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Background: Studies have attempted to categorize organizational readiness by thoroughly comprehending its main components. However, few studies have examined it from the KM perspective. Objectives: The implementation of knowledge management (KM) initiatives frequently necessitates substantial organizational change. The first phase in preparing for such change is to conduct a change readiness assessment. This study investigated organizational readiness for KM implementation in a researchbased institution in Kuwait. Change progresses through the preparedness, adoption, and institutionalization phases. This study focuses on investigating the first phase of preparedness. Methods: This study followed a quantitative approach using a questionnaire to collect data. Four major factors-individual, context, content, and process attributes-were included as part of the readiness framework. They were used to explain the significant variance in organizational readiness towards KM implementation. Results: Individual attributes, context, content, and process measures clarified 84% of the variance in pessimism. Individual attributes and context, content, and process measures were also strongly associated with KM commitment, explaining 51% of the variance. This means that, as expected, respondents who reported greater readiness were more committed to KM initiatives and less pessimistic about them. Contribution: Evaluating the organizational readiness for KM initiatives is the first phase to help identify barriers and enablers to successful KM implementation. Based on the results of this study, organizational readiness for KM initiatives occurs when individuals exhibit a positive attitude toward KM implementation and high feelings of commitment. The results provide a roadmap for effective KM implementation and deliver practical guidelines for crafting KM policies.

PurposeTo take full advantage of the unprecedented availability of information on networks and digital systems, professionals need to be comfortable finding information relevant to the tasks at hand. This study was conducted at the Kuwait Institute for Scientific Research to investigate scientists’ personal information management (PIM) practices.Design/methodology/approachA qualitative research approach was used. Critical incidents were collected to probe information about PIM activities. The PIM-related critical incidents were gathered through extended conversations in the form of semi-structured interviews.FindingsExtended conversations revealed that scientists were aware of the importance of information organization and management. They collected and received information from various sources regarding their tasks and saved part of the information for future use. Scientists organized saved information into named folders using the categories of projects, clients and planning. The files were updated by regular deletion and cleaning. Different strategies were used to retrieve the information. These included searching by keywords and file names, and browsing using the folder structure. Scientists have used various PIM tools. They reported that time pressure, information overload and anxiety due to information fragmentation were major challenges in PIM.Originality/valueThis study recommends a compilation of guidelines to assist scientists in the efficient management of personal information. As there are only a few studies currently available in the literature on scientists’ PIM, this study makes a valuable contribution to the relevant professional literature.

This study investigates the current coverage and treatment of strands of diversity in Library and Information Science (LIS) graduate curricula by examining 19 American Library Association (ALA) accredited Master of Library and Information Science (MLIS) programmes. The purpose is to analyze the depth and breadth of diversity-related topics in LIS programmes to determine the emphasis that LIS educators place on diversity-related content in the relevant coursework. Diversity-related topics were identified and categorized based on the published literature, and the contents of 84 course syllabi were examined. The findings show that while diversity-related topics are not prioritized in LIS programmes at present, the relevant content in curricula is increasing at a slow but significant rate. Diversity-related courses prepare aspiring librarians and information professionals to work with different cultural groups, young adults, and children. However, there is little interest in providing equitable services to minority groups in terms of gender and race/ethnicity, and people with disabilities. The findings of this study can provide a practical roadmap and useful insights for LIS educators, researchers, and practitioners.

PurposeUsing the Association of Research Libraries' SPEC KIT 303 library assessment framework, this study examines and evaluates academic libraries' efforts toward establishing a culture of assessment.Design/methodology/approachA quantitative questionnaire is employed to collect data. The sample comprises 70 library staff working in eight academic libraries in public and private universities in Kuwait.FindingsThe findings document a readiness to create a culture of assessment in Kuwaiti academic libraries, though this was greater in private universities. Resources to develop this culture, such as assessment and analysis methods and the requisite skills and knowledge, are available, but commitment from academic leaders and plans for a shift toward culture of assessment were not evident. Overall, participating academic library staff acknowledged the value of developing a culture of assessment, but this seems not to be an institutional priorityPractical implicationsThe methodology and findings address gaps in library and information science education and library management on creating a culture of assessment and suggest future research avenues.Originality/valueLibrary assessment is a core function of libraries, but guaranteeing the continuity and consistency of related activities requires an organizational culture that facilitates and supports such assessment. While many articles have focused on the requisites for building a culture of assessment in higher education, few, if any, have assessed academic libraries in the cultural context of the Middle East.

Background. Although individuals' well-being has received considerable attention in academic research, the impact of knowledge management (KM) on workplace happiness has not yet been investigated. Objectives. This study contributes to job satisfaction, workplace happiness, and KM research. It aims to investigate the role of KM processes-knowledge acquisition, knowledge sharing, knowledge creation, knowledge codification, and knowledge retention-in promoting workplace happiness and job satisfaction. Methods. The study follows a quantitative approach. A Web-based questionnaire is the main data collection instrument. Five hundred and thirty-nine professionals participated in the study. Results. The results reveal that there is a significant relationship between the five processes of KM and workplace happiness. All of the KM processes had a strong impact on workplace happiness. Workplace happiness was significantly related to job satisfaction. Implications. It was concluded that promoting a culture based on KM processes can help individuals experience a greater sense of workplace happiness and improve their job satisfaction.

