Development and Validation of a Knowledge Management Questionnaire

2017 ◽  
Vol 2017 (1) ◽  
pp. 7
Author(s):  
Deema T. Aziz ◽  
Abdelmajid Bouazza ◽  
Naima H. Jabur ◽  
Abdelhamid S. Hassan ◽  
Ali Al Aufi
Keyword(s):  
Knowledge Management ◽  
Development And Validation

scholarly journals Development and Validation of a Knowledge Management Questionnaire for Hospitals and Other Healthcare Organizations

2020 ◽  
Vol 12 (7) ◽  
pp. 2730
Author(s):  
Ioanna Karamitri ◽  
Fotis Kitsios ◽  
Michael A. Talias
Keyword(s):  
Knowledge Management ◽  
Health Professionals ◽  
Critical Issue ◽  
Extensive Literature ◽  
Healthcare Organizations ◽  
Hospital Administrators ◽  
Sustainable Societies ◽  
Development And Validation ◽  
Applied Knowledge ◽  
Sharing Behavior

Sustainable societies need to consider the connection between knowledge management (KM) and healthcare as a critical issue for social development. They need to investigate how to create knowledge and identify possible predictors of knowledge-sharing behavior that can support a hospital’s sustainable knowledge-management strategy. KM strategies could help managers to increase the performance of hospitals and other healthcare organizations. The purpose of this paper is to present a valid and reliable questionnaire about KM in healthcare organizations. We develop a new knowledge-management questionnaire based on the use of an extensive literature review and health professionals’ consensus. The Applied Knowledge Management Instrument (AKMI) questionnaire was pilot tested and retested on a small group of employees of healthcare organizations (n = 31). After the pilot process, a larger group of health professionals (n = 261) completed the questionnaire. Further investigation resulted in item reduction and verification of the dimensions of AKMI. Finally, we explore the psychometric properties of the developed tool. The developed questionnaire seems to be reliable, valid, and suitable to be used for studying the suggested nine dimensions of KM: perceptions of KM, intrinsic and extrinsic motivations, knowledge synthesis and sharing, cooperation, leadership, organizational culture, and barriers. The developed questionnaire can help policymakers and hospital administrators collect information about KM processes in healthcare organizations and this can result in higher performance of health organizations.

scholarly journals Development and Validation of a Knowledge Management Questionnaire

2018 ◽  
Vol 2018 (1) ◽  
Author(s):  
Deema T. Aziz ◽  
Professor Abdelmajid Bouazza ◽  
Professor Naeema H. Jabur ◽  
Dr. Abdelhamid S. Hassan ◽  
Dr. Ali Al Aufi
Keyword(s):  
Knowledge Management ◽  
Development And Validation

Development and Validation of a Readiness for Knowledge Management Implementation Questionnaire (RKMIQ)

2019 ◽  
Vol 10 (8) ◽  
pp. 761-774
Author(s):  
Hamyar Nasser Al Mahruqi ◽  
◽  
Abdelmajid Bouazza ◽  
Abdelahameed Hassan ◽  
Mohammed AL Saqri ◽  
...  
Keyword(s):  
Knowledge Management ◽  
Organization Culture ◽  
Test Method ◽  
Dimensional Structure ◽  
It Infrastructure ◽  
Validity And Reliability ◽  
Structure Information ◽  
Factors Influencing ◽  
Process Implementation ◽  
Development And Validation

The purpose of this study was to identify the psychometric properties of a Readiness for Knowledge Management Implementation Questionnaire (RKMIQ) administered to State Audit Institution (SAI) Employees. This study explored the level of readiness for knowledge management (KM) process implementation in SAI. The dimensional structure of the questionnaire was investigated with a sample of 170 SAI employees (70% males and 30% females). Based on factor analysis results, the questionnaire emphasized sixteen factors categorized in five themes: organization culture, organization structure, information technology (IT) infrastructure, employees’ acceptance of KM, and employees’ intention to be involved in the KM process. The internal consistency and concurrent validity of RKMIQ were verified (Cronbach’s alpha = 0.95). RKMIQ and its factors were significantly correlated with factors influencing the KM initiatives questionnaire (FIKMIQ). Testing of the reliability of RKMIQ using Test-Re-Test method revealed a significant correlation of (0.96) between the two applications. This questionnaire was proved to be relatively reliable and valid. The results showed that SAI is ready for KM process implementation. Since it is essential to assess organizational readiness for KM before embarking on KM initiatives, this study designed an instrument that brings together organizational and human factors influencing the readiness of organizations for KM. The comprehensiveness of the instrument, as well as the degree of validity and reliability that it demonstrated, justifies its adoption to measure the readiness of organizations to implement KM processes.

