greater will be the performance of the institutions. In this regard, “the higher
education institutions of developing countries like Pakistan” are direly needed to focus more
upon these concepts by effectively utilize them to achieve the desired status and ranking of the
concerned institutions.
2.7 Theoretical Foundation
In social research, each concept is always based on certain models behind which a
specific theory is active. In this regard, in the current research study, there are also some
important concepts used and aimed to clearly study the relevant theories that are operating
behind each and every concept. This, in turn, provides the theoretical background of the study,
which help the researchers to back their research work through some most relevant and most
specific theory (Gold, Malhotra & Segars, 2001).. So far as theory is concerned, different
researchers proposed different theories of research concepts/variables with the intention that
each theory is a predecessor of the previous theories (Ackerman, Pipek & Wulf, 2003). The
research tries to modify the existing theories by making some important changes which are
recommended through collaboration by a team of researchers by introducing the new theory
and by covering the flaws in the current theory (Boland & Yoo, 2007). For this purpose, in the
current study, the research also makes an effort to provide a theoretical foundation to the
current research concepts by providing the most relevant theories in hand about the research
variables under study.
A. Resource-Based View
The knowledge management practice and development is dramatic and continuously
growing in organizations both public and private. The gradual development of knowledge
management has increased the competition of acquiring, creating and transferring the
knowledge in organizations. In this connection, the organizations have realized the significance
of knowledge management in the organizations by considering them as the intangible assets of
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organizations (Conner & Prahalad, 1996). The change in reputation, relationships with
stakeholder, brands and organizational culture is eagerly observed as so long as viable sources
of organizational success. In this regard, in resource-based view, the knowledge is realized as
the strategic strength through the prospective to be the source of competitive sustainable
organizational advantage (Grant, 1998). Therefore, knowledge based observation of firm
extends and builds upon the theory of a resource based on a firm which mainly includes the
aspects to knowledge integration (flexibility, scope & efficiency) along with certain key tools
through which knowledge is synchronized (directives & rules, routines, sequencing and
decision making & solving-problem) (Leila, Halawi, Aronson & Richard, 2005).
B. Knowledge-based View
There exists certain differences in firms’ resource based view and knowledge based
view is that the first (resource-based view), understands knowledge as the broad resource which
somewhat can offer the viable lead when in common with other means, is uttered in abilities
and developed usefully. Therefore, the theorists respecting the knowledge based review reflect
knowledge to be the utmost planned source of the concerned organization (Grant, 2002). The
knowledge-based view followers argue that resources over knowledge based are durable to
reproduce, immobile and heterogeneous, are socially complex and therefore are the main
determining factor of the continuous viable lead (Curado, Carla & Bontis, 2006). Some
researchers pointed out that competitive, leads are realized as the collective, shared and implicit
knowledge which have further justification for knowledge as the causal ambiguity. The
theorists concerning the resource based reach an agreement to the determinants for the
competitive advantage of sustained development, but then again improve that means are mostly
to be non-substitutable, valuable and rare which help organization to arrange and organize their
immobile and intangible resources (Andreu, Baiget & Canals, 2008).
C. Dynamic Capabilities Theory
The competitive advantage theory with respect to the dynamic capability is helpful in
fast altering situations. This theory is different from the previous theories by supporting and
highlighting that so as the competitive advantages of the organizations are concerned, there are
different factors those who are responsible for the competitive advantages like the creative
devastation, the firm resources and market positions (Inkpen & Tsang, 2005). This theory also
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supports the notions towards dynamic capabilities which are required at every stage in the
competitive lead of organizations over their competitors (Kannan & Aulbur, 2004). In this
regard, dynamic capabilities have also significant connection with the utmost expanding
influence as soon as the partly predictable technical change is on edge of altering market rivalry
and fewer descriptive influence when dynamic capabilities are not scarce/undervalued and
when the variation is unexpected, foreseeable and subject to repeated technological shifts
towards the desire for competitive lead through best performances (Mark & Prieto, 2008). His
theory was firstly introduced with the aim to explore competitive advantages in different
organizational contexts through different dimensions to find out the ways towards sustainable
development.
D. Human Capital Theory
After the wage differential that were introduced by Adam Smith, the theory of human
capital is the extension of the said theory by focusing upon the humans as capitals and their
wage system in different organizational contexts (Sengupta, 1998). This theory expounds that
the professional learning costs is the vital component of the competitive advantages and have
significant impact upon the sustainable development of the organizations with respect to the
investment in human capital, other things being equal, personal incomes, skill-base
competencies and the education and training undertaken with the aim to update the knowledge
and skills of the organizational members (Scarbrough, 2002). The additional probability is that
extensive human resources investment creates in workforce for the economic development. The
human-capital survival has to explicate fast rebuilding attained by overwhelming influences in
the organizations. The human capital ascends through different activities capable to raise the
productivity of individual employee (King & Zeithaml, 2003). For workforces, human capital
investment includes both foregone costs and direct costs, earnings which are also considered as
a vital tool for development.
E. Theory of Dynamic Knowledge Creation
In the contemporary era, the fast growing standing of knowledge management calls for
the change in our philosophy regarding modernism in big and reputable organizations. It further
raises queries about in what way knowledge processes in organizations and further decisively,
that’s how new knowledge is created in the organizational contexts (Kogut & Zander 1997).
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Though philosophies are shaped in individual minds and the collaboration between individuals
normally plays grave role in emerging these philosophies in the organizational backgrounds. In
this regard, this study suggests a standard for dealing the creating processes of organizational
knowledge over dynamic aspects (Nonaka & Toyama, 2003). Its dominant subject is that
knowledge in organizations is formed over a constant interchange between explicit and tacit
knowledge. The natural surroundings concerning this interchange are inspected and four
instructional patterns comprising explicit and tacit knowledge are recognized (Nonaka, 1994).
Moreover, it is claimed that although different knowledge is established by individuals, the
organizations play the serious role in amplifying and articulating the same knowledge.
F. Knowledge based theory of the Firm
In addition, the knowledge-based theory cogitates knowledge as utmost good
substantial resource of the organization with respect to their resources both the tangible and
intangible resources. Its supporters claim that resources over knowledge-based are generally
hard to reproduce and socially multifaceted, varied knowledge-capabilities and bases among
organizations are the main determining factor of superior corporate performance and sustained
competitive advantage (Conner, 1991).. In this regard, the knowledge is carried and embedded
over the numerous objects comprising organizational policies, identity, routine culture,
communication systems and the workforces that the operative in the organizations (Conner &
Prahalad, 1996). For this purpose, the knowledge is always used as the competitive source for
the development in the organizational contexts and which has an important role in the
organizational success. The same is also applicable in different sectors of economies wherein
the focus is given more to the human resources instead of the organizational resources (Pender,
2000). Therefore, this theory is helpful for the organizations to gain the competitive lead over
their competitors in diverse contexts.
2.8 Demographic Impacts
The demographic variables which are generally known as the personal attributes are
vigorous in determining the main differences among the personal attributes of the respondents.
In this regard, there are different studies available which recommended the significant role of
demographics in respect to the mean differences in different demographic variables (Bellou,
2010). Different studies revealed that age, gender and qualifications have significant mean
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differences toward the organizational culture and the organizational performance. Similarly,
other personal attributes like designation, residence and marital status have also significant
mean differences in opinion with regard to organizational learning, organizational culture and
organizational performance (Imam, Abbasi, Muneer & Qadri, 2013). Therefore, the present
study is also an attempt to examine the mean differences in demographic mean differences with
respect to the demographic variable like age, domicile, qualification, designation, marital status
and gender to examine its group mean differences on the variables of interest like knowledge
management, organizational culture, organizational learning and organizational performance
(Mohammed, Taib & Nadarajan, 2016). The related literature revealed that these personal
characteristics have significant impact and have diverse differences regarding the research
concepts under considerations.
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2.9 Working Concepts
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Variable Operational
Definition
Indicators Questionnaire
Item
Knowledge
Management
(Independent
variable)
Knowledge
Acquisition
-Teachers acquire sufficiently of new knowledge from
external sources.
-The University collects information about the
requirements of its Teachers.
-Teachers acquire knowledge through experience and
adopting innovative skills.
-Teachers acquire knowledge through libraries and the
internet.
-A University helps teachers acquire knowledge in
different fields.
7 point Likert scale
(1-5)
Knowledge
documentation
-We frequently make use of brainstorming sessions to
find solutions for problems we meet within our work.
-The University has up-to-date handbooks and work The
guidelines, which are frequently used.
-Our institution informs all Teachers systematically of
Changes in procedures, handbooks.
7 point Likert scale
(6-8)
Knowledge transfer -Teachers transfer knowledge of their best practice to
their colleagues.
-Teachers exchange their ideas while discussing on
particular issues.
-Colleagues inform one another regularly about positive
Experiences and successful projects undertaken.
-The organization has procedures for collecting and
distributing suggestions coming from the Teachers.
7 point Likert scale
(9-12)
Knowledge creation -My organization stimulates formal and informal
networking between its Teachers and experts outside an
institution.
-Teachers enhancing knowledge through applying new
ideas in their workplace.
-The university seeks to provide data to fill the
knowledge gap.
-My organization enables Teachers to become familiar
with the work of other employees in an institution.
-Teachers are rewarded for new ideas and knowledge by
the university.
7 point Likert scale
(13-17)
Knowledge
application
-Teachers promote new knowledge externally in the
market through the dissemination of research findings.
-Experiences of students and other clients are used to
improve our programs and courses.
-Teachers promote new knowledge internally within the
Institution.
-We apply existing know-how in a creative manner in
new applications.
7 point Likert scale
(18-21)
Organizational
Learning
(Mediating
variable)
Individual Level -Teachers help each other in learning.
-Teachers are given time to participate in the learning
process.
-Teachers are rewarded for learning.
-Teachers give open and honest feedback to each other.
-Teachers spend time in building trust among each other.
7 point Likert scale
(1-5)
Team Level -Teams have the freedom to adapt learning goals as
needed.
-Teams revise their thinking, as a result of group
discussions or information collected.
7 point Likert scale
(6-8)
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-Teams are confident that the institution will act on their
recommendations.
Institutional level
-An Organization creates systems for measuring gaps
between the current and expected performance.
-Teacher’s initiatives are recognized by the organization.
-Teachers have the freedom to use the resources
required.
-Institution work with outside for meeting their mutual
needs.
-Decisions are taken according to the organizational
values.
-Check and balance is adopted in the use of resources.
7 point Likert scale
(9-14)
Organizational
Culture
(Mediating
variable)
Involvement -Decisions are usually made at the level where the best
information is available.
-Information is widely shared so that everyone can get
it.
-Working is like being a part of teamwork.
-We constantly improve as compared with other
competitors (academic institutions).
-The organization continues to invest in the skills of
Teachers.
7 point Likert scale
(1-5)
Consistency
-There is a clear and consistent set of values that govern
the way we do work.
-There are easy ways to reach consensus, even on
difficult issues.
-An organization when disagreements occur, we work
hard to achieve solutions.
7 point Likert scale
(6-8)
Adaptability -Teachers are very responsive.
-Teachers continually adopt new and improved ways to
do the work.
-Teachers view failure as an opportunity for learning
and improvement.
-The organization encourages and rewards those who
take the risk.
7 point Likert scale
(9-12)
Mission -The university has clearly stated mission of giving
direction to work.
-We have a shared vision of what this organization will
be like in the future.
-Organization vision creates excitement and motivation
for our Teachers.
-Teachers can pay close attention to work performance
and achievement orientation.
7 point Likert scale
(13-16)
Organizational
Performance
(Dependent
variable)
-I perform better when my management appreciates me
or my work.
-Management actively seeks innovative ideas in the
university.
-The organization performance was excellent during the
previous years in achieving its objectives.
-The work environment is supportive in achieving the
objectives.
-Innovative proposals from teachers are welcome at the
university.
-Teachers deal with workload efficiently.
-Workload measures are properly designed and
implemented.
-In my organization wastage of resources is not
tolerated.
-University continuously improves quality of services.
-Teachers are equally aware of the organizations’
7 point Likert scale
(1-12)
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missions.
-Teamwork is useful for improving the productivity of
the university.
-Teachers do not feel a special commitment to the
organization.
2.11 Conceptual0Framework.
The conceptual framework guides researchers to do further research with research
models extracted from related studies. The schematic diagram in Figure 2.1 shows the
association between four variables: knowledge management (independent variable),
organizational learning and organizational culture (intervening variables) and organizational
performance (dependent variable). The extent to which knowledge management influence
organizational performance is mediated through organizational learning and organizational
culture of HEI’s of KP, Pakistan.
Figure 2.1 Schematic Diagram of the conceptual Framework.
Source: Current Researcher (2018)
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Chapter 3
Materials and Methods
This chapter provides information on how the study was conducted. This chapter
comprised of a series of elements which covers research philosophy, research design, research
population, sample size and sampling methods, research instruments, pilot study, validity and
reliability of instruments, research ethics and data collection procedures. The chapter also
includes data analysis techniques which used to test the hypotheses of the study.
3.1. Research Philosophy
The set of beliefs regarding the nature reality being examined known as research
philosophy (Bryman, 2012). The current study aimed to investigate mediation of organizational
learning and organizational culture on the relationship between knowledge Management and
Organizational performance in Higher Education Institutions of Khyber Pakhtunkhwa.
Therefore, the current study based on the Positivism philosophical approach. According to
Springer (2010) Positivism philosophical approach refer to evidence based reality which can be
statistically interpreted. Positivism with the assumption that reality consists of facts and casual
process that are independent of the observer and thus can be revealed through scientific
observation. Positivism is reflected in descriptive studies.
3.2. Research Design
Research design is a blueprint or a plan of how research conducted a study to seek
the answer of the research questions. Research design tells about different sources of data,
data collection methods, sample and sampling methods and also describes the use of data
analysis techniques (Saunders, Saunders, & Thornhill, 2011). According Sekaran and
Bougie (2010) research design is a blueprint that describes how, when and where that data
are gathered and when it analyzed. It is an actual framework of research in which guide the
researcher that how to investigate the research to achieve the objectives (Sreejesh,
Mohapatra, & Anusree, 2014).
The present study is descriptive in nature. For this purpose, use a deductive approach
to develop hypotheses about existing theories and formulate a research approach to test them
(Silverman, 2013). More broadly, this study was essentially a cross-sectional and wanted to
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determine the correlations of related factors. A questionnaire was administered among
teachers for data collection regarding Knowledge Management, Organizational Learning,
Organizational Culture and Organizational Performance.
Figure 3.1 Research Onion of the Study
3.3. Population of the Study
According to Springer (2010) a population is defined as a group of individuals, with at
least one common characteristic which distinguishes that group from other individuals. It is
populated as an aggregate or totality of all the objects, subjects or members that conform to a
set of specifications. In the current study, all faculty members (Professors, Associate
Professors, Assistant Professor and Lecturer) working in thirteen (13) Higher education
Institutions in which 7 public and 6 private sector universities were comprised the target
population. There are 3109 teachers holding different positions in both public and private
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universities. The number of faculty members was comprised 1944 public and 1165 from
private institutions.
Table 3.1: Population of Study
Institution Type Male Female Total
Public 1617 327 1944
Private 931 234 1165
Total 2548 561 3109
Source: (Statistical Data HEC 2015-16)
3.4. Sample Size and Sampling Method
According to Springer (2010) sample comprise of those people who actually participate
in the study. In other words, a sample is a sub-part of the population. A sample of 353 teachers
was selected through Stratified random sampling method which is the most effective sampling
technique (Sekaran, 2003). The stratified sampling method is a procedure that identifies strata
(subgroup) of a population with probability sampling technique and performs a random
sampling technique within each subgroup (Springer, 2010). In the current study, a stratified
random sampling technique was appropriate as the population is divided into two types of
institutions (Public and Private). The Same sampling technique was used by Hassan (2011) for
the selection of teachers in HEIs.
Another decision regarding whether the subject should be drawn proportionate or
disproportionate to the number of elements in the stratum was made according to the
recommendation of Sekaran (2003). She suggested that if some strata or strata were too small
or too large, or if more variability was suspected within a given strata, the disproportionate
sampling decision was made. Therefore, disproportionate stratified random sampling is suitable
for current research. In addition, the sample size is determined by the simplified formula of
Yamane (1967), which is as follows:
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Table 3.2 Computation of the Sample-Size (Yamani, 1967)
E N n
0.05 3109 Sample Size
Formula n = N/ 1 +Ne2
3109/ 1 + 3109 (0.05)2
353
Table 3.3: The Following will be the detailed description of the sample:
Number Percentage Required Sample
Public
Male 1617 52% 354x52%=184
Female 327 10% 354x10%=35
Private Male 931 30% 354x30%=106
Female 234 8% 354x8%=28
Total ---- 3109 100% 353
3.5. Research Instrument
Data collected in this study refers to gathering information for research purposes.