PurposeThis study aims to research knowledge-sharing behavior and social capital from a pedagogical perspective. It explores the facilitating role of face-to-face and online interactions in social capital development to understand how the formation of a specific form of social capital nurtures knowledge-sharing behaviors.Design/methodology/approachA qualitative approach used interviews and a focus group to collect data from 20 teachers in different positions and subject areas.FindingsFor face-to-face interactions to form social capital, learning communities must develop features including shared vision, shared language, trust-building and self-development and foster identification with and commitment to the community. Of all the categories of pedagogical content knowledge exchanged among teachers, teachers seek knowledge of general pedagogy, representations and strategies and knowledge of curriculum and media more than any others. However, when differentiating between online and face-to-face activities, knowledge of the curriculum and media is sought more frequently online. In contrast, the preferred way of learning about general pedagogy is through face-to-face activities. The choice of knowledge channel reflects the complexity of the types of knowledge needed and the type of social ties required to support this exchange.Originality/valueThe research is expected to expand understanding of how teachers develop their social capital and how social ties foster knowledge-sharing behaviors. This study suggests professional development activities and online professional learning platforms facilitate building social ties.

In its Kuwait 2035 strategy, Kuwait declared its vision to transition into a knowledge-based economy (KBE). The core of this vision involves diversifying the country's resources to avoid relying solely on oil as its main natural resource. The proposed diversification of resources requires significant reform within KBE's four main pillars, which include effective investment in education, constructing a robust and innovative capability, modernising the information technology infrastructure, and having an economic environment that is conducive to maximum development. However, while Kuwait is increasingly investing in information and communication technology infrastructure and a welcoming economic environment, progress in education and innovation continues to lag. This research adopts a qualitative approach aiming to address the increased demand for academically based explorations of Kuwait's attempts to adopt a KBE. Focusing on the education pillar, the study presents a framework for the development of a higher education system able to support the diversification process. In particular, this research seeks to inform policy debates by proposing actionable policies targeting education; thus, it defines concrete steps to strengthen the KBE in Kuwait.

Since the 1990s, the rise of some online communities as well as the decline of others has caught the attention of academia as well as of practice. One assumption for the decline of some online communities is the lack of the rich knowledge content that is believed to be the source of competitiveness and sustainability of any online community. Online communities are increasingly acknowledging the value of knowledge and the knowledge sharing processes required for online communities to build and sustain their identity in this competitive and constantly changing online environment. This research aims to provide an understanding of knowledge sharing behavior through the adaptation of two major theories imported from Social Psychology: the Theory of Reasoned Action (TRA) and the Theory of Planned Behavior (TpB). Exploring knowledge sharing from a social psychological perspective provides an understanding of the process an individual goes through to make the decision to share his/her knowledge with others as well as the different psychological factors facilitating or hindering knowledge sharing behavior. Research findings are based on a web-survey of 158 group members, and an observation of interactions of eight active groups in one online community of professional educators. Proposing an extended theoretical model of knowledge sharing behavior in an online community, this research found that normative pressures, including subjective norms and descriptive norms, had a strong influence on the formation of the individual’s intention to share in the online community. Knowledge sharing self-efficacy also was found to significantly account for explaining the individual’s motivation to share his/her knowledge with other members. Attitude and controllability were not found to have significant impacts on the formation of intention. The qualitative analysis of the interactions of members of eight active groups revealed that there were other implicit factors that motivated individuals to engage in online activities. The observation of 24 online sessions had generated beliefs related to knowledge sharing behavior. Those beliefs were related to normative beliefs and the pressure created by the expectations of others, control beliefs and the confidence of the individual’s ability to behave, and finally, behavioral beliefs and individual outcome expectations.

Background: Central to the \"medical home\" concept is the premise that the delivery of effective primary care requires a fundamental shift in relationships among practice members and between practice members and patients. Primary care practices can potentially increase their capacity to deliver effective care through knowledge management (KM), a process of sharing and making existing knowledge available or by developing new knowledge among practice members and patients. KM affects performance by influencing work relationships to enhance learning, decision making, and task execution. Purpose: We extend our previous work to further characterize, describe, and contrast how primary care practices exhibit KM and explain why KM deserves attention in medical home redesign initiatives. Methodology: Case studies were conducted, drawn from two higher and lower performing practices, which were purposely selected based on disease management, prevention, and productivity measures from an improvement trial. Observations of operations, clinical encounters, meetings, and interviews with office members and patients were transcribed and coded independently using a KM template developed from a previous secondary analysis. Face-to-face discussions resolved coding differences among research team members. Confirmation of findings was sought from practice participants. Findings: Practices manifested varying degrees of KM effectiveness through six interdependent processes and multiple overlapping tools. Social tools, such as face-to-face-communication for sharing and developing knowledge, were often more effective than were expensive technical tools such as an electronic medical record. Tool use was tailored for specific outcomes, interacted with each other, and leveraged by other organizational capacities. Practices with effective KM were more open to adopting and sustaining new ways of functioning, ways reflecting attributes of a medical home. Practice Implications: Knowledge management differences occur within and between practices and can explain differences in performance. By relying more on social tools rather than costly, high-tech investment, KM leverages primary care's relationship-centered strength, facilitating practice redesign as a medical home.