فهرست مطالب اعظم موسی چمنی

The purpose of this study is to determine the status of knowledge management in the titles of specialized doctoral courses in the humanities of higher education.

The present study is a type of mixed exploratory research projects. Hence, a combination of qualitative and quantitative methods has been used. First, the components of knowledge management were extracted by content analysis method with inductive approach, and based on that, a questionnaire in the form of 9 main components and 44 questions was prepared and provided to the experts. In addition, the checklist was prepared in the form of 442 sub-items..

In content analysis of 2250 specialized courses in 11 humanities disciplines in the doctoral program, 3260 identifiers were extracted. This study showed that knowledge sharing 25.46%, knowledge application 17.48%, knowledge change 12.73%, knowledge creation 11.75%, knowledge identification 9.97%, knowledge organization 7.73%, knowledge development 23 6.6% obtained knowledge presentation, 4.97% and knowledge protection obtained 3.68% of the data.

In order to prepare graduates as capable future leaders, higher education needs to play a pivotal and effective role in teaching knowledge management to students. Utilizing knowledge management-based curricula facilitates the skills needed to apply and rely on knowledge. Applying standard methods in education and research prepares future managers to present and share knowledge in organizations. Knowledge management promotes a comprehensive approach to identifying, capturing, retrieving, sharing and evaluating the knowledge capital of organizations.

The purpose of this study is to determine the status of knowledge management components in higher education resources and curricula using the study of previous research.

The present study is a type of mixed exploratory research projects. First, knowledge management components were extracted by content analysis method. Based on that, a questionnaire in the form of 9 main components and 44 questions was provided to knowledge management experts. In addition to the questionnaire, a check-list was prepared in the form of 442 sub-items. In order to prepare a list of doctoral dissertations in the field of knowledge and information science, the orientation of knowledge and information management and the master's degree of management in the field of knowledge and information management were examined. Then, 122 published Persian and English articles between 2000 and 2020 in the field of knowledge management in higher education were reviewed.

The review of previous texts showed that among the nine components studied, the knowledge sharing component had the highest share of 26/67 percent and the knowledge protection component had the lowest share of 4/43 percent. The components of knowledge application were 15/85 percent knowledge creation was 14/17 percent, knowledge change was 10/63 percent, and knowledge organization was 9/65 percent. The components of knowledge identification gained 7/68 percent, knowledge development gained 5/91 percent and the component of knowledge presentation gained 5/02 percent.

Higher education is considered as the most important source of knowledge sharing by presenting new models of knowledge and measuring and evaluating knowledge, which is a necessary precondition for successful application of knowledge. Knowledge creation and development are also among the most important missions of higher education that lead to the application and updating of theoretical knowledge. Knowledge change is also a reciprocal process between explicit and implicit knowledge that leads to the creation of new knowledge. Knowledge protection is one of the gaps in higher education that failure to pay attention to it disrupts the success of knowledge management because the success of knowledge management is the product of adopting and implementing an appropriate and integrated strategy in higher education. The textbook is a basic learning resource in higher education that determines the structure of study within the curriculum. Therefore, it is necessary for higher education to pay more attention to the proposed curriculum resources to provide and teach all components of knowledge so that professionals and graduates of higher education have sufficient abilities to acquire knowledge, apply knowledge, share knowledge and have the necessary innovation and creativity in society.

The main objective of this research is to determine the relationship between innovation in the services of academic libraries. The present study is a applied and descriptive-correlational one. The method of data collection was surveyed. The research community included all managers, librarians and staff of university libraries in Kermanshah including Razi University libraries, Payame Noor University, Azad University and Medical Sciences University. Data were analyzed by descriptive statistics (frequency and percentage) and inferential statistics (Pearson correlation test) using SPSS statistical software. Findings show that the significant level of innovation with 0.227, rewards with 0.244, relationships with 0.236 and structures with 0.41 represent the normal distribution of variables. In addition, the significance level of management with 0.206, the mechanism with 1.151, the change with 0.222 and the target with 0.141, also indicate the normal distribution of these variables. The significance level of Pearson correlation coefficient between two variables of innovation and organizational growth and development is 409/0, which indicates a positive and direct relationship between these two variables. The significance level of Pearson correlation coefficient between innovation variable and organizational reward is equal to 0.885, innovation and organizational relations is equal to 0.885, innovation and organizational structure is equal to 1.99, innovation and management is equal to 0.11, which is close to zero and is negligible. The status of organizational development and development in the services of university libraries in Kermanshah is moderate and desirable.

This article opens by describing the objectives and responsibilities of archives and universities. University archives are defined as organizational archives and the differences between such archives, which are usually established within University libraries, and other archives are pointed out. As an example, Harvard University Archives is reviewed in this paper.