Abstract
Leveraging a knowledge management model (KMM), organizing digital resources, and measuring performance beyond digital libraries continue to be hot topics for many organizations. Given its growing importance, the aim of this study was to design a robust integrated research model based on social cognitive theory and KMM to organize resources and improve the productivity of academic librarians to make services effective. Using a quantitative method based on key data collected by librarians at Pakistani universities, the researchers reviewed previously published literature and sought expert opinions to develop a research tool. The authors distributed 350 printed questionnaires to professionals from 190 universities, of which 339 were returned. These were analyzed to test the hypotheses and assess the accuracy of the measurement and structural models. After undergoing rigorous statistical analysis, the seven constructs using Social Cognitive Theory and the Knowledge Management Model have proven to be suitable for digital asset integration, employee productivity measurement, and high-quality academic services. In addition, the model based on social cognitive theory supports the application of KMM to promote knowledge culture, resource organization, and successful integration and innovation of academic services by enhancing the technical and professional skills of staff in academic institutions.
Funding source: Peak Discipline Construction Project of Education at East China Normal University, and Fundamental Research Funds for the Central Universities
Award Identifier / Grant number: (2020ECNU-HLYT035)
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Research funding: This study was sponsored by Peak Discipline Construction Project of Education at East China Normal University, and Fundamental Research Funds for the Central Universities (2020ECNU-HLYT035).
Digital Resources Integration in Pakistani University Libraries
Demographic Profile
Q. 1. Name of University: |
|
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Type of institution: | Public | Private | ||
Q. 2. Age: | 21–30 years | 31–40 years | 41–50 years | 51 years and above |
Q. 3. Gender: | Male | Female | ||
Q. 4. Qualification: | MLISC | M.Phil./MS | Ph.D. | |
Professional experience: | 1–10 years | 11–20 years | 21–30 years | 31 years and above |
Research Questions
Construct | |||||
Resource combination | SA | AG | NE | DA | SD |
The integration of large, disorganized digital resources increases the productivity of modern academic libraries. | |||||
Integrating digital and print resources from multiple sources into a database makes access easier and is a challenge at the same time. | |||||
The integration of external resources into internal resources makes a significant contribution to the further development of the library service system. | |||||
ICT skills | |||||
We have the necessary ICT skills and experts to develop a mathematical model that requires a lot of computer resources and tools. | |||||
We are able to navigate and develop models and various digital visualization tools, which are very useful for integrating resources using ICT. | |||||
ICT skills improve the quality of our work and help us use the latest technology to integrate resources to improve services. | |||||
We have the required knowledge and skills to capitalize on the use of open-source software, which is useful for organizing and pooling resources using ICT tools. | |||||
Our experience in ICT allows us to use multimedia, access databases, integrate resources, and educate users at universities. | |||||
Job skills | |||||
We are confident in the training to improve the service skills of the employees involved in the integration of digital resources to carry out their work. | |||||
The advanced educational background of employees who deal with the integration of digital resources makes it easier for the department to reach its goals in time. | |||||
Employees with sufficient work experience and regular training contribute to the successful completion of their work on the integration of digital resources and related activities | |||||
Administrative skills | |||||
Understanding and promoting the educational and scientific needs of researchers, suppliers, and library users is the responsibility of librarians who handle it better. | |||||
The library administration discusses resource integration with experts to bring innovation to library services and resource organizations. | |||||
Librarians engaged in integration work can customize integration-related activities to support the future service needs of functional managers, suppliers, and users. | |||||
Current library managers understand how to integrate digital assets and evaluate employee performance. | |||||
Tacit knowledge | |||||
We know that digital resources are tangible assets, and tacit knowledge helps to organize and integrate library resource management and improve research. | |||||
We are constantly evaluating and improving libraries’ rules for displaying resources; contrary to our opinion, intuitive results are preferred. | |||||
Tacit knowledge helps our employees make decisions based on digital resources and better library services. | |||||
Explicit knowledge | |||||
Explicit knowledge helps to acquire new and relevant knowledge and skills through the acquisition, organization, and dissemination of information through technology. | |||||
We understand the knowledge and skills that explicit knowledge provides for resource management in the integration process, whereby the system focuses on higher technologies in the KM model. | |||||
The explicit knowledge enables experts to apply relevant knowledge and skills when adapting resources within a KM model. | |||||
University libraries make a common decision to use existing capabilities and develop new knowledge and skills. | |||||
User service | |||||
We have introduced the latest digitization, which is faster in providing services compared to private providers. | |||||
The use of resources for academic research and investment in subscribing to new databases meets the requirements of scientific researchers. | |||||
We get a lot of feedback from teachers, researchers, and students who point out deficiencies in improving resource management and service delivery. | |||||
User service | |||||
With the latest technology, investments in print and database resources and employee training, we sought advice from the faculty to improve the services. |
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