According to Mouton (2001), data may be gathered through the different method by using
appropriate research instrument. The current study was aimed to investigate the mediation of
organizational learning and organizational culture on the relationship between KM and OP in
higher education institutions. Therefore, a questionnaire was adapted by the researcher after
going through an in-depth literature review. In the social sciences, the questionnaire is one of
the most commonly used instruments. The questionnaire is based on the list of highly
structured questions which answered from the individuals being participated in the study
(Fraenkel and Wallen, 2010). Thus, the researcher collected data from faculty members
working in higher education institutions through a questionnaire.
A Questionnaire was comprised of five parts. The first part of the questionnaire was
comprised the personal information about the faculty members such as gender, qualification,
department, experiences, designation, and age. The second part of the questionnaire measures
the independent variable (KM) of the study. The items used to describe such practices are
adapted from instruments developed by Filius et al. (2000), including knowledge acquisition,
knowledge documentation, knowledge transfer, knowledge creation, and knowledge
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application. This part consisted of 21 items divided into five domains of Knowledge
Management namely Knowledge acquisition (5 items), Knowledge Documentation (3 items),
Knowledge Transfer (4 items), Knowledge creation (5 items) and Knowledge Application (4
items).
The third part of the instrument measures the first mediating variable (OL) of the
present study. This part of the questionnaire was adapted from Watkins and Marsick (1993) is
used to determine the learning profile of the organization This part consisted of 14 items
divided into three domains of OL namely individual Level (5 items), Team Level (3 items) and
Institutional level (6 items).
The fourth part of the instrument measures the second mediating variable (OC) of the
study. The questionnaire was adapted from Fay and Denison (2003) to determine the
organizational culture profile. Denison (2003) classifies organizational culture as an
involvement, consistency, mission and adaptability culture. This part consisted of 16 items
divided into four domains of OC namely involvement (5 items), consistency (3 items),
adaptability (4 items) and mission (4 items).
The last part of the instrument measures the dependent variable (OP) of the study. This
part of the questionnaire was adapted from Fisher (1992) is used to determine the performance
of the organization. This part consisted of 12 items regarding efficiency, effectiveness,
innovation, responsiveness, employee performance and employee satisfaction.
3.6. Pilot Testing of the instruments
The primary purpose of this pilot testing is to pre-test the research instrument. This is an
instrument test before being managed in actual research. Therefore, the researcher received
continuous feedback from the supervisor during the adaptation of the research instrument.
Furthermore, at least15 participants are appropriate sample size for the pilot study (Verheyen,
1988). Thus, the first draft of the questionnaire was administered and filled by 45 teachers of
public and private sector universities. The questionnaire was refined and improved in the light
of the feedback from the teachers. A Questionnaire was refined in the light of respondent
feedback which provided lots of help to improve the instrument on the basis of the principle of
easy language and level of respondents’ understanding. Some changes have been made after the
pilot study in the light of teachers’ feedback which is given below:-
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1. To eliminate the redundancy, the statements having similar ideas are merged.
2. The negative and ambiguous statements were reframed.
3. The difficult items were eliminated from the instrument.
3.7. Validity and Reliability of Instruments
The most important and fundamental criteria of a research instrument are validity and
reliability. Validity is one of the critical aspects of the development of the instrument in order
to ensure the quality of research and valid findings. A critical element for ensuring the quality
of research is the validity of the instrument. The term validity refers to the degree to which an
instrument measures what it is supposed to be measuring. Additionally, the only valid research
tool can measure the actual construct which supposed to measure (Devos et al., 2005).
The questionnaire was validated by experts in the social sciences. Index of item
Objective Convergence (IOC) was used in order to assess the content validity. The instrument
was given to forty (40) experts (See Appendix-D) to rate the three options given in the initial
draft (1 = Clear measuring, -1 = Not measuring, 0 = unclear items). According to Pongpaew
(2009), the cutoff criteria for selected items ranging from 0.5 to 1.00. Pongpaew (2009) reviews
the item relevancy, item structure, and language format and all items evaluated by the experts
present the following formula for the IOC:-
Where R means, the sum of a score of experts who rated the item clear measuring and N refers
to number experts.
Construct validity of the instrument is an important element to validate the instrument.
The result of content and construct validity and reliability score is given in chapter 4. Internal
consistency of the instrument is another important aspect of research instruments. In the current
research, one of the most common methods, namely Cronbach’s Alpha (α) will be used for the
reliability of the instrument (Fraenkel & Wallen, 2010).
The data collection is the most important stages of social research studies. Data may be
collected from primary and secondary sources. Primary data refer to information obtained
through first-hand by the researcher on the variables of interest for the specific purpose of the
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study and secondary data refer to information gathered from sources that already exist
(Sekaran, 2003). Here, researchers collected primary data from questionnaire whereas
secondary data were collected and arranged from the existing literature. The data collection
procedure took four months commencing from September to December 2017. The researcher
administered the questionnaire personally to the respondent. Researcher distributed 400
questionnaires to get the maximum response rate in which 335 (84%) were returned. Out of 335
questionnaires 13 were found incomplete and invalid which is discarded from the study. Thus
the remaining 322 questionnaires were founded completed and have a good response rate of
81%.
3.9. Research ethics
According to Creswell (2012) collection of data should be ethical and it should be respected
people and institutions. There are many issues should be addressed whole data collecting stage
(Sekaran, 2003). The data were collected from the faculty members of universities of public
and private sector working in different positions such as Professors, Associate Professors,
Assistant Professors, and Lecturers. Consequently, ethical considerations regarding the status
and nature of the participants have been made.
i. All participants voluntarily participated in the study. Choosing whether or not to
participate in research. Likewise, they had a choice to leave at any time during the
study.
ii. The Participants are ensured about the secrecy of the information they have provided
and ensured that the data will not use for any other purpose.
iii. The identity (name and location) of the institution was maintained so that the
participants were kept confidential, during and after the study.
iv. When collecting data, the researchers followed the rules for making rules, regulations,
and norms.
v. The self-esteem and self-respect of the respondents are not to be violated while
collecting data.
vi. The Researcher did not force anyone to provide information.
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3.10 Data Analysis
Different assumptions of parametric tests were verified before testing the research
hypotheses of the current study. For this purpose, Kolmogorov- Smirnov test’ was performed in
order to test whether the population is normally distributed or not. Additionally, Leven’s test
was performed in order to test the Equality of Variance. It is automatically generated if t-test
performed in SPSS, thereby it was verified when performing hypothesis testing using
independent sample t-test.
Furthermore, psychometric properties of the research instrument for the current study
was verified by performing a Factor Analysis using Principal Component method for
instrument’s validity, whereas Cronbach’s alpha was used to test the internal reliability of the
instrument
To find the relationship between the variables, a Pearson Product Movement
Correlation was used. According to Sekaran (2003) Correlation analysis determines the
relationship between two or more variables or parameters. Such an analysis analyzes three
basic dimensions: importance, direction, and magnitude. In the current study, using the Pearson
correlation matrix, the bivariate correlation analysis is used to determine the variables of the
study.
In the current study, linear regression analysis was used. The regression analysis
consists in determining the statistical relationship between two or more variables. Such an
analysis is a technique that assumes the value of a dependent variable using one or more
independent variables. Regression analysis can be simple or multiple. For simple regression,
only two variables, independent and dependent variables, are considered for the analysis
(Springer, 2010).
The Researcher also performed independent sample t-test in order to examine the mean
difference between the two groups of research variables. For instance, ANOVA was also used
to check the mean difference more than two groups on research variables. The descriptive
procedure was adopted in the form table and bar graph to represent the overall summary of the
sample.
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3.11 Mediation Analysis
According to Baron & Kenny (1986), mediation is a causal chain of hypotheses in
which one variable affects the second variable which, in turn, affects the third variable. The
intervention variable, M, is the mediator. It mediates the relationship between the predictor X
and the outcome.
Figure 3.2: Mediation-Model
In order to support, mediation the result must satisfy the following conditions.
1. Independent variables have a significant effect on dependent variables in the first regression
equation.
2. Independent variables have a significant effect on the dependent variable in the second
regression equation.
3. The mediator must have a significant impact on the dependent variable in the third equation.
4. When M is in the model, the effect of X on Y is reduced (c' is less than c). With complete
mediation, path c' is zero.
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CHAPTER 4
RESULTS AND DISCUSSION
This chapter describes the analysis, interpretation and presentation of data. The current
study aims to explore the mediation of Organizational Learning (OL) and Organization Culture
(OC) on the relationship between Knowledge Management and Organizational Performance in
Higher Education Institutions (HEIs) of Khyber Pakhtunkhwa. The study is Survey in nature.
For this purpose, a structured questionnaire was used for data collection. This chapter deals two
important sections including descriptive statistics (Mean and Standard Deviation) and
Inferential Statistics (Pearson Product Correlation, Linear Regression, Mediation Analysis,
Independent Sample t-test and ANOVA) was employed for data analysis. In order to test the
research hypotheses of mediation of OL and OC with the relationship between KM and OP,
four steps of Barron and Kenny (1986) was followed using Process Macro of Hayes (2013).
4.1 Response rate
According to the sample selection procedure described in chapter, it is considered
appropriate to circulate a total of 400 questionnaires, 335 of which are returned, reflecting a
response rate of 84%. A higher rate of response indicating the level of work of participants in
the survey is tied to the use and frequent meeting of contacts placed at each of the institutions
that agree to allow employees to participate in the work. For Reminders the researcher sent text
messages, and e-mail messages. Despite this kind of surveillance, 13 of the returned questions
were not recovered, because many parts were unanswered, while several items were repeated
twice. In the last analysis, 322 questionnaires used to calculate the useful responses 81%. Table
4.1 below presents a summary of the response rate.
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4.2 DESCRIPTION OF DEMOGRAPHIC INFORMATION
The demographic attributes of the respondents provide a broad understanding of the
context of the study. Respondents consisted of academicians (faculty members) from public
and private universities in KP. The faculty provided personal details and information about the
organization profile. Respondents were asked to indicate their gender, age, qualifications,
appointments, departments, universities, and years of experience at the current institution.
Table 4.2: University wise Description of Sample
University Frequency Percentage
Public 208 64.6
Private 114 35.4
Total 322 100
Source: Primary Data (2018)
Frequency Percentage
Public 208 64.6
Private 114 35.4
0
50
100
150
200
250
Axi
s Ti
tle
Fig. 4.2: University wise Description of Sample
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The Table 4.2 reveals the university wise description of the sample. The above table
illustrates that 208 (64.6%) teachers take part from public universities while 114 (35.4%)
teachers participated from the public sector. Thus, the whole sample was comprised of 322
teachers.
Source: Primary Data (2018)
The result in Table 4.3 shows the gender-wise description. As found in above table
that 223(69.3%) respondents were male, while 99 (30.7%) respondents were female
participated from both public and private sector universities. Thus, the whole sample was
comprised of 322 teachers.
Frequency Percent
Male 223 69.3
Female 99 30.7
0
50
100
150
200
250
Axi
s Ti
tle
Fig. 4.3: Gender wise description of sample
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Table 4.4: Qualification wise Description of Sample
Qualification Frequency Percent
Master 31 9.6
MPhil 191 59.3
PhD 100 31.1
Total 322 100.0
Source: Primary Data (2018)
The table explains that 31 (9.6%) teachers were master degree holder, whereas 191(59.3%)
respondents having MPhil degree, and 100 (31.1%) respondents having a PhD qualification.
Thus, the whole sample was comprised of 322 teachers.
Master MPhil PhD Total
Frequency 31 191 100 322
Percent 9.6 59.3 31.1 100
050
100150200250300350
Axi
s Ti
tle
Fig.4.4: Qualification wise detail of sample
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Table 4.5: Designation wise Description of Sample
Designation Frequency Percent
Lecturer 201 62.4
Assistant Professor 112 34.8
Associate Professor 03 0.9
Professor 06 1.6
Total 322 100.0
Source: Primary Data (2018)
The result in Table 4.5 signifies the designation-wise description. It is found in the
table that Lecturer respondents were 201 and the response rate was (62.4%), assistant
professor respondents were 112 and the response rate was 34.8%, associate professor
respondents were 3 (0.9%) response rates and finally full Professor respondents were 06
(1.6%) response of the total population.
Table 4.6: Department/Faculty wise Description of Sample
Department/Faculty Frequency Percentage
Science Faculty 151 46.9
Arts Faculty 171 53.1
Total 322 100
Source: Primary Data (2018)
LecturerAssistantProfessor
AssociateProfessor
Professor Total
Frequency 201 112 3 6 322
Percent 62.4 34.8 0.9 1.6 100
050
100150200250300350
Axi
s Ti
tle
Fig 4.5: Designation wise Description of Sample
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The result in Table 4.6 indicates the Faculty wise description of the sample. The above table
shows the frequency and percentages of faculty wise of the respondents. The (171; 53.1%) of the
responses to the study came from the arts faculties whereas the responses from the faculties of
Sciences (151; 46.9%). Thus, the whole sample was comprised of 322 teachers.
4.3 Experience wise Description of Sample
The study aims to establish the respondents "service periods in their stream organization.
Respondents "length of service can be attributed to experience and knowledge is acquired over
time leading to superior organizational performance (Ibua, 2014). Employees who have worked
in organizations for a long time are expected to have a clear understanding of organizational
systems and processes. Employee Energy is also associated with job satisfaction and
commitment
Table 4.7: Experience wise Description of Sample
Experience Frequency Percent
1-5 145 45.0
6-10 112 34.8
11-15 46 14.3
16-20 08 2.5
Above 21 11 3.4
Total 322 100.0
Source: Primary Data (2018)
The result in Table 4.7 shows experience-wise description of the sample. As found that
145 (45.0%) respondents were selected from 1-5 years’ experience and respectively 6 -10 years
Science Faculty Arts Faculty Total
Frequency 151 171 322
Percentage 46.9 53.1 100
0
100
200
300
400A
xis
Titl
e
Fig. 4.6: Department/Faculty wise Description of Sample
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112(34.8%), 11-15 years 46(14.3%) and 16-20 years 08 (2.5%) and above 21 11(3.4%) were
selected from their total population.
Table 4.8: Age wise Description of Sample
Age Frequency Percent
21-30 98 30.4
31-40 178 55.3
41-50 36 11.2
51-60 09 2.8
Above 60 01 0.3
Total 322 100.0
Source: Primary Data (2018)
The result in Table 4.8 depicts experience-wise explanation of the sample. As shown
from the table that 98(30.4%) respondents were selected from the age 21-30 years and
respectively from age 31-40 years 178(55.3%), 41-50 years 36(11.2%), 51-60 years 9(2.8%)
and 1(0.3%) were selected from above 60 years having age from their total population.
4.4 Descriptive Statistics of Research variables
Descriptive statistics are presented using means and standard deviations. Descriptive
statistics provide a deep understanding of the nature of data and form the basis for testing
hypotheses.
21-30 31-40 41-50 51-60 Above 60 Total
Frequency 98 178 36 9 1 322
Percent 30.4 55.3 11.2 2.8 0.3 100
0
50
100
150
200
250
300
350
Axi
s Ti
tle
Fig.4.7: Age wise Description of Sample
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Table 4.9: Descriptive Statistics of Research variables
Variables N Minimum Maximum Mean Std.
Deviation
Knowledge management 322 3.48 6.90 5.6718 .49802
Organizational culture 322 3.19 7.00 5.6541 .57112
Organizational learning 322 2.50 7.00 5.6653 .60190
Organizational
performance
322 3.17 7.00 5.7922 .56102
Source: Primary Data (2018)
The result in Table 4.9 indicates the descriptive statistics of all the research variables.
As Shown in the above table, Mean and SD of KM are observed 5.67 and 0.498 respectively. It
is evident from the above table that teachers agreed with statements regarding KM. The table
also depicts that Mean and SD of OC are observed 5.65 and 0.571 respectively. It is evidence
that teachers agreed with statements regarding OC. The above table also reveals that Mean and
SD of OL are observed 5.66 and .601 respectively. It is evident from the table that teachers
agreed with the statements regarding OL. As also shown from the table, Mean and SD of OP
are observed 5.79 and .561 respectively.