Competencies for knowledge management: development and validation of a scale

2015 ◽  
Vol 19 (4) ◽  
pp. 836-855 ◽  
Author(s):  
Andrea Conchado ◽  
José Miguel Carot ◽  
María Carmen Bas
Keyword(s):  
Higher Education ◽  
Knowledge Management ◽  
Factor Model ◽  
Management Communication ◽  
Confirmatory Factor Analyses ◽  
Content Type ◽  
New Graduates ◽  
Competency Based ◽  
Fit Indexes ◽  
Development And Validation

Purpose – The purpose of the current paper is to develop and validate a scale for measuring and managing the acquisition of competences provided by higher education studies. Design/methodology/approach – A representative sample of Spanish graduates was obtained in the framework of the REFLEX project. In this questionnaire, a battery of 19 self-assessed items was used to measure the contribution of universities to the acquisition of generic competences. Exploratory and confirmatory factor analyses were performed. Findings – The main competences acquired in higher education according to Spanish graduates can be grouped as follows: innovation, interpersonal, knowledge management, communication, organisational and professional development. Results indicated excellent fit indexes of this six-factor model to data. Research limitations/implications – This scale may be particularly useful to understand the process of transition of higher education systems according to Bologna principles. It also represents a significant contribution to the existing research in competency-based education. Practical implications – This paper may help higher education institutions to identify improvement areas in their study programmes. Besides, the proposed scale may offer crucial information in the determination of which Bologna principles have been successfully implemented. Social implications – Organisations may use these findings to design formal or informal training for new graduates hired by the organisation. Originality/value – Despite the recent increasing research in the field of competency-based learning and competences required in graduates’ workplaces, this is the first paper that aims to present a validated scale designed to measure graduate self-assessed competences.

18: Measuring Quality-of-Life after Surgery: Development and Validation of the Convalescence and Recovery Evaluation (CARE)

2007 ◽  
Vol 177 (4S) ◽  
pp. 7-7
Author(s):  
Brent K. Hollenbeck ◽  
J. Stuart Wolf ◽  
Rodney L. Dunn ◽  
Martin G. Sanda ◽  
David P. Wood ◽  
...  
Keyword(s):  
Quality Of Life ◽  
Development And Validation

Development of the Teacher Attitudes Towards Self-Regulated Learning Scale

2018 ◽  
Vol 34 (3) ◽  
pp. 193-205 ◽  
Author(s):  
Julia Steinbach ◽  
Heidrun Stoeger
Keyword(s):  
Factor Analysis ◽  
Primary School ◽  
Factor Structure ◽  
Concurrent Validity ◽  
Binary Logistic Regression ◽  
Affective Component ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Teachers Attitudes ◽  
Development And Validation

Abstract. We describe the development and validation of an instrument for measuring the affective component of primary school teachers’ attitudes towards self-regulated learning. The questionnaire assesses the affective component towards those cognitive and metacognitive strategies that are especially effective in primary school. In a first study (n = 230), the factor structure was verified via an exploratory factor analysis. A confirmatory factor analysis with data from a second study (n = 400) indicated that the theoretical factor structure is appropriate. A comparison with four alternative models identified the theoretically derived factor structure as the most appropriate. Concurrent validity was demonstrated by correlations with a scale that measures the degree to which teachers create learning environments that enable students to self-regulate their learning. Retrospective validity was demonstrated by correlations with a scale that measures teachers’ experiences with self-regulated learning. In a third study (n = 47), the scale’s concurrent validity was tested with scales measuring teachers’ evaluation of the desirability of different aspects of self-regulated learning in class. Additionally, predictive validity was demonstrated via a binary logistic regression, with teachers attitudes as predictor on their registration for a workshop on self-regulated learning and their willingness to implement a seven-week training program on self-regulated learning.

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