4.5 Normality of data
There are many parametric tests have been developed with the assumption of random
component is normally distributed. Examples of these tests include t-tests, ANOVA tests, linear
regression models, and MANOVA and discriminant analysis. There are two approaches for
assessing the normality of data, including graphical and descriptive” and “formal inferential.
For this purpose, a few tests are used to assess the normality of the data, such as Skewness and
Kurtosis, Kolmogorov-Smirnov test and Shapiro-Wilk. Kolmogorov-Smirnov test and Shapiro-
Wilk is typically more powerful than Skewness and Kurtosis for assessing the normality of the
data (Tottton & White, 2011). This study compares the normalization of data with a normal
distribution, which has the same mean and standard deviation as a sample. The current study
chooses to conduct numerical tests, as they offer the advantage of providing objective
judgments, not visual examinations. Where the K-S test is considered suitable for samples
larger than 50, the S-W test is deemed suitable for samples ranging from 50 to 2 000 (see e.g.,
Field, 2005). Tabachnik and Fidell (2007) indicate that an insignificant result (sig. Value of
more than 0.05) indicates normality. On the other hand, a significance value of .000 indicates a
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violation of the assumption of normality. Since the current study included, 322 available
responses. Following Kolmogorov-Smirnov test and Shapiro-Wilk test was used for the
normality of the data.
Table 4.10: Normality of data regarding Knowledge Management
Kolmogorov-Smirnova Shapiro-Wilk
Statistic df Sig. Statistic df Sig.
KM .036 322 .200* .997 322 .873
Source: Primary Data (2018)
Fig. 4.8: Histogram of Data Normality
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Fig.4.9: Q-Q Plot
The result in Table 4.10 indicates the Kolmogorov-Smirnov test and Shapiro-Wilk test
for normality of data. As Shown in the above table, the P-value in Kolmogorov-Smirnov test
and Shapiro-Wilk is observed .200 and .873 respectively, which is greater than .05 indicates
that the data is normally distributed according to the definition. The above graph shows the
Histogram and Q-Q plot of the KM variable, which is symmetric.
Table 4.11: Normality of data regarding Organizational Learning
Kolmogorov-Smirnova Shapiro-Wilk
Statistic df Sig. Statistic df Sig.
OL .040 322 .200 .996 322 .666
Source: Primary Data (2018)
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Fig.4.10: Histogram of Data Normality
Fig. 4.11: Q-Q Plot
The result in Table 4.11 indicates the Kolmogorov-Smirnov test and Shapiro-Wilk test
for normality of data. As Shown in the above table, the value P in Kolmogorov-Smirnov test
and Shapiro-Wilk is observed .200 and .666 respectively, which is greater than .05 indicates
that the data is normally distributed according to the definition. The above graph shows the
Histogram and Q-Q plot of Organizational learning which is symmetric.
Table 4.12: Normality of data regarding Organizational Culture
Kolmogorov-Smirnova Shapiro-Wilk
Statistic df Sig. Statistic df Sig.
OC .039 322 .200 .997 322 .790
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Source: Primary Data (2018)
Fig.4.12 Histogram of Data Normality
Fig.4.13 Q-Q Plot
The Table 4.12 indicates the Kolmogorov-Smirnov test and Shapiro-Wilk test for
normality of data. As Shown in the above table, the value P in Kolmogorov-Smirnov test and
Shapiro-Wilk is observed .200 and .790 respectively, which is greater than .05 indicates that the
data is normally distributed according to the definition. The above graph shows the Histogram
and Q-Q Plot of the Organizational Culture which is symmetric.
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Table 4.13: Normality of data regarding Organizational Performance
Kolmogorov-Smirnova Shapiro-Wilk
Statistic df Sig. Statistic df Sig.
OP .049 322 .065 .995 322 .330
Source: Primary Data (2018)
Fig.4.14 Histogram of Data Normality
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Fig.4.15 Q-Q Plot
The table 4.13 indicates the Kolmogorov-Smirnov test and Shapiro-Wilk test for
normality of data. As Shown in the above table, the value P in Kolmogorov-Smirnov test and
Shapiro-Wilk is observed .065 and .330 respectively, which is greater than .05 indicates that the
data is normally distributed according to the definition. The above graph shows the Histogram
of the variable Organizational Performance which is symmetric.
4.6 Validity of Research Instrument
4.6.1 Content Validity
The questionnaire was validated by experts in the social sciences. Index of item
Objective Convergence (IOC) was used in order to assess the content validity. The instrument
was given to forty (40) experts (See Appendix-D) to rate the three options given in the initial
draft (1 = Clear measuring, -1 = Not measuring, 0 = unclear items). According to Pongpaew
(2009), the cutoff criteria for selection of items are ranging from 0.5 to 1.00. Pongpaew (2009)
reviews the item relevancy, item structure and language format and all items evaluated by the
experts present the following formula for the IOC:-
𝐼𝑂𝐶 = ∑R/N
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Table: 4.14 Content Validity Score
Source: Primary Data (2018)
The result in table 4.14 indicates the content validity of research instruments. All the
items are in the acceptable range.
4.6.2 Construct validity using exploratory factor analysis
Construct validity is one of the most important techniques for item reduction. The terms
construct validity; refer to judgment grounded on evidence collected through numerous sources
by using a particular measuring instrument (Kimberlin & Winterstein, 2008). With factor
analysis, the construct validity of a questionnaire can be tested (Bornstedt, 1977; Ratray &
Jones, 2007). There are two types of instrument validation: exploratory factor analysis and
confirmatory factor analysis. In this study, the researchers used exploratory factor analysis.
There are few rules of thumb that data must meet before using factor analysis. Step#1: To
confirm the adequacy of sample size and can be confirmed by KMO and BTS. The value of
KMO is between 0 and 1. The value above from 0.5 is accepted and below is not acceptable.
Values greater than 0.6 to 0.9 are considered good. The Bartlett's Test of Sphericity should be
significant (p<.05) for factor analysis to be suitable.Step#2: To retain the factors. This can be
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done with an initial eigenvalue. The researchers retained values with initial eigenvalues greater
than one (Field, 2013). Step#3: How to extract the factors? There are many ways to extract
factors: principal component analysis (PCA), principle axis factoring (PAF). Pett et al. (2003)
suggested using PCA in building initial solutions at EFA. The researcher is currently using
PCA, because researchers want to reduce items.Step#4: Selection of Rotational Method.
Rotation maximizes high item loading and minimizes low item loading, resulting in solutions
that are easier to understand and simplify. There are two general rotation techniques:
orthogonal rotation and oblique rotation. Researchers have several methods to choose from,
either rotation options, for example, orthogonal varimax / quartimax or oblique olbimin /
promax. In the current study, researchers used the promax method.
4.6.2.1 Factor structure of the Knowledge Management Scale
Table 4.15: KMO & Bartlett’s Test for Knowledge Management
Kaiser-Meyer-Olkin Measure of Sampling Adequacy .848
Bartlett's Test of Sphericity Approx. Chi-Square 2054.158
Df
Sig
210
.000
Source: Primary Data (2018)
The Table 4.15 indicates KMO & Bartlett’s test of factor analysis. The above table shows
that value of KMO is recorded 0.848 which is closer to 1, indicates that it is a good case for factor
analysis. The cutoff criteria for KMO are 0.65. Bartlett’s Test of Sphericity was used to check the
correlation matrix. The value of Bartlett’s Test of Sphericity is statistically significant
(P=.000<.05) which indicates a good case for factor analysis.
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Table 4.16 Component Matrix of Knowledge management Items
Item Label Factor1 Factor2 Factor3 Factor4 Factor5
Knowledge acquisition1 .587
Knowledge acquisition2 .573
Knowledge acquisition3 .647
Knowledge acquisition4 .905
Knowledge acquisition5 .565
Knowledge documentation1 .515
Knowledge documentation2 .654
Knowledge documentation3 .750
Knowledge Transfer1 .515
Knowledge Transfer2 .863
Knowledge Transfer3 .590
Knowledge Transfer4 .709
Knowledge creation1 .529
Knowledge creation2 .538
Knowledge creation3 .520
Knowledge creation4 .517
Knowledge creation5 .527
Knowledge application1 .891
Knowledge application2 .618
Knowledge application3 .639
Knowledge application4 .692
Eigenvalues 6.066 1.899 1.468 1.135 1.095
Percentage variance explained 28.88% 9.04% 6.99% 5.40% 5.21%
Extraction Method: Principal Component Analysis.
Rotation Method: Promax with Kaiser Normalization.
A factor analysis process was performed to determine the psychometric attributes of the
knowledge management scale. The analysis of 21 items identified five dimensions, with
eigenvalues > 1.00, consisting of 6.066, 1.899, 1.468, 1.135 and 1.095, respectively. The
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measurement of sample adequacy was found .848, which exceeds the typical value of 0.8 (Hair
et al., 1998). The original 21 items were loaded satisfactorily into the five elements, and the
factor loadings ranged from .538, which is the lowest value, to 0.905, which is the highest
value, as Table 4.16 above shows.
4.6.2.2 Factor structure of the Organisational Learning Scale
Table 4.17: KMO & Bartlett’s Test for Organizational Learning
Kaiser-Meyer-Olkin Measure of Sampling Adequacy
.874
Bartlett's Test of Sphericity Approx. Chi-Square 1505.397
Df
Sig
91
.000
Source: Primary Data (2018)
The table 4.17 indicates factor analysis for KMO & Bartlett’s test. The above table
shows that value is recorded 0.874 for KMO which is closer to 1, indicates that it is a good
case for factor analysis. The cutoff criteria for KMO are 0.65. Bartlett’s Test of Sphericity
was used to check the correlation matrix. The value of Bartlett’s Test of Sphericity is
statistically significant (P=.000<.05) which indicates a good case for factor analysis.
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Table 4.18: Component Matrix of Organizational Learning Items
Item Label Factor1 Factor2 Factor3
Individual level1 .728
Individual level2 .767
Individual level3 .735
Individual level4 .808
Individual level5 .653
Team level1 .737
Team level2 .785
Team level3 .820
Institutional level1 .574
Institutional level2 .551
Institutional level3 .750
Institutional level4 .711
Institutional level5 .627
Institutional level6 .727
Eigenvalues 5.284 1.385 1.098
Percentage of variance explained 37.74% 9.89% 7.84%
Extraction Method: Principal Component Analysis.
Rotation Method: Promax with Kaiser Normalization.
The factor analysis process was performed to determine the psychometric properties of
the organizational learning scale. Analysis of 14 items represents a three-dimensional value
with an eigenvalue value of > 1.00 consisting of 5.284, 1.385 and 1.098. The sampling validity
measure was 0.874, which exceeded the estimate 0.8 (Hair et al., 1998). The 14 items load
satisfactorily to the three factors and the factor loadings range from the low 0.551 to the highest
0.82, as Table 4.18 above shows.
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4.6.2.3. Factor structure of the Organisational Culture Scale
Table 4.19: KMO & Bartlett’s Test for Organizational Culture
Kaiser-Meyer-Olkin Measure of Sampling Adequacy .871
Bartlett's Test of Sphericity Approx. Chi-Square 1786.311
Df
Sig
120
.000
Source: Primary Data (2018)
The table 4.19 indicates factor analysis for KMO & Bartlett’s test. The above table
shows that value is recorded 0.871 for KMO which is closer to 1, indicates that it is a good
case for factor analysis. The cutoff criteria for KMO are 0.65. Bartlett’s Test of Sphericity
was used to check the correlation matrix. The value of Bartlett’s Test of Sphericity is
statistically significant (P=.000<.05) which indicates a good case for factor analysis.
Table 4.20: Component Matrix of Organizational Culture Items
Item Label Factor1 Factor2 Factor3 Factor4
Involvement1 .708
Involvement2 .629
Involvement3 .791
Involvement4 .747
Involvement5 .683
Consistency1 .609
Consistency2 .817
Consistency3 .626
Adaptability1 .666
Adaptability2 .861
Adaptability3 .701
Adaptability4 .642
Mission1 .554
Mission2 .664
Mission3 .873
Mission4 .747
Eigenvalues 5.910 1.295 1.147 1.003
Percentage of variance explained 36.93% 8.09% 7.17% 6.27%
Extraction Method: Principal Component Analysis.
Rotation Method: Promax with Kaiser Normalization.
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The factor analysis process was conducted to determine the psychometric properties of
the organizational culture measures. Analysis of 16 items revealed 4 dimensions with an
eigenvalue of 1.00 or more consisting of 5.910, 1.295, 1.147 and 1.003. The measure of
sampling adequacy is estimated at 0.871, which exceeds the estimated value of 0.8 (Hair et al.,
1998). The 16 items load satisfactorily to the four factors, and the factor loading value reaches
from the lowest value of .554 to the highest value of .873, as Table 4.20 above shows.
4.6.2.4 Factor structure of the Organisational Performance Scale
Table 4.21: KMO & Bartlett’s Test for Organizational Performance
Source: Primary Data (2018)
The result in Table 4.21 indicates factor analysis for KMO & Bartlett’s test. The above
table shows that value of KMO is recorded 0.833 which is closer to 1, indicates that it is a good
case for factor analysis. The cutoff criteria for KMO are 0.65. Bartlett’s Test of Sphericity was
used to check the correlation matrix. The value of Bartlett’s Test of Sphericity is statistically
significant (P=.000<.05) which indicates good case for factor analysis.
98 | P a g e
Table 4.22: Component Matrix of Organizational Performance Items
Item Label Factor loading
Organizational Performance1 .689
Organizational Performance2 .652
Organizational Performance3 .756
Organizational Performance4 .691
Organizational Performance5 .741
Organizational Performance6 .638
Organizational Performance7 .619
Organizational Performance8 .821
Organizational Performance9 .745
Organizational Performance10 .646
Organizational Performance11 .902
Organizational Performance12 .633
Extraction Method: Principal Component Analysis.
Rotation Method: Promax with Kaiser Normalization.
The Table 4.22 indicates the factor loading of each item of Organizational Performance.
As mentioned earlier, the value of each question or sentence read is an acceptable minimum
range, a value greater than 0.4, because values close to 1 are considered to be good factor
loadings (Field, 2009). It is clear from the above table that every item of Organizational
Performance greater than .6 which falls within an acceptable range.
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4.6.3 THE RELIABILITY OF RESEARCH INSTRUMENT
Consistency of the results during the repeated period, which produced by research tool
is called Reliability (Wilson, 2010). Cronbach’s alpha one of the most widely used types of
reliability in the field of social sciences research.
Variable
Knowledge Management .874
Organizational Learning .871
Organizational Culture .885
Organization Performance .828
Total score .956
The result in Table 4.23 depicts the reliability of each research variable of the study. As
Shown in the above table, the reliability score of Knowledge Management is observed .874
which greater than cutoff criteria. The reliability score of Organizational learning is .871 which
also greater than 0.70. The Cronbach’s alpha of organizational culture is .885 which is also
greater than cutoff criteria. The reliability score of organizational performance is observed
0.828 which greater than 0.70. The overall Cronbach’s alpha value of research instrument is
observed 0.956 which also an excellent reliable instrument.
4.7 Testing of the Hypotheses
This section presents the results of a research hypothesis test. The hypothesis explains
the relationship between conceptualized and presented research variables in the conceptual
model. This hypothesis consisted of organizational learning and organizational culture
interventions on the relationship between knowledge management (independent variables) and
organizational performance (dependent variables) of HEIs in KP, Pakistan.
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4.7.1 Correlation Analysis
Hypothesis #1: There is a positive and significant relationship between knowledge
management, organizational Learning, organizational culture and organizational performance
in the higher educational institutions.
Table 4.24: Correlation matrix
The Table 4.24 depicts the correlation matrix of all variables knowledge management
(KM), organizational learning (OL), organizational culture (OC) and organizational
performance (OP). It is evident from the table, that there is a statistically strong and positive
correlation between knowledge management and organizational performance, i.e. r =.691,
P=.000<0.05, further the result revealed that the relationship between knowledge management
and organizational learning is positive and significant (r=.735** and p=.000). The result is also
study the association between knowledge management (KM) and organizational culture (OC)
which is positive and statistically significant (r=.731**, p=.000). The relationship between
organizational learning and organizational performance is found positive and significant
(r=.639**, p=.000), while the association between organizational culture (OC) and
organizational performance (OP) is also found statistically significant (r=.708**, p=.000).
KM OL OC OP
Knowledge Management
Pearson
Correlation
1
Sig. (2-tailed)
N 322
Organizational Learning
Pearson
Correlation .735** 1
Sig. (2-tailed) .000
N 322 322
Organizational Culture
Pearson
Correlation .731** .786** 1
Sig. (2-tailed) .000 .000
N 322 322 322
Organizational
Performance
Pearson
Correlation .691** .639** .708** 1
Sig. (2-tailed) .000 .000 .000
N 322 322 322 322
**. Correlation is significant at the 0.01 level (2-tailed).
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4.7.2 Regression Analysis
4.7.2.1 Knowledge Management (KM) 𝐑𝐞𝐠𝐫𝐞𝐬𝐬𝐢𝐨𝐧 𝐨𝐮𝐭𝐩𝐮𝐭𝐬
Hypothesis #2: The knowledge management has a positive and significant impact on
organizational performance.
𝐓𝐚𝐛𝐥𝐞 𝟒. 𝟐𝟓𝐚: Model Summary
a. Predictors: (Constant), knowledge management
The result in Table 4.25a depicts model summary of the independent variable
knowledge management (KM) and dependent variable organizational performance (OP). The
value of R2 is 0.478. It is evident from the table that independent variable KM explains 47.8%
variation in the dependent variable OP.
Table 4.25 b 𝐀𝐍𝐎𝐕𝐀
Model Sum of Squares df Mean
Square
F Sig.
1
Regression 48.252 1 48.252 292.550 .000b
Residual 52.779 320 .165
Total 101.031 321
a. Dependent Variable: organizational performance (OP)
b. Predictors: (Constant), knowledge management (KM)
The Table 4.25b indicates the ANOVA statistics in regression output. The above table
shows that the value of F= 292.550, revealed that the F-value is greater than 10 and the value
of p =.000< 0.05 indicates the overall regression model fitness.
Model R R Square Adjusted R
Square
Std. Error of the
Estimate
1 .691a .478 .476 .40612
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Table 4.25c 𝐂𝐨𝐞𝐟𝐟𝐢𝐜𝐢𝐞𝐧𝐭𝐬
Unstandardized Standardized
Model Coefficients Coefficients t Sig.
B Std. Beta
Error
(Constant) 1.377 .259 5.313 .000
KM .778 .046 .691 17.104 .000
a. Dependent Variable: organizational performance
The table 4.25c indicates the regression coefficient of variables (Independent variable
and dependent variable). It is found that B-value shows the unstandardized coefficient which is
positive (.778) indicates that one unit change in independent variable will bring 0.778 unit
change in the dependent variable. . Thus, H2 is hereby accepted.
4.7.2.2 Knowledge Management (KM) 𝐑𝐞𝐠𝐫𝐞𝐬𝐬𝐢𝐨𝐧 𝐎𝐮𝐭𝐩𝐮𝐭𝐬
Hypothesis #3: The knowledge management has a significant and positive influence on
organizational learning.
Table 4.26a 𝐌𝐨𝐝𝐞𝐥 𝐒𝐮𝐦𝐦𝐚𝐫𝐲
Model R R Square Adjusted R
Square
Std. Error
of the
Estimate
1 .735a .541 .539 .40858
The result in Table 4.26a illustrates a model summary of the knowledge management
(KM) and organizational learning (OL). As shows from the above table R2 is 0.541, indicates
that the knowledge management explains 54.1% variation in the dependent variable OL.
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Table 4.26b 𝐀𝐍𝐎𝐕𝐀
a. Dependent Variable: organizational learning (OL)
b. Predictors: (Constant), knowledge management (KM)
The table 4.26b indicates the ANOVA statistics of KM and OL. The value of F-stat is
376.636 which is greater than 10 and the P-value is .000 which is significant at 0.05 level of
confidence, indicate that the overall regression model fits.
Table 4.26c 𝐂𝐨𝐞𝐟𝐟𝐢𝐜𝐢𝐞𝐧𝐭𝐬
Unstandardized Standardized
Model Coefficients Coefficients t Sig.
B Std. Beta
Error
(Constant) .625 .259 2.397 .017
KM .889 .046 .735 19.407 .000
a. Dependent Variable: organizational learning
The result in Table 4.26c indicates the regression coefficients of (KM) and (OL). As
found that the value of ‘t’ is significant, i.e. 19.407 at a 95% confidence interval. The
knowledge management coefficient is .889, which means that a single change in the
independent variable KM will result in .889 changes in the dependent variable OL. So the
hypotheses (H3) of our study are accepted.
4.7.2.3 Knowledge Management (KM)𝐑𝐞𝐠𝐫𝐞𝐬𝐬𝐢𝐨𝐧 𝐎𝐮𝐭𝐩𝐮𝐭𝐬
Hypothesis #4: The knowledge management has a significant and positive influence on
organizational culture.
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Table 4.27a 𝐌𝐨𝐝𝐞𝐥 𝐒𝐮𝐦𝐦𝐚𝐫𝐲
Model R R Square Adjusted R
Square
Std. Error
of the
Estimate
1 .731a .535 .533 .39020
The result in Table 4.27a depicts model summary of the independent variable
knowledge management (KM) and dependent variable organizational culture (OC). The value
of R2 is 0.535. It is evident from the table above that independent variable KM explains
53.5% variation in the dependent variable OC.
Table 4.27b 𝐀𝐍𝐎𝐕𝐀
a. Dependent Variable: organizational Culture (OC)
b. Predictors: (Constant), knowledge management (KM)
The result in Table 4.27b indicates the ANOVA statistics of KM and OC. The F-value
is 367.668 which is greater than 10 and the p-value is significant at 0.05 level of confidence
indicates the overall regression model fitness.
Table 4.27c 𝐂𝐨𝐞𝐟𝐟𝐢𝐜𝐢𝐞𝐧𝐭𝐬
Unstandardized Standardized
Model Coefficients Coefficients t Sig.
B Std. Beta
Error
(Constant) .898 .249 3.607 .000
KM .839 .044 .731 19.175 .000
a. Dependent Variable: organizational culture
105 | P a g e
The result in Table 4.27c indicates the regression coefficients of (KM) and (OC). As
shown in table that the value of t is significant i.e. 19.175 at a 95% confidence interval. The
knowledge management coefficient is .839, which means that a single change in the
independent variable KM will result in .839 changes in the dependent variable OC. So the
hypothesis (H4) of our study are accepted.
4.7.2.4 Organizational Learning (OL) 𝐑𝐞𝐠𝐫𝐞𝐬𝐬𝐢𝐨𝐧 𝐎𝐮𝐭𝐩𝐮𝐭𝐬
Hypothesis #5: The organizational learning has a positive and significant impact on
organizational performance.
𝐓𝐚𝐛𝐥𝐞 𝟒. 𝟐𝟖a 𝐌𝐨𝐝𝐞𝐥 𝐒𝐮𝐦𝐦𝐚𝐫𝐲
Model R R Square Adjusted R
Square
Std. Error
of the
Estimate
1 .639a .408 .406 .43230
a. Predictors: (Constant), organizational learning (OL)
b. Dependent Variable: organizational performance (OP)
The result in Table 4.28a depicts the model summary of the independent variable
organizational learning (OL) and dependent variable organizational performance (OP). The
value of R2 is 0.408. It is evident from the table above that independent variable OL explains
40.8% variation in the dependent variable OP.
Table 4.28b 𝐀𝐍𝐎𝐕𝐀
Model Sum of
Squares
df Mean
Square
F Sig.
1
Regression 41.229 1 41.229 220.616 .000b
Residual 59.802 320 .187
Total 101.031 321
a. Dependent Variable: organizational performance (OP)
b. Predictors: (Constant), organizational learning (OL)
The table 4.28b explains the ANOVA Statistics of OL and OP. The value of F-stat is
220.616 and P-value is .000, which is significant at 0.05 level of confidence indicates that the
overall model fitness.
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𝐓𝐚𝐛𝐥𝐞 𝟒. 𝟐𝟖c 𝐂𝐨𝐞𝐟𝐟𝐢𝐜𝐢𝐞𝐧𝐭𝐬
Unstandardized Standardized
Model Coefficients Coefficients t Sig.
B Std. Beta
Error
(Constant) 2.419 .228 10.592 .000
OL .595 .040 .639 14.853 .000
a. Dependent Variable: organizational performance
The table 4.28c represents the regression coefficients for OL and OP. It is evident from
the table above that the value of t is 14,853, which is statistically significant in the 95%
confidence interval or at the significance level of 0.05. The coefficient of OL is 0.595, which
means that a unit change in the OL independent variable will bring 0.595 changes in the OP
dependent variable. So, the fifth hypotheses (H5) of our study are accepted.
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4.7.2.5 Organizational Culture (OC) 𝐑𝐞𝐠𝐫𝐞𝐬𝐬𝐢𝐨𝐧 𝐎𝐮𝐭𝐩𝐮𝐭𝐬
Hypothesis #6: The organizational culture has a positive and significant impact on
organizational performance.
𝐓𝐚𝐛𝐥𝐞 𝟒. 𝟐𝟗a 𝐌𝐨𝐝𝐞𝐥 𝐒𝐮𝐦𝐦𝐚𝐫𝐲
Model R R Square Adjusted R
Square
Std. Error
of the
Estimate
1 .708a .502 .500 .39659
a. Predictors: (Constant), organizational culture (OC)
b. Dependent Variable: organizational performance (OP)
The result in Table 4.29 depicts the model summary of the independent variable
organizational culture (OC) and dependent variable organizational performance (OP). The
value of R2 is 0.502. It is evident from the table above that the independent variable OC
describes a 50.2% variation of the dependent variable OP.
𝐓𝐚𝐛𝐥𝐞 𝟒. 𝟐𝟗b 𝐀𝐍𝐎𝐕𝐀
Model Sum of
Squares
df Mean
Square
F Sig.
1
Regression 50.701 1 50.701 322.353 .000b
Residual 50.331 320 .157
Total 101.031 321
a. Dependent Variable: organizational performance (OP)
b. Predictors: (Constant), organizational culture (OC)
The table 4.29b explains the ANOVA statistics of OC and OP. The F-stat value is
322.353 which is greater than10 and P-value is .000, which is significant at 0.05 level of
confidence indicates the overall regression model fitness.
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Table 4.29c 𝐂𝐨𝐞𝐟𝐟𝐢𝐜𝐢𝐞𝐧𝐭𝐬
Unstandardized Standardized
Model Coefficients Coefficients t Sig.
B Std. Beta
Error
(Constant) 1.858 .220 8.434 .000
OC .696 .039 .708 17.954 .000
a. Dependent Variable: organizational performance
The table 4.29c represents the regression coefficients for OC and OP. This means that
the t value in the table is 17.954, which is a 95% confidence interval or 0.05 levels. The
coefficient of the OC is 0.696, this means changing the unit of the independent variable OC
0.696 Change of dependent variable OP. So, the sixth hypotheses (H6) of our study are
accepted.
4.7.3 Testing assumptions for Mediation Analysis
4.7.3.1 Mediation Analysis
To check the mediation of OL and OC on the Relationship between KM and OP, Baron
and Kenny (1986) 4 steps proposed model was followed by using Process Macro of Hayes,
(2013). According to the mediation model, first, check the direct relationship between
Independent variable and depending variable without mediating variable. This relationship
must be significant for the further process in mediation analysis. In the second stage, to find out
the relationship between independent variable and mediating variable (Path a). It is noted that
mediating variable will be considered dependent variable. This relationship should be
significant for further process in mediation analysis. The third stage involves the relationship
between mediating variable and dependent variable which should be significant (Path b). The
last stage in mediation analysis involves the relationship of the independent variable and
meditating variable with the dependent variable (Total effect/ Path c/).
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4.7.3.2 The Relationship between Knowledge Management and Organizational
Performance mediated by Organizational learning.
Hypothesis#7: The relationship between knowledge management and organizational
performance is mediated by organizational learning.
Step 1: knowledge management and organizational performance
𝐓𝐚𝐛𝐥𝐞 𝟒. 𝟑𝟎𝐚 𝐌𝐨𝐝𝐞𝐥 𝐒𝐮𝐦𝐦𝐚𝐫𝐲
R R-sq MSE F df1 df2 p
.6911 .4776 .1679 292.550 1.00 320.00 .000
Outcome: Organizational Performance
Table 4.30a illustrates the model summary of knowledge management (KM) and
organizational performance (OP). It is clear from the above table that independent variable
(KM) explains 47.76% of the variance in the dependent variable (OP). The value of
F=292.550, which indicates the model fitness.
Table 4.30b Coefficients
Model coeff se t p LLCI ULCI
Constant 1.3767 .2591 5.3125 .000 .8669 1.8865
KM .7785 .4055 17.1041 .000 .6889 .8680
Outcome: OP
The table 4.30b depicts regression coefficients of KM and OP without a mediator. As
shown in the above table, there is a positive and significant relationship between KM and OP
(B = .7785, p <0.05). The total effect of the independent and dependent variable is significant
(P=.000<0.05) which fulfilled the first criteria of mediation suggested by Baron & Kenny,
(1986).
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Step 2: Association between knowledge management and organizational learning (MV)
by taking organizational learning as a dependent variable.
𝐓𝐚𝐛𝐥𝐞 4.31a 𝐌𝐨𝐝𝐞𝐥 𝐒𝐮𝐦𝐦𝐚𝐫𝐲
R R-sq MSE F df1 df2 p
.7353 .5406 .1669 376.6364 1.000 320.000 .000
Outcome: OL
The result in Table 4.31a reveals that model summary of the relationship between
independent variable KM and mediating variable OL. It is clear from the above table that the
independent variable (KM) explains 54.06% of the variance in mediating variable (OL). The
value of F=376.636 which indicates the model fitness.
Table 4.31b Coefficients
Model coeff se t p LLCI ULCI
Constant .6250 .2607 2.3972 .0171 .1121 1.1379
KM .8886 .0458 19.4071 .000 .7986 .9787
Outcome: OL
The result in Table 4.31b depicts the coefficients of the independent variable (KM) and
mediating variable (OL). It is found from the above table, there is a positive and significant
relationship between KM and OL (B = .8886, p <0.05). The indirect effect (Path a) of the
independent variable (KM) and mediating variable (OL) is significant (P=.000<0.05) which
fulfilled the second criteria of mediating analysis.
Step 3 & 4: Association between KM (IDV) and OL (MV) with OP (DV)
Table 4.32a Model Summary
R R-sq MSE F df1 df2 p
.7175 .5148 .1537 169.2064 2.000 319.000 .000
Outcome: OP
111 | P a g e
The table 4.32a depicts the model summary of the independent variables (KM & OL)
and the dependent variable (OP). It depicts that the independent variables (KM & OL) explain
51.48% of the change in organizational performance (OP). The value of F=169.2064 and
P=.000<.005, which indicates that the overall regression model fitness.
Table 4.32b Coefficients
Model coeff se t p LLCI ULCI
Constant 1.2110 .2524 4.7983 .000 .7145 1.707
OL .2651 .0536 4.9433 .000 .1596 .3707
KM .5429 .0648 8.3746 .000 .4153 .6704
Outcome: OP
The result in Table 4.32b reveals the regression coefficients of the independent
variables (KM & OL) and the dependent variable (OP). As revealed from the table, there is a
significant and positive relationship between mediating variable OL and dependent variable
OP (B=.2651, p <0.05) which fulfilled the criteria for mediation (Path b). The table also
shows the total effect that OL partially mediates on the relationship between KM and OP
(B=.5429, P<.05). Thus, our research hypothesis is accepted.
Table 4.32c Sobel Test or Normality Theory Test
Effect se z p
.2356 .0492 4.7844 .000
In order to test the significance of a mediating effect, Sobel test was carried out. The
value of effect size is 4.7844>0 with the level of confidence 0.05. The table of the Sobel test
shows that value of P=.000<.05 which indicates that there is a significant mediating effect
between the variables. Thus OL partially mediate in the relationship between KM and OP.
4.7.3.3 The relationship between Knowledge Management (KM) and Organizational
Performance (OP) is mediated by Organizational culture (OC).
Hypothesis#8: The relationship between knowledge management and organizational
performance is mediated by organizational culture.
112 | P a g e
Step 1: Association between KM and OP.
Table 4.33a Model Summary
R R-sq MSE F df1 df2 p
.6911 .4776 .1649 292.550 1.000 320.000 .000
Outcomes: OP
The result in Table 4.33a shows the model summary of the relationship between KM
and dependent variable OP. As revealed from the above table, that the independent variable
(KM) explains 47.76% of the variance in the dependent variable (OP). The value of F=292.550,
which indicates the model fitness.
Table 4.33b Coefficients
Model coeff se t p LLCI ULCI
Constant 1.3767 .2591 5.3125 .000 .8669 1.886
KM .7785 .0455 17.1041 .000 .6889 .8680
Outcome: OP
The Table 4.33b depicts the regression coefficients of the independent variable (KM)
and the dependent variable (OP) without a mediator. As shown in the above table, there is a
positive and significant relationship between KM and OP (B = .7785, p <0.05). The total effect
of an independent and dependent variable is significant (P=.000<0.05) which fulfilled the first
criteria of meditation.
Step 2: Association between KM (IDV) and OC (MV).
Table 4.34a Model Summary
R R-sq MSE F df1 df2 p
.7312 .5347 .1523 367.667 1.000 320.000 .000
Outcomes: OC
The Table 4.33c reveals that model summary of the relationship between independent
variable KM and mediating variable OC. It is clear from the above table that the independent
variable (KM) explains 53.47% of the variance in mediating variable (OC). The value of
F=367.667 which indicates the model fitness.
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Table 4.34b Coefficients
Model coeff se t p LLCI ULCI
Constant .8981 .2490 3.6072 .000 .4083 1.388
KM .8385 .0437 19.1747 .000 .7525 .9246
Outcome: OC
The result in Table 4.33c depicts the coefficients of the independent variable (KM) and
mediating variable (OC). As found from the above table, there is a positive and significant
relationship between KM and OC (B = .8385, p <0.05). The indirect effect of the independent
variable (KM) and mediating variable (OC) is significant (P=.000<0.05) which fulfilled the
second criteria of mediating analysis.
Step 3&4: Association between KM (IDV) and OC (MV) with OP (DV).
Table 4.35a Model Summary
R R-sq MSE F df1 df2 p
.7525 .5662 .1374 208.1975 2.000 319.000 .000
Outcome: OP
The Table 4.34a depicts the model summary of the independent variables (KM & OC)
and the dependent variable (OP). It is evident from the above table that independent variables
(KM & OC) explain 56.62% of the variance in a predicted variable (OP). The value of
F=208.1975 and P=.000<.005, which indicates that the overall model is fit.
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𝐓𝐚𝐛𝐥𝐞 𝟒. 𝟑𝟓𝐛 𝐂𝐨𝐞𝐟𝐟𝐢𝐜𝐢𝐞𝐧𝐭𝐬
Model coeff se t p LLCI ULCI
Constant .9917 .2413 4.1103 .000 .5170 1.4664
OC .4287 .0531 8.0731 .000 .3242 .5332
KM .4190 .0609 6.8812 .000 .2992 .5388
Outcome: OP
The Table 4.34b reveals the regression coefficients of the independent variables (KM &
OC) and the dependent variable (OP). As revealed from the table, there is a significant and
positive relationship between mediating variable OC and dependent variable OP (B= .4287, p
<0.05) which fulfilled the criteria for mediation. The table also shows that OC partially
mediates in the relationship between KM and OP (B=.4190, P<.05). Thus, our research
hypothesis is accepted.
𝐓𝐚𝐛𝐥𝐞 4.35c 𝐒𝐨𝐛𝐞𝐥 𝐓𝐞𝐬𝐭 or Normality Theory Test
Effect se z p
.3595 .0484 7.4319 .000
In order to test the significance of a mediating effect, Sobel test was carried out. The
value of effect size is 7.4319>0 with the level of confidence 0.05. The table 4.34c of the Sobel
test shows that value of P=.000<.05 which indicates that there is a significant mediating effect
between the variables. Thus, OC partially mediates in the relationship between KM and OP.
115 | P a g e
4.7.4 MEAN DIFFERENCE BETWEEN GROUPS REGARDING VARIABLES
4.7.4.1 Mean Difference of Groups Regarding KM
Table 4.36: Gender wise Mean Difference of groups regarding Knowledge Management
Gender 95% CI for
Mean
Difference
Male Female
N M SD N M SD t P
KM 223 5.63 .52 99 5.75 .45 -.230,-.006 -2.01 0.04
P<.05
Fig. 4.16: t-Graph
The result in Table 4.36 indicates the Mean difference of male and female regarding KM. The
table shows that there is a significant difference between male and female perceptions about
Knowledge Management (P = 0.04 <.05).
Table 4.37: University wise Mean Difference of groups regarding Knowledge
management.
University 95% CI for
Mean
Difference
Public Private
N M SD N M SD t p
KM 208 5.73 .451 114 5.56 .558 -.230,-.006 3.01 .003
P<.05
116 | P a g e
Fig. 4.17: t-Graph
The Table 4.37 indicates the Mean difference between Public and Private Universities
Teachers regarding KM. As Shown from the above table, the Mean and SD of Public
University’s teachers are 5.73 and .451 respectively, whereas Mean and SD of Private Sector
University’s teachers are 5.56 and .558 respectively. The table also indicates that there is a
significant mean difference between both groups regarding KM (P=.003<.05)
Table 4.38: Faculty-wise Mean Difference of groups regarding Knowledge Management
P<.05
Faculty/Department 95% CI
for Mean
Difference
Science Arts
N M SD N M SD t p
KM 151 5.68 .484 171 5.67 .511 -.102,.116 .124 .901
117 | P a g e
Fig 4.18: t-Graph
The Table 4.38 indicates Mean difference of Science faculties and Arts faculties
regarding KM. As Shown from the above table, the Mean and SD of Science faculties are 5.68
and .484 respectively, whereas Mean and SD of Arts faculties are 5.67 and .511 respectively.
The table also indicates that there is no significant mean difference between both groups
regarding KM (P=.901>.05).
Table 4.39: Age Wise Mean Difference of Groups Using ANOVA Regarding
Knowledge Management.
The result in Table 4.39 indicates the age wise Mean Difference Of groups regarding
KM. As shown from the above table, the Value of F=2.66 and P=.04<.05, indicates that there is
a significant difference in Knowledge Management across age groups.
Age
Group
N Mean SD df F P
21-30 98 5.5739 .53274
31-40 178 5.7170 .46201 321 2.699 0.04
41-50 36 5.7672 .44113
51-60 10 5.4857 .78304
118 | P a g e
Table 4.39a:Tukey HSD
(I) AGE (J) AGE Mean Difference
(I-J)
Std. Error Sig. 95% Confidence Interval
Lower Bound Upper Bound
21-30
31-40 -.14310 .06215 .100 -.3036 .0174
41-50 -.19334 .09630 .187 -.4420 .0554
51-60 .08814 .16403 .950 -.3355 .5118
31-40
21-30 .14310 .06215 .100 -.0174 .3036
41-50 -.05023 .09030 .945 -.2834 .1830
51-60 .23125 .16058 .475 -.1835 .6460
41-50
21-30 .19334 .09630 .187 -.0554 .4420
31-40 .05023 .09030 .945 -.1830 .2834
51-60 .28148 .17663 .384 -.1747 .7377
51-60
21-30 -.08814 .16403 .950 -.5118 .3355
31-40 -.23125 .16058 .475 -.6460 .1835
41-50 -.28148 .17663 .384 -.7377 .1747
The HSD Tukey test is used when there is a significant difference among the groups. As
shown in the ANOVA Table 4.39a, that there is a significant difference among the groups
regarding KM, therefore the HSD Tukey test is applied. From the above HSD Tukey table,
there is no significant difference between age groups of 21-30 and 31-40 (P=.100>.05), 21-30
and 41-50 (P=.187>.05), 21-30 and 51-60 (P=.950>.05), 31-40 and 41-50 (P=.945>.05), 31-40
and 51-60 (P=.475>.05), 41-50 and 51-60 (P=.384>.05).
Table 4.40: Qualification Wise Mean Difference of Groups Using ANOVA Regarding
Knowledge Management (KM).
The result in Table 4.40 indicates the qualification wise Mean Difference Of groups
regarding KM. As shown from the above table, the Value of F=2.913 and P=0.06>0.05,
Qualification N Mean SD df F P
MASTER 31 5.5361 .69758
MS/MPHIL 191 5.6485 .50470 321 2.913 0.06
PHD 100 5.7586 .39176
119 | P a g e
indicates that there is no significant difference in Knowledge Management across qualification
groups.
Table 4.41: Experience Wise Mean Difference of Groups Using ANOVA Regarding
Knowledge Management (KM).
Experience N Mean SD df F P
1-5 145 3.9740 .38248
6-10 112 4.0766 .68671 321 4.638 0.001
11-15
16-20
Above 21
46
08
11
3.9601
4.5521
4.5597
.56784
.90276
1.06455
The Table 4.41 indicates the experience wise Mean Difference Of groups regarding
KM. As shown from the above table, the Value of F=4.638 and P=.001<.05, specifies that there
is a significant difference in Knowledge Management across the experience.
120 | P a g e
Table 4.41a: Tukey HSD
(I)
EXPERIENCE
(J)
EXPERIENCE
Mean
Difference (I-
J)
Std.
Error
Sig. 95% Confidence
Interval
Lower
Bound
Upper
Bound
1-5
6-10 -.10258 .07239 .617 -.3012 .0960
11-15 .01391 .09737 1.000 -.2532 .2810
16-20 -.57815* .20897 .047 -1.1515 -.0048
Above 21 -.58566* .17995 .011 -1.0794 -.0920
6-10
1-5 .10258 .07239 .617 -.0960 .3012
11-15 .11649 .10077 .776 -.1600 .3929
16-20 -.47557 .21058 .161 -1.0533 .1022
Above 21 -.48308 .18181 .063 -.9819 .0157
11-15
1-5 -.01391 .09737 1.000 -.2810 .2532
6-10 -.11649 .10077 .776 -.3929 .1600
16-20 -.59206 .22042 .058 -1.1968 .0127
Above 21 -.59957* .19313 .018 -1.1294 -.0697
16-20
1-5 .57815* .20897 .047 .0048 1.1515
6-10 .47557 .21058 .161 -.1022 1.0533
11-15 .59206 .22042 .058 -.0127 1.1968
Above 21 -.00751 .26737 1.000 -.7411 .7260
Above 21
1-5 .58566* .17995 .011 .0920 1.0794
6-10 .48308 .18181 .063 -.0157 .9819
11-15 .59957* .19313 .018 .0697 1.1294
16-20 .00751 .26737 1.000 -.7260 .7411
*. The mean difference is significant at the 0.05 level.
The HSD Tukey test used when there is a significant difference between groups. As
shown in the ANOVA Table 4.41a, that there is a significant difference among the groups
regarding KM, therefore the HSD Tukey test is applied. From the above HSD Tukey table,
there is no significant difference between experience group of 1-5 and 6-10 (P=.617>.05), 1-5
and 11-15 (P=1.00>.05), 6-10 and 11-15 (P=.776>.05), 6-10 and 16-20 (P=.161>.05), 6-10 and
above 21(P=.063>.05), 11-15 and 16-20 (P=.058>.05), 16-20 and above 21 (P=.100>.05). As
also shown from the above table, there is a significant difference between experience group of
1-5 and 16-20 (P=0.04<.05), 1-5 and above 21(P=.01<.05), 11-15 and above 21(P=.018<.05).
121 | P a g e
Table 4.42: Designation Wise Mean Difference of Groups Using ANOVA Regarding
Knowledge Management (KM).
Designation N Mean SD df F P
LECTURER 201 4.0520 .54126
ASSISTANT
PROFESSOR
112 4.0035 .62555 321 3.200 0.024
ASSOCIATE
PROFESSOR
PROFESSOR
3
6
3.5600
4.6708
.00000
1.07858
The result in Table 4.42 shows the Designation wise Mean Difference Of groups
regarding KM. As revealed from the above table, the Value of F=3.200 and P=.024<.05 which
indicates that there is a significant difference in Knowledge Management across designation.
122 | P a g e
The HSD Tukey test is used when there is a significant difference among the groups. As
shown in the ANOVA Table 4.42a, that there is a significant difference among the groups
regarding KM, therefore the HSD Tukey test is applied. From the above HSD Tukey table, it
depicts from the above table, there is a significant difference between groups of Assistant
professor and Professor (P=0.033<.05), Associate Professor and Professor (P=.037<.05. It is
also shown from the above table, there is no significant difference between groups of Lecturer
and Assistant professor (P=.894>.05), Lecturer and Associate professor (P=.468>.05), Assistant
professor and Associate professor (P=.563>.05), Professor and Lecturer (P=.052>.05).
Table 4.42a: Tukey HSD
(I) DESIGNATION (J) DESIGNATION Mean
Difference
(I-J)
Std. Error Sig. 95% Confidence Interval
Lower Bound Upper Bound
LECTURER
ASSISTANT
PROFESSOR .04853 .06867 .894 -.1288 .2259
ASSOCIATE
PROFESSOR .49199 .33872 .468 -.3828 1.3668
PROFESSOR -.61881 .24127 .052 -1.2419 .0043
ASSISTANT
PROFESSOR
LECTURER -.04853 .06867 .894 -.2259 .1288
ASSOCIATE
PROFESSOR .44346 .34069 .563 -.4364 1.3234
PROFESSOR -.66733* .24403 .033 -1.2976 -.0371
ASSOCIATE
PROFESSOR
LECTURER -.49199 .33872 .468 -1.3668 .3828
ASSISTANT
PROFESSOR -.44346 .34069 .563 -1.3234 .4364
PROFESSOR -1.11079* .41179 .037 -2.1743 -.0473
PROFESSOR
LECTURER .61881 .24127 .052 -.0043 1.2419
ASSISTANT
PROFESSOR .66733* .24403 .033 .0371 1.2976
ASSOCIATE
PROFESSOR 1.11079* .41179 .037 .0473 2.1743
*. The mean difference is significant at the 0.05 level
123 | P a g e
4.7.4.2 Mean Difference of Groups Regarding OP.
Table 4.43: Gender wise Mean Difference of groups regarding Organizational
Performance
Gender 95% CI for
Mean
Difference
Male Female
N M SD N M SD t p
OP 223 3.87
.24
3 99
3.9
4 .317 -.133,-.005 -2.14 .033
P<.05
Fig 4.19: t-Graph
The result in Table 4.43 indicates Mean difference of gender wise regarding OP. As
Shown from the above table, there is a significant difference between the male and female
perceptions about organizational performance (P=.033<.05).
Table 4.44: University wise Mean Difference of groups regarding Organizational
Performance (OP).
University 95% CI for
Mean
Difference
Public Private
N M SD N M SD t p
OP 209 5.90 .469 113 5.60 .660 .173,.423 4.69 .000
P<.05
124 | P a g e
Fig 4.20: t-Graph
The result in Table 4.44 indicates Mean difference between Public and Private
Universities Teachers regarding organizational Performance (OP). As Shown from the above
table, the Mean and SD of Public University’s teachers are 5.90 and .469 respectively, whereas
Mean and SD of Private Sector Universities’ teachers are 5.60 and .660 respectively. The table
also indicates that there is a significant mean difference between both groups regarding
organizational performance (P=.000<.05).
Table 4.45: Faculty-wise Mean Difference of groups regarding Organizational
Performance (OP)
Faculty/Department 95% CI for
Mean
Difference
Science Arts
N M SD N M SD t p
OP 151 3.96 .552 171 4.12 .695 -.300,-.022 -2.28 .023
P<.05
125 | P a g e
Fig. 4.21: t-Graph
The result in Table 4.45 indicates the Mean difference of Science faculties and Arts
faculties regarding organizational performance (OP). As Shown from the above table, the Mean
and SD of Science faculties are 3.96 and .552 respectively, whereas Mean and SD of Arts
faculties are 4.12 and .695 respectively. The table also indicates that there is a significant mean
difference between both groups regarding organizational performance (P=.023<.05).
Table 4.46: Age Wise Mean Difference of Groups Using ANOVA Regarding
Organizational Performance (OP)
Age Group N Mean SD df F P
21-30 98 5.6071 .61319
31-40 178 5.8914 .50769 321 6.878 .000
41-50 36 5.8819 .37869
51-60 10 5.5167 .92863
The Table 4.46 indicates the age wise Mean Difference of groups regarding OP. As
shown in the table above, the values of F = 6.878 and P = .000 <.05 indicate significant
differences in organizational performance (OP) by age group.
126 | P a g e
Table 4.46a: Tukey HSD
(I) AGE (J) AGE Mean
Difference (I-J)
Std. Error Sig. 95% Confidence Interval
Lower Bound Upper Bound
21-30
31-40 -.28424* .06871 .000 -.4617 -.1068
41-50 -.27480 .10645 .050 -.5497 .0001
51-60 .09048 .18133 .959 -.3778 .5588
31-40
21-30 .28424* .06871 .000 .1068 .4617
41-50 .00944 .09982 1.000 -.2484 .2672
51-60 .37472 .17751 .152 -.0837 .8332
41-50
21-30 .27480 .10645 .050 -.0001 .5497
31-40 -.00944 .09982 1.000 -.2672 .2484
51-60 .36528 .19525 .243 -.1390 .8695
51-60
21-30 -.09048 .18133 .959 -.5588 .3778
31-40 -.37472 .17751 .152 -.8332 .0837
41-50 -.36528 .19525 .243 -.8695 .1390
*. The mean difference is significant at the 0.05 level.
The HSD Tukey test is used when there are significant differences between groups. As
shown in the ANOVA Table 4.46a, that there are significant differences between groups
regarding OP, therefore the HSD Tukey test is applied. From the above HSD Tukey table, there
is a significant difference between age groups of 21-30 and 31-40 (P=.000<.05), It also depicts
from the above table, that there is no significant difference between age groups of 21-30 and
41-50 (P=.050>.05), 21-30 and 51-60 (P=.959>.05), 31-40 and 41-50 (P=1.00>.05), 31-40 and
51-60 (P=.152>.05), 41-50 and 51-60 (P=.243>.05).
127 | P a g e
Table 4.47: Qualification Wise Mean Difference of Groups Using ANOVA Regarding
Organizational Performance (OP)
Qualification N Mean SD df F P
MASTER 31 5.1909 1.07566
MS/MPHIL 191 5.6025 .81313 321 3.367 .036
PHD 100 5.5808 .76527
Table 4.47a: Tukey HSD
(I)
QUALIFICATION
(J) QUALIFICATION Mean
Difference (I-J)
Std. Error Sig. 95% Confidence
Interval
Lower
Bound
Upper
Bound
MASTER MS/MPHIL -.41167* .16019 .029 -.7889 -.0345
PHD -.38997 .17006 .058 -.7904 .0105
MS/MPHIL MASTER .41167* .16019 .029 .0345 .7889
PHD .02170 .10211 .975 -.2187 .2621
PHD MASTER .38997 .17006 .058 -.0105 .7904
MS/MPHIL -.02170 .10211 .975 -.2621 .2187
*. The mean difference is significant at the 0.05 level.
The Table 4.47 shows the qualification wise Mean Difference Of groups regarding OP.
As shown from the above table, the Value of F=3.367 and P=.036<0.05, indicates that there is a
significant difference in organizational performance across the qualification groups.
The HSD Tukey test is used when there are significant differences between groups. As
shown in the ANOVA Table 4.47a, that there are significant differences between groups
regarding OP, therefore the HSD Tukey test is applied. From the above HSD Tukey table, it
depicts from the above table, that there is a significant difference between qualification group
of Master and MPhil (P=.029<.05). It is also shown from the above table, there is no significant
difference between qualification group of Master and Ph.D. (P=.058<.05), MPhil and Ph.D.
(P=.975>.05).
128 | P a g e
Table 4.48: Designation Wise Mean Difference of Groups Using ANOVA Regarding
Organizational Performance (OP)
Designation N Mean SD df F P
LECTURER 201 3.8488 .26610
ASSISTANT
PROFESSOR
112 3.9552 .27023 321 4.094 .007
ASSOCIATE
PROFESSOR
PROFESSOR
3
6
4.0000
3.9333
.00000
.16330
Table 4.48a:Tukey HSD
(I)
DESIGNATIO
N
(J)
DESIGNATION
Mean Difference
(I-J)
Std. Error Sig. 95% Confidence
Interval
Lower
Bound
Upper
Bound
LECTURER
ASSISTANT
PROFESSOR -.10645* .03130 .004 -.1873 -.0256
ASSOCIATE
PROFESSOR -.15124 .15438 .761 -.5499 .2475
PROFESSOR -.08458 .10996 .868 -.3686 .1994
ASSISTANT
PROFESSOR
LECTURER .10645* .03130 .004 .0256 .1873
ASSOCIATE
PROFESSOR -.04479 .15527 .992 -.4458 .3562
PROFESSOR .02188 .11122 .997 -.2654 .3091
ASSOCIATE
PROFESSOR
LECTURER .15124 .15438 .761 -.2475 .5499
ASSISTANT
PROFESSOR .04479 .15527 .992 -.3562 .4458
PROFESSOR .06667 .18767 .985 -.4180 .5514
PROFESSOR
LECTURER .08458 .10996 .868 -.1994 .3686
ASSISTANT
PROFESSOR -.02188 .11122 .997 -.3091 .2654
ASSOCIATE
PROFESSOR -.06667 .18767 .985 -.5514 .4180
*. The mean difference is significant at the 0.05 level.
129 | P a g e
The result in Table 4.48 shows the Designation wise Mean Difference Of groups
regarding OP. As revealed from the above table, the Value of F=4.094 and P=.007<.05,
indicates that there is a significant difference in organizational performance across the
designation.
The HSD Tukey test is used when there is a significant difference among the groups. As
shown in the ANOVA Table 4.48a, that there is a significant difference among the groups
regarding OP, therefore the HSD Tukey test is applied. From the above HSD Tukey table, it
depicts from the above table, there is a significant difference between groups of Lecturer and
Assistant professor (P=.004<.05). As shown also from the above table, there is no significant
difference among the groups of Lecturer and Associate Professor (P=.761>.05), Lecturer and
Professor (P=.868>.05), Assistant professor and Associate professor (P=.992>.05), Assistant
professor and Professor (P=.997>.05), Professor and Associate professor (P=.985>.05).
Table 4.49: Experience Wise Mean Difference of Groups Using ANOVA Regarding
Organizational Performance (OP).
Experience N Mean SD df F P
1-5 145 3.8172 .22371
6-10 112 3.9226 .30767 321 5.910 .000
11-15
16-20
Above 21
46
08
11
4.0120
3.9500
3.9273
.28031
.14142
.16181
The result in Table 4.49 indicates the experience wise Mean Difference Of groups regarding
OP. As shown from the above table, the Value of F=5.910 and P=.000<.05, indicates that there
is a significant difference in organizational performance across the experience.
130 | P a g e
Table 4.49a: Tukey HSD
(I)
EXPERIENC
E
(J)
EXPERIENCE
Mean
Difference
(I-J)
Std. Error Sig. 95% Confidence Interval
Lower Bound Upper Bound
1-5
6-10 -.10538* .03288 .013 -.1956 -.0152
11-15 -.19472* .04423 .000 -.3160 -.0734
16-20 -.13276 .09491 .629 -.3932 .1276
Above 21 -.11003 .08173 .662 -.3343 .1142
6-10
1-5 .10538* .03288 .013 .0152 .1956
11-15 -.08934 .04577 .292 -.2149 .0362
16-20 -.02738 .09564 .999 -.2898 .2350
Above 21 -.00465 .08258 1.000 -.2312 .2219
11-15
1-5 .19472* .04423 .000 .0734 .3160
6-10 .08934 .04577 .292 -.0362 .2149
16-20 .06196 .10011 .972 -.2127 .3366
Above 21 .08468 .08772 .870 -.1560 .3253
16-20
1-5 .13276 .09491 .629 -.1276 .3932
6-10 .02738 .09564 .999 -.2350 .2898
11-15 -.06196 .10011 .972 -.3366 .2127
Above 21 .02273 .12144 1.000 -.3104 .3559
Above 21
1-5 .11003 .08173 .662 -.1142 .3343
6-10 .00465 .08258 1.000 -.2219 .2312
11-15 -.08468 .08772 .870 -.3253 .1560
16-20 -.02273 .12144 1.000 -.3559 .3104
*. The mean difference is significant at the 0.05 level.
The HSD Tukey test is used when there are significant differences between groups. As
shown in the ANOVA Table 4.49a, that there are significant differences between groups
regarding OP, therefore the HSD Tukey test is applied. From the above HSD Tukey table, there
are significant differences between experience groups of 1-5 and 6-10 (P=.013<.05), 1-5 and
11-15(P=.000<.05). As also shown from the above table, there is no significant difference
between experience groups.
131 | P a g e
4.8 DISCUSSION
The Purpose of the Study is to investigate the mediation of Organizational Learning and
Organizational Culture on the relationship between Knowledge Management and
Organizational Performance in Higher Education Institutions in Khyber Pakhtunkhwa.
4.8.1 Knowledge Management and Organizational Performance
One of the vital sources for any organization to achieve the competitive advantage is
knowledge Management (Gold et al., 2001). It is evident from the literature that KM enhances
the performance of the organization; help in problem-solving and to accomplish organizational
objectives (Ramachandran et al., 2009, Khan, Rasli, Yusoff, Ahmed, Rehman, and Khan,
2014). Though, it is suggested that knowledge acquisition enhances the current knowledge
level of the employees and convert into new knowledge which positive effects on the
performance of the organization (Choo & Bontis, 2002). In fact, Knowledge Acquisition is the
element of Knowledge Management that affects the performance of the organization.
Additionally, all activities which are related to Knowledge application are helpful in problem-
solving to create new and update the present knowledge. Consequently, organization adopts
new knowledge according to a situation which known as Knowledge Utilization. Therefore, the
organization may hire knowledge experts (Gold et al., 2001). Moreover, effective application
of knowledge is also beneficial for the organization to enhance the performance of the
organization (Davenport, 1998, Yusoff, Khan, Mubeen, & Azam, 2013).
The findings of the present study show that there is a positive and significant
relationship between Knowledge Management and Organizational Performance (OP (r=.691**,
P=.000). The same result was mentioned by (Gholami et al., 2013) that positive relationship
between Knowledge Management and organizational performance. The finding of the present
study is in line with the study of King (2009). He found that Knowledge Management Practices
improves the overall performance of the organization. The finding of the Present Study
supported by the result of Fugate et al. (2009) that there is significant and strong positive
correlation between Knowledge Management and Organizational Performance. The result of
the present study is consistent with the study of Rasula et al. (2012) that Knowledge
Management is significantly and positively correlated with Organizational Performance. The
132 | P a g e
Findings of the present study reveal that Knowledge Management significantly impacts on the
Organizational Performance (R2=.478, B=.778, P=.000). The same result was mentioned by
Ahmad, Fiaz, and Shoaib (2015) that Knowledge Management has significant impact on the
Organizational Performance (R2=.59, B=.942, P=.000).
4.8.2 Knowledge Management and Organizational Learning
Knowledge and learning play a vital role in organizational development. Both are
considered essential for organizational success (Yang and Chen, 2009; San-Valle et al., 2011;
Jain and Moreno 2015). Every successful organizational learning process depends on well-
established KM structure. Knowledge Management focuses on Content of knowledge which is
used to attain, integrate, transfer and utilized data while Organizational learning emphasis on
process (Easterby-Smith & Lyles, 2003). Basically, Organizational Learning is the goal of
Knowledge Management, KM has been argued as a process and OL has been linked to it as its
ultimate goal. Knowledge management helps organizations to implant organizational
knowledge into Organizational Methods so that organization follows its objectives and can
improve its practice in the organization. It is only possible through effective acquisition,
documentation, transfer, creation and application of knowledge (W. R. King, 2009).
Acquisition, documentation, transfer, creation and utilization of knowledge are the essential
source of organizational learning (Pilar, 2005). The relationship of KM and OL explained
differences in the literature. Sometime it explained as cause and effect relationship that KM
effect on OL whereas some argue that the OL effect on KM (Shu & Chi, 2010).
The findings of the present study show that there is a significant and positive
relationship between KM and OL (r=.735** and p=.000). The Same result was mentioned by
Ravanpykar, Fyzi and Pashazadh (2014) that there is a positive and significant relationship
between Knowledge Management and Organizational Learning (r=.866** and p=.000). The
finding of the present study was supported by Qureshi, Gerdezi and Whitty (2016). They found
that positive correlation between KM and OL. Knowledge Management can act as a
transformation process to create a learning culture in the organization. The Same result was
mentioned Hui et al. (2013) that there is a positive and significant relationship between KM and
OL (r=.57 and P=.000).
133 | P a g e
The findings of the present study show that there is significant impact of KM on OL and
KM explained 54% variance in OL (B=.889, R2=0.541, P=.000). The result of the study was
supported by Hui et al. (2013). They found that KM has significant impact on the OL. KM has
a positive effect on the OL (Jerez-Gomez et al., 2005; W. Ke & K. K. Wei, 2006; Liao & Wu,
2009). The findings also present a positive significant relationship between KM and OL (Mills
& Smith, 2011). The result of the present study is in line with the result of Rezzaei, Rostami
and Amjadi (2015). They found that there is a significant relationship between KM and OL and
KM explained 14% variance in OL (R2=0.014, P=.000).
4.8.3 Knowledge Management and Organizational Culture
The belief, values and behavior of the members working in the organization constitute
the organizational culture. In contrast, organizational culture affects employees’ behavior. As a
result, organizational culture has the ability to change the behavior of the employees working in
the organization (Sussan, 2012). Organizational culture affects all aspects of the organization
and this effect shows in the form of the behavior of the employee, overall performance of the
organization employees’ motivation, job satisfaction, knowledge acquisition, Knowledge
application, creativity and innovation. In fact, Knowledge management positively effect on the
organizational performance (Robins (1999) cited in Ahmdai, Nikooravesh & Maryam
Mehrpour (2016). Following four ways that organizational culture affects knowledge
management:-
1. Organization culture plays a vital role in knowledge identity.
2. It also played a role in the relationship between employees and knowledge of an
organization.
3. Patterns of organizational culture guide how knowledge can be applied in particular
situations.
4. Processes making, legitimating and spread knowledge in an organization (Shafee,
Qaderzade, Lavee, 2010).
Eighty Percent of knowledge Management related to employees working in the
organization and culture while twenty percent related technologies used for knowledge
management. Thus, organizational culture plays a significant role in organizational success
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(Delong & Fahey, 2000). People work together, interaction of among each other and share
their knowledge and new ideas in Cooperative culture in the organization (Goh, 2002). For
profitability, an organization needs effective programs of knowledge management, which
required proper coordination with organizational culture (Brandt Michael, 2009).
The findings of the present study show that a strong and positive relationship between
knowledge management (KM) and organizational culture (OC) (r=.731**, p=.000). ). The
result of the present study is in line with the result of Tang (2017) there is a positive and
significant relationship between knowledge management and organizational culture. The better
the knowledge Management, the higher the organizational culture is. The same result was
mentioned by Paliszkiewicz, Svanadze and Jikia (2017) knowledge Management is
significantly correlated with organizational culture. The same result was also in line with the
study of (Aliyu, Rogo & Mahmood, 2015) that there is a positive and significant impact of
knowledge management on organizational culture (β = .270, t = 5.836, p = .000).
4.8.4 Organizational Learning and Organizational Performance
The term Organizational learning is the process of acquiring and interpreting
information, behavioral and mental ability changes in the employees, which may effect on the
performance of the organization (Dimovski, (1994) cited in Nafei, 2014). Organizational
learning is one of the most vital aspects which discussed in modern management studies.
Organizational learning is an emphasis on the internal performance of the organization in
which leaning act as a part of condition of employees working in the organization. OL also
focuses on external threat faced by the organization in order to enhance learning (Kezar, 2005).
The Performance of the organization is providing the information about the efficiency and
effectiveness of the learning practices. Many researchers considered OL is an important aspect
of competitiveness and correlate with Organizational performance. According to Jones (2000)
organizational learning is an important element of organizational performance defining it as a
process in which administrator tries to enhance the employees’ skills in order to improve the
performance of the organization.
The findings of the present study depict that there is statistically significant and positive
relationship between organizational learning and organization Performance (r=.639**, p=.000,
R2=.408, B=.595). The finding of the present study approves the assertion of following studies.
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The result of the present study is in line with the result of Luxmi (2014) there is a positive and
significant relationship (r=.289, P=.001) between Organizational learning and performance.
Skerlavaj and Dimovski (2007) found that there is statistically significant and positive
relationship between organizational learning and organization Performance. The same result
was mentioned by Nafei (2015) that strong and positive correlation between OL and OP
(r=0.892**, P=.000). The findings of the present study consistent with Hernaus, Škerlavaj and
Dimovski (n.d). They found that positive correlation between OL and OP (r=.349, P=.000).
The result of the current study is consistent with research studies by Akhtar, Arif, Rubi and
Naveed (2012). They found that Organizational learning explained 37.7% variance in
organizational performance. The result is supported by research findings of Jabber and Cagler
(2017). They found OL statistically significant impact on OP (β=0.491, P<0.001). However,
few research studies found that there is no relationship between OL and OP. The Same result
was mentioned by Zeimak (2015) that Positive impact of OL on OP. Those studies are
conducted in Baking Sector which is purely financial institutions. The Performance in those
institutions is measured in term of Profit (Emden, Yaprak & Cavusgil, 2005). In contrast, the
present study was conducted in Higher Education institutions which are non-profit
organizations.
4.8.5 Organizational Culture and Organizational Performance
Organizational culture plays an important role in the organizational performance
because it shapes the work environment in which performance occurs. Organizational culture is
effective on both effectiveness and efficiency of the organization. One of the main reasons for
the widespread popularity and the interest in the organizational culture arises from the
assumption that organizational culture leads to the organizational effectiveness. Numerous
academics argued that the performance of the organization depends upon the cultural values are
widely shared. Many research studies has been established the relationship between
organizational culture and performance and huge amount of literature support the relationship
between OC and OP (Sendro, 2012). An established culture is direct and shape the behavior of
the employees of an organization and each employee behave and perform according to the
established culture in order to be accepted by the environment (Noor, 2012). The relationship
between organizational culture and performance has been established, and an increasing body
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of evidence supports a linkage between an organization's culture and its business performance.
According to Deal and Kennedy (1982), organizational culture has a strong and positive impact
on the employee behavior and organizational effectiveness.
The result of the present study depicts that there is a significant and positive relationship
between OC and OP (r=.708**, p=.000<.05). The result of the present study is in line with
Kamaamia (2017) in which he found that strong and positive relationship between OC and OP
(r=0.658, p < 0.01). The same result was mentioned by Sengke (2015) in which he found a
strong correlation between OC and OP (r=.78, P=.000). The result of the current study is
consistent with Sengottuvel and Aktharsha (2016) as they found that there is a significant and
strong relationship between OC and OP (r=.933, P=.000). The result of the current study
depicts that OC explains 50.2% variance in our dependent variable OP (R2=.502, B= .696,
P<0.05). The result is supported by research findings of Sengke (2015) as he found that OC
explains 56% variance independent variable OP. The same result was mentioned by
Sengottuvel and Aktharsha (2016) that OC explained 95% variance in OP (beta=0.933, t=
40.6313). The findings of the current study in line with the study of Nikpour (2017). He found
that OC has significant impacts on OP (B= 0.68, t=2.19, P<0.05). Additionally, previous
researchers have also revealed the same result which supported the findings of the current study
(Shah, Iqbal, Yameen, Sabir & Khan, 2011; Larry, Morgan & Douglas, 2011; Rashid,
Sambasivan & Johari, 2003). Furthermore, the results of the current are also supported by the
results of the previous study, which states that organizational culture has a positive and
significant contribution to organizational performance (Mujeeb, Tahir, and Shakil, 2011;
Uddin, Luva, & Maroof Hossian, 2013; Gunaraja, 2014).
4.8.6 Mediation of Organizational Learning on the Relationship between Knowledge
Management and Organizational Performance
Organizations cannot survive and improve without learning. Organizations need to learn
in order to survive in the global competitive environment (Hannch and Lester, 2009). Learning
begins with individuals, and takes place at the organization's individual, team and
organizational levels. Organizational learning is an important mediator between KM and
organizational performance. King (2009) explains that learning is a major driver of KM-driven
performance. It is also possible to convert the organization's embedded knowledge into an
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organizational process through the creation, transfer and application of knowledge that tends to
continually improve organizational procedures and practices (Wu and Chen, 2014). The
organization's learning process can succeed if knowledge can be successfully created and
maintained and properly disseminated within the organization. Tsoukas and Mylonopoulos
(2004) state that organizational learning continually coordinates activities, improves
organizational understanding in a similar way, builds knowledge, and manages knowledge.
Fang et al. (2011) empirically demonstrate that organizational learning improves the
organization's performance on the timeline.
The result of the current study depicts that organizational learning partially mediates the
relationship between knowledge management and organizational performance. The result of the
current study is consistent with Luxmi (2014). He found that OL partially mediates the
relationship between KM and OP. The same result was mentioned by Liao and Wu (2009). He
also found that organizational learning mediates the relationship between KM and OP. The
result of the current study also in line with Jaber and Caglar, (2017). He found that the
organizational learning functions as a mediator between knowledge management and
organizational performance. Nafei (2014) found that the relationship between KM and OP also
mediated by OL. The results of the present study are also consistent with Rehman, Asghar and
Ahmad (2015). He also found that OL mediates the relationship between KM practices and
organizational performance. Sarand et al. (2015) also found that organizational learning
mediates the relationship between knowledge management and organizational performance.
The same result was also mentioned by Imran, Ilyas and Fatima (2017). He found that OL
partially support as a mediator between KM and OP.
4.8.7 Mediation of Organizational Culture on the Relationship between Knowledge
Management and Organizational Performance
The organization is composed of people having different culture and behavior. In other
words, employees’ behavior also shapes the organizational culture. Therefore, Organizational
culture has the ability to change and affecting the performance of employees and then affecting
the performance of the organization (Sussan, 2012). Every organization culture equipped with
three conditions as to provide an organization with the competitive edge of high performance.
These three conditions include (i) the culture with values (ii) the cultural trait is rare and (iii)
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the culture is not possible to be vague (Filippini et al., 2012). Many research studies indicate
that Organizational culture plays a vital role in Knowledge Management to enhance the
performance of the organization.
The findings of the Present study depict that organizational culture partially mediates on
the relationship between Knowledge Management and Organizational Performance. The result
of the Present Study is in line with the Tang (2017). He found that Organizational culture
reduces the direct effect which indicates an organizational culture act as a partial mediation on
the relationship between knowledge management and organizational performance. The Same
result was mentioned by Vaziri (2017) that the relationship between knowledge management
and organizational performance partially mediates by the organizational culture. The same
result was mentioned by Lee H., Choi (2003) and Zack et al., (2009). He found that the
knowledge management was effective in organizational performance with the mediating role of
organizational culture. The result of the current study is in line with the Shah et al., (2011),
Mujeeb and Ahmad (2011) and Sakro (2012), Aliyu, Rogo & Mahmood, (2015) indicates that
the relationship between knowledge management and organizational performance partially
mediated by the organizational culture.
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Chapter 5
SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Introduction
This chapter provides a summary of the study, conclusions and recommendations. It
also presents theoretical implications, policy implications and implications for practice and
suggestions for future research provided.
5.2 SUMMARY
This study used a survey approach. For data analysis, quantitative data analysis
techniques are used. The first chapter contains an overview of the study, the rationale of the
study, the problem statement with (theoretical and methodological gaps). To fill out the
research gap objectives and research questions has been developed and followed by the
development of research hypotheses. The Significances of the study and limitations are also
mentioned in this chapter. In chapter 2, the theoretical basis of the research, including RBV,
KBV, DCT, and HCT was discussed. This chapter also presented a detailed theoretical and
empirical literature review on the variables of the study (KM, OL, OC and OP). The purpose of
the literature review was to provide an understanding of the interrelationship between research
variables and to provide information on how they relate to the performance of the organization.
A conceptual framework was also presented. The third chapter presents the research
methodology adopted in the present study. This section consists of a set of elements that cover
research philosophy, research design, research population, sample size and sampling methods,
research tools, pilot study, validity and reliability of the instrument, research ethics and data
collection procedures. This chapter also includes data analysis techniques that are used to test
hypotheses in the study. The chapter four presents results of descriptive statistics, the results of
the hypothesis test and a discussion of the findings. This chapter covers two important sections,
including descriptive statistics (mean and standard deviation) and inferential statistics (Pearson
product correlation, linear regression, mediation analysis, independent sample t-test and
ANOVA) for data analysis. The final five chapters discussed the summary, conclusions, and
recommendations. It also suggests implications for theoretical implications, implications of
policy and practice and suggestions for future research.
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5.3 CONCLUSIONS
The main purpose of the current study was to investigate the mediation of
organizational learning and organizational culture on the relationship between knowledge
management and organizational performance in higher education institutions, KP, Pakistan. To
achieve the objective, a conceptual model was developed based on extensive literature review
and hypotheses were formulated for testing. Pearson Product Correlation, Linear Regression
and Mediation were tested through using PROCESS macro by Hayes (2015) to assess the
mediation of organizational learning and organizational culture on the relationship between
knowledge management and organizational performance.
Firstly, the study sought to find out the relationship between knowledge management
(KM) and organizational performance (OP). The result of the study shows that there is a
statistically significant relationship between KM and OP. It was concluded that an effective
Knowledge Management Practices play an important role in the enhancement of organizational
Performance. Every organization documented, transfer, Creation and application the knowledge
in a specific way. Therefore, proper way of knowledge Management practices improves the
efficiency of the organization. Effective knowledge management, supportive learning
environments and strong culture can therefore play an important role in improving the
performance of higher education institutions. This is only possible through written KM policies
and strategies. Recognition of knowledge sharing as well as reward mechanisms that include a
commitment to leadership support and knowledge value is important in the agenda.
Secondly, the current study sought to find out the relationship between KM and OC.
The results of the study depict that there is statistically positive relationship between KM and
OC. It is concluded that Organizational culture is a core element in the organization that play a
significant role in developing effective knowledge management practices. It would also play a
role in the implementation of knowledge management in the organization. OC is one of the
effective factors in implementing KM and the basis of Success of Knowledge Management in
any organization. In contrast, weak organizational culture is one of the hurdles to implement
knowledge management. The present study concluded that supportive and participatory culture
exists in the higher education institution that developing effective Knowledge Management
practices.
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Thirdly, the current study aimed to investigate the relationship between OC and OP.
The result of the Present study reveals that there is a statistically significant relationship
between OC and OP. So, it is concluded that a clear set of values and explicit set of principles
which positive effect on the work environment and organizational performance. Employees’
performance is based on their values and belief which helps in improving the performance of
the organization. Both culture and productivity of the organization enhance the performance.
The nature and power of organization culture influence upon sustainability and effectiveness of
organization.
Fourthly, the current study aimed to find out the relationship between KM and OL. The
result of the study depicts that there is statistically positive relationship between KM and OL. It
was concluded that Knowledge is an integral part of learning and significantly related the
organizational learning. Implantation of the academic activities, effective decision making
process and effective knowledge management practices is possible through aid of learning
which enhances the organizational performance.
The study also sought to find out the relationship between OL and OP. The result
reveals that there significant relationship between OL and OP. Therefore, it is concluded that
the increasing in the organizational learning then increases organizational performance.
Individual, team and organizational learning have positively affected the performance of the
organization. Summarizing, that learning plays a vital role in improving competitiveness and
performance of the organization.
The findings indicate that not all demographics change the attitudes of respondents
equally in defining organizational performance. The five personal attributes of employees
(gender, place name, university, experience and age) have significant mean differences with
respect to the independent variables (KM) and dependent variables (OP). Departments and
qualifications play a positive role in organizational performance, but departments and
qualifications indicate no change in knowledge management.
Finally, the result of the study reveals that organizational learning and organizational
culture have partially mediates on the relationship between knowledge management and
organizational performance. So it is concluded that knowledge obtained through learning and
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participatory and supportive culture which improve the competitiveness and performance of the
organization. In particular, the role of universities in Pakistan should be the same as using
knowledge management principles and approaches to improve standards and serve as an
enterprise knowledge repository to enable universities to improve performance at national and
international levels. Therefore, it is concluded that knowledge management obtained through
learning and participatory and supportive culture improves organization's competitiveness and
performance. To survive higher education institutions (HEI’s) in the knowledge economy, it is
necessary to improve performance to achieve short-term and long-term goals. This will only be
possible by prioritizing knowledge, improving the learning environment, developing a
subsidized culture and making it a major asset prior to the resources of all institutions.
5.4 Research Implication
5.4.1 Theoretical Implication
This research has theoretical as well as practical implications. Theoretically, it has
advanced and confirmed the application of the dynamic knowledge creation theory of Nonaka
(1994) and knowledge based theory of firm given by Grant (1996). In light of theoretical
underpinnings the research states that firms can optimize the performance by successful
creation, integration and application of knowledge. Furthermore, it has introduced OL and OC
as a mediating mechanism in KM capabilities and OP as the KM scholars are increasingly
emphasizing the need to clarify the pathways that link KM capabilities to OP (Chawla & Joshi,
2011; Cho, 2011), thus offering an intervening mechanism that facilities the use of KM
capabilities for enhancing OP.
5.4.2 Practical Implication
The main aim of the study was to find out the mediating role of Organizational learning
and Organizational Culture on the relationship between Knowledge Management and
Organizational Performance. The first practical contribution of the study is that it provides
empirical evidence regarding the mediating role of OL and OC on the relationship between KM
and OP. Knowledge Management is not the only factor which playing a role in the performance
of the organization, but also organizational learning and culture has a significant role in
improving organizational performance.
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There is no doubt that Knowledge management is a need of time. Managers all over the
world should actively promote and improve the knowledge management practices in their
organizations to enhance the organizational effectiveness. These efforts are more likely to be
fruitful if these practices are accompanied by conducive and supportive culture. This paper
helps service organization to focus on the knowledge management and make their culture
supportive in order to increase the effectiveness of the organization
Most researchers put emphasis on business organization and other sectors such as health
and education has not received much attention (Ahmar, Rofiq & Hadiwidjojo, 2014). In the
light of such fact, the researcher has taken a central concern by addressing the problem
regarding the mediating role of OC and OL on the relationship between KM and OP in higher
education institutions in Khyber Pakhtunkhwa. The result of the study reveals that partial
mediation of OL and OC on the relationship between KM and OP in higher education
institutions in Khyber Pakhtunkhwa.
The final contribution of the study that the researcher has used two mediating variables,
i.e. Organizational Learning and Organizational Culture in Higher Education institution. The
study attempts to bridge the most significant gap by using two mediating variables OC and OL
on the relationship between KM and OP. However, this study unable to address among the
relationships of the attributes of KM (Knowledge Acquisition, Documentation, Knowledge
Transfer, Knowledge creation and application), OC (involvement, Consistency, adaptability
and Mission) and OL (individual, team and Institutional learning). The study is also unable to
address the financial performance of the higher education institutions.
The findings suggest that organizational learning is a critical element that can be
generated from effective knowledge management capabilities and eventually it contributes to
organizational performance. The management should pay attention to arranging training
workshops and on-the-job mentoring for facilitating OL and encourage and motivate
employees for effective creation and application of knowledge.
5.4.3 Policy Implication
This study has great importance for policy makers. Policy makers may apply the
findings of the study to promote a supportive culture to establish knowledge creation, sharing
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and knowledge application practices to enhance the performance of the organization.
Additionally, policy makers use these findings that how Knowledge Management with the aid
of Organizational Learning and organizational culture can improve the competitiveness and
effectiveness of the organization.
At a lower level, Head of the institutions plays a leading role to establish strong culture
and Knowledge Management practices in the institution by using the findings of the current
study in order to improve the performance of the organization.
5.5 Recommendations for Practices
In this study it is recommended that both universities (public and private sectors) update
knowledge sources with the passage of time. For this purpose, universities can establish
policies on knowledge management to minimize the risk of using relic data.
Furthermore, the study also recommended that higher education institutions should
develop knowledge management policies. This should enhance effective management of
knowledge at the university to improve the performance of the organization.
Another important recommendation that HEI’s (Higher education institutions) would
play a role as a learning organization by assimilating knowledge management initiatives and
organizational learning principles into organizational functions so that the learning environment
is continually improved and competitiveness is maintained and sustained in a dynamic
environment Education Services Competition.
The study recommended that institutions like higher education must develop deliberate
strategies to integrate human management principles into the overall KM system. HRM
policies encouraging and facilitating personal sharing of knowledge and transferal to the
organization level through team members should be encouraged.
Finally, the study also recommended that the both universities (public and private
universities) create an environment where staff members are aware of the mission and vision of
the organization. Participative cultures can be encouraged to change the behavior of employees.
Therefore, university administrators must develop a sense of commitment with the
organization, allegiance, unity, enthusiasm and belief to their employees, and upper
management should improve the nature, such as mentors, wise and treat their members as
fathers / mothers.
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5.6 Suggestions for Future Research
The following suggestions are made for research in the future.
In the future, similar studies with larger sample sizes can be conducted at universities
using the same theory and methods throughout Pakistan.
In future researchers can use qualitative and mixed methods for knowledge
management.
In the future, researchers can study strategy, structure, innovation, technology,
environment and leadership one of these factors as mediators or moderators to better
understand the relationship between knowledge management and organizational
performance..
In the future, researchers can study the influence of knowledge management
dimensions, including acquisition, documentation, transfer, creation and application on
organizational performance to enhance the relationships and identify which dimensions
significantly affect this association.
The current study focuses only on academic staff as a source of information obtained
from findings, since higher education institutions employ other members who are not
teachers (non-teaching staff) who individually and collectively contribute to the
organization's performance. In future studies, the same subject area must include i.e.,
administrative staff.
This study was conducted in HEI’s of KP, Pakistan. In future, the researcher may select
other organizations, especially banking sectors, SME’s and Manufacturing firms.
In the future, researchers can conduct research using comparative analysis of the Public
and Private sectors of higher education institutions in knowledge management and
organizational performance.
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Chapter 6
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Appendix A
Effect of Mediators
Run MATRIX procedure:
************* PROCESS Procedure for SPSS Release 2.16.1 ******************
Written by Andrew F. Hayes, Ph.D. www.afhayes.com
Documentation available in Hayes (2013). www.guilford.com/p/hayes3
**************************************************************************
Model = 4
Y = OP
X = KM
M = OL
Sample size
322
**************************************************************************
Outcome: OL
Model Summary
R R-sq MSE F df1 df2 p
.7353 .5406 .1669 376.6364 1.0000 320.0000 .0000
Model
coeff se t p LLCI ULCI
constant .6250 .2607 2.3972 .0171 .1121 1.1379
KM .8886 .0458 19.4071 .0000 .7986 .9787
**************************************************************************
Outcome: OP
Model Summary
R R-sq MSE F df1 df2 p
.7175 .5148 .1537 169.2064 2.0000 319.0000 .0000
Model
coeff se t p LLCI ULCI
constant 1.2110 .2524 4.7983 .0000 .7145 1.7075
OL .2651 .0536 4.9433 .0000 .1596 .3707
KM .5429 .0648 8.3746 .0000 .4153 .6704
************************** TOTAL EFFECT MODEL ****************************
Outcome: OP
176 | P a g e
Model Summary
R R-sq MSE F df1 df2 p
.6911 .4776 .1649 292.5502 1.0000 320.0000 .0000
Model
coeff se t p LLCI ULCI
constant 1.3767 .2591 5.3125 .0000 .8669 1.8865
KM .7785 .0455 17.1041 .0000 .6889 .8680
***************** TOTAL, DIRECT, AND INDIRECT EFFECTS ********************
Total effect of X on Y
Effect SE t p LLCI ULCI
.7785 .0455 17.1041 .0000 .6889 .8680
Direct effect of X on Y
Effect SE t p LLCI ULCI
.5429 .0648 8.3746 .0000 .4153 .6704
Indirect effect of X on Y
Effect Boot SE BootLLCI BootULCI
OL .2356 .0522 .1310 .3363
Partially standardized indirect effect of X on Y
Effect Boot SE BootLLCI BootULCI
OL .4200 .0940 .2309 .6054
Completely standardized indirect effect of X on Y
Effect Boot SE BootLLCI BootULCI
OL .2092 .0448 .1183 .2954
Ratio of indirect to total effect of X on Y
Effect Boot SE BootLLCI BootULCI
OL .3027 .0671 .1704 .4357
Ratio of indirect to direct effect of X on Y
Effect Boot SE BootLLCI BootULCI
OL .4340 .1435 .2054 .7720
R-squared mediation effect size (R-sq_med)
Effect Boot SE BootLLCI BootULCI
OL .3709 .0518 .2734 .4788
Normal theory tests for indirect effect
Effect se Z p
.2356 .0492 4.7844 .0000
******************** ANALYSIS NOTES AND WARNINGS *************************
Number of bootstrap samples for bias corrected bootstrap confidence
intervals:
5000
Level of confidence for all confidence intervals in output:
95.00
------ END MATRIX -----
Run MATRIX procedure:
177 | P a g e
************* PROCESS Procedure for SPSS Release 2.16.1 ******************
Written by Andrew F. Hayes, Ph.D. www.afhayes.com
Documentation available in Hayes (2013). www.guilford.com/p/hayes3
**************************************************************************
Model = 4
Y = OP
X = KM
M = OC
Sample size
322
**************************************************************************
Outcome: OC
Model Summary
R R-sq MSE F df1 df2 p
.7312 .5347 .1523 367.6679 1.0000 320.0000 .0000
Model
coeff se t p LLCI ULCI
constant .8981 .2490 3.6072 .0004 .4083 1.3880
KM .8385 .0437 19.1747 .0000 .7525 .9246
**************************************************************************
Outcome: OP
Model Summary
R R-sq MSE F df1 df2 p
.7525 .5662 .1374 208.1975 2.0000 319.0000 .0000
Model
coeff se t p LLCI ULCI
constant .9917 .2413 4.1103 .0001 .5170 1.4664
OC .4287 .0531 8.0731 .0000 .3242 .5332
KM .4190 .0609 6.8812 .0000 .2992 .5388
************************** TOTAL EFFECT MODEL ****************************
Outcome: OP
Model Summary
R R-sq MSE F df1 df2 p
.6911 .4776 .1649 292.5502 1.0000 320.0000 .0000
178 | P a g e
Model
coeff se t p LLCI ULCI
constant 1.3767 .2591 5.3125 .0000 .8669 1.8865
KM .7785 .0455 17.1041 .0000 .6889 .8680
***************** TOTAL, DIRECT, AND INDIRECT EFFECTS ********************
Total effect of X on Y
Effect SE t p LLCI ULCI
.7785 .0455 17.1041 .0000 .6889 .8680
Direct effect of X on Y
Effect SE t p LLCI ULCI
.4190 .0609 6.8812 .0000 .2992 .5388
Indirect effect of X on Y
Effect Boot SE BootLLCI BootULCI
OC .3595 .0540 .2627 .4737
Partially standardized indirect effect of X on Y
Effect Boot SE BootLLCI BootULCI
OC .6407 .0960 .4560 .8293
Completely standardized indirect effect of X on Y
Effect Boot SE BootLLCI BootULCI
OC .3191 .0475 .2354 .4221
Ratio of indirect to total effect of X on Y
Effect Boot SE BootLLCI BootULCI
OC .4617 .0748 .3240 .6118
Ratio of indirect to direct effect of X on Y
Effect Boot SE BootLLCI BootULCI
OC .8579 .2984 .4793 1.5762
R-squared mediation effect size (R-sq_med)
Effect Boot SE BootLLCI BootULCI
OC .4132 .0514 .3108 .5141
Normal theory tests for indirect effect
Effect se Z p
.3595 .0484 7.4319 .0000
******************** ANALYSIS NOTES AND WARNINGS *************************
Number of bootstrap samples for bias corrected bootstrap confidence
intervals:
5000
Level of confidence for all confidence intervals in output:
95.00
------ END MATRIX -----
179 | P a g e
Appendix B
Tests of Normality
Tests of Normality
Kolmogorov-Smirnova Shapiro-Wilk
Statistic df Sig. Statistic df Sig.
KMgt .036 321 .200* .997 321 .873
*. This is a lower bound of the true significance.
a. Lilliefors Significance Correction
Tests of Normality
Kolmogorov-Smirnova Shapiro-Wilk
Statistic df Sig. Statistic df Sig.
OrgLearning .040 322 .200* .996 322 .666
*. This is a lower bound of the true significance.
a. Lilliefors Significance Correction
Tests of Normality
Kolmogorov-Smirnova Shapiro-Wilk
Statistic df Sig. Statistic df Sig.
OrgCulture .039 322 .200* .997 322 .790
*. This is a lower bound of the true significance.
a. Lilliefors Significance Correction
Tests of Normality
Kolmogorov-Smirnova Shapiro-Wilk
Statistic df Sig. Statistic df Sig.
OrgPerformance .049 322 .065 .995 322 .330
a. Lilliefors Significance Correction
180 | P a g e
Appendix C
Correlation matrix
Correlations
knowledge
management
organizational
learning
organizational
culture
organizational
performance
knowledge
management
Pearson Correlation 1 .735** .731** .691**
Sig. (2-tailed) .000 .000 .000
N 322 322 322 322
organizational
learning
Pearson Correlation .735** 1 .786** .639**
Sig. (2-tailed) .000 .000 .000
N 322 322 322 322
organizational
culture
Pearson Correlation .731** .786** 1 .708**
Sig. (2-tailed) .000 .000 .000
N 322 322 322 322
organizational
performance
Pearson Correlation .691** .639** .708** 1
Sig. (2-tailed) .000 .000 .000
N 322 322 322 322
**. Correlation is significant at the 0.01 level (2-tailed).
181 | P a g e
Appendix D
Research Instrument
RESEARCH QUESTIONNAIRE
Dear Respondent!
The researcher is conducting his Ph.D. research on the topic “Mediation of Organizational
Learning and Organizational Culture on the Relationship between Knowledge
Management practices & Organizational Performance: A Survey of Higher Education
Institutions of KP, Pakistan”. This questionnaire is purely for academic research purpose.
The information you provide will be kept confidential and privacy is assured. Thank you in
advance for your co-operation. Khalid Rehman
(Ph.D. Scholar-Management Studies)
Department of Public Administration, Gomal University
Personal Profile
1.Gender: ____________ 2. Age: ____________ 3. Qualification:_______________
4. Designation: _____________________ 5. University: ______________________
6. Department: _____________________ 7. Experience: ______________________
Note: How far do you Agree and Disagree with the following statement using the 7-Point
Scale?
Strongly
Disagree
Moderately
Disagree
Disagree Neither
agree/disagree
Agree
Moderately
Agree
Strongly
Agree
1 2 3 4 5 6 7
Knowledge Management Practices Scale Knowledge Acquisition
1 Teachers acquire sufficiently of new knowledge from
external sources.
1 2 3 4 5 6 7
2 The University collects information about the requirements
of its Teachers.
1 2 3 4 5 6 7
3 Teachers acquire knowledge through experience and
adopting innovative skills.
1 2 3 4 5 6 7
4 Teachers acquire knowledge through libraries and the
internet.
1 2 3 4 5 6 7
5 A University helps teachers acquire knowledge in different
fields.
1 2 3 4 5 6 7
Knowledge documentation
1 We frequently make use of brainstorming sessions to find
solutions for problems we meet within our work.
1 2 3 4 5 6 7
2 The University has up-to-date handbooks and work
The guidelines, which are frequently used.
1 2 3 4 5 6 7
3 Our institution informs all Teachers systematically of
Changes in procedures, handbooks, etc.
1 2 3 4 5 6 7
182 | P a g e
Knowledge transfer
1 Teachers transfer knowledge of their best practice to their
colleagues.
1 2 3 4 5 6 7
2 Teachers exchange their ideas while discussing on particular
issues.
1 2 3 4 5 6 7
3 Colleagues inform one another regularly about positive
Experiences and successful projects undertaken.
1 2 3 4 5 6 7
4 The organization has procedures for collecting and
distributing suggestions coming from the Teachers.
1 2 3 4 5 6 7
Knowledge creation
1 My organization stimulates formal and informal networking
between its Teachers and experts outside an institution.
1 2 3 4 5 6 7
2 Teachers enhancing knowledge through applying new ideas
in their workplace.
1 2 3 4 5 6 7
3 The university seeks to provide data to fill the knowledge
gap.
1 2 3 4 5 6 7
4 My organization enables Teachers to become familiar with
the work of other employees in an institution.
1 2 3 4 5 6 7
5 Teachers are rewarded for new ideas and knowledge by the
university.
1 2 3 4 5 6 7
Knowledge application
1 Teachers promote new knowledge externally in the market
through the dissemination of research findings.
1 2 3 4 5 6 7
2 Experiences of students and other clients are used to improve
our programs and courses.
1 2 3 4 5 6 7
3 Teachers promote new knowledge internally within the
Institution.
1 2 3 4 5 6 7
4 We apply existing know-how in a creative manner in new
applications.
1 2 3 4 5 6 7
Strongly
Disagree
Moderately
Disagree
Disagree Neither
agree/disagree
Agree
Moderately
Agree
Strongly
Agree
1 2 3 4 5 6 7
Organizational Learning Scale (OLS) Individual Level
1 Teachers help each other in learning. 1 2 3 4 5 6 7
2 Teachers are given time to participate in the learning process. 1 2 3 4 5 6 7
3 Teachers are rewarded for learning. 1 2 3 4 5 6 7
4 Teachers give open and honest feedback to each other. 1 2 3 4 5 6 7
5 Teachers spend time in building trust among each other. 1 2 3 4 5 6 7
Team Level
1 Teams have the freedom to adapt learning goals as needed. 1 2 3 4 5 6 7
2 Teams revise their thinking, as a result of group discussions
or information collected.
1 2 3 4 5 6 7
3 Teams are confident that the institution will act on their
recommendations.
1 2 3 4 5 6 7
183 | P a g e
Institutional/organizational level
1 An Organization creates systems for measuring gaps between
the current and expected performance.
1 2 3 4 5 6 7
2 Teacher’s initiatives are recognized by the organization. 1 2 3 4 5 6 7
3 Teachers have the freedom to use the resources required. 1 2 3 4 5 6 7
4 Institution work with outside for meeting their mutual needs. 1 2 3 4 5 6 7
5 Decisions are taken according to the organizational values. 1 2 3 4 5 6 7
6 Check and balance is adopted in the use of resources. 1 2 3 4 5 6 7
Organizational Culture Scale (OCS) Involvement
1 Decisions are usually made at the level where the best
information is available.
1 2 3 4 5 6 7
2 Information is widely shared so that everyone can get it. 1 2 3 4 5 6 7
3 Working is like being a part of teamwork. 1 2 3 4 5 6 7
4 We constantly improve as compared with other competitors
(academic institutions).
1 2 3 4 5 6 7
5 The organization continues to invest in the skills of Teachers. 1 2 3 4 5 6 7
Strongly
Disagree
Moderately
Disagree
Disagree Neither
agree/disagree
Agree
Moderately
Agree
Strongly
Agree
1 2 3 4 5 6 7
Consistency
1 There is a clear and consistent set of values that govern the
way we do work.
1 2 3 4 5 6 7
2 There are easy ways to reach consensus, even on difficult
issues.
1 2 3 4 5 6 7
3 In organization when disagreements occur, we work hard to
achieve solutions.
1 2 3 4 5 6 7
Adaptability
1 Teachers are very responsive. 1 2 3 4 5 6 7
2 Teachers continually adopt new and improved ways to do the
work.
1 2 3 4 5 6 7
3 Teachers view failure as an opportunity for learning and
improvement.
1 2 3 4 5 6 7
4 The organization encourages and rewards those who take the
risk.
1 2 3 4 5 6 7
Mission
1 The university has clearly stated mission of giving direction
to work.
1 2 3 4 5 6 7
2 We have a shared vision of what this organization will be
like in the future.
1 2 3 4 5 6 7
3 Organization vision creates excitement and motivation for
our Teachers.
1 2 3 4 5 6 7
4 Teachers can pay close attention to work performance and
achievement orientation.
1 2 3 4 5 6 7
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Organizational Performance Scale 1 I perform better when my management appreciates me
or my work.
1 2 3 4 5 6 7
2 Management actively seeks innovative ideas in the
university.
1 2 3 4 5 6 7
3 The organization performance was excellent during the
previous years in achieving its objectives.
1 2 3 4 5 6 7
4 The work environment is supportive in achieving the
objectives.
1 2 3 4 5 6 7
5 Innovative proposals from teachers are welcome at the
university.
1 2 3 4 5 6 7
6 Teachers deal with workload efficiently. 1 2 3 4 5 6 7
7 Workload measures are properly designed and
implemented.
1 2 3 4 5 6 7
8 In my organization wastage of resources is not
tolerated.
1 2 3 4 5 6 7
9 University continuously improves quality of services. 1 2 3 4 5 6 7 10 Teachers are equally aware of the organizational
missions.
1 2 3 4 5 6 7
11 Teamwork is useful for improving the productivity of
the university.
1 2 3 4 5 6 7
12 Teachers do not feel a special commitment to the
organization.
1 2 3 4 5 6 7
