Mohammed Majdy M Baslom , Shu Tong (2019). Knowledge Management (KM) Practices in Education and Learning: Establishing a Knowledge Economy in Saudi Arabia. Humanities and Social Sciences Letters, 7(1): 1-9. DOI: 10.18488/journal.73.2019.71.1.9
Knowledge-management (KM) has received much attention because of the rapid growth of computers and information technology in shaping products and services. While new learning and innovations added value to the existing products and services, they also added a new dimension to economy, popularly coined as knowledge-based economy. The 21st century is often described as an era of “knowledge capitalism.” This study has attempted to find links between KM practices and modern education and learning. This study has shown how KM practices can be used for education, training and learning purposes which in turn can help organizations leverage the skills and expertise of their workers and transform them into knowledge capital. This study also aims to identify such KM practices that create a knowledge economy. Data has been collected from six universities in public and private sectors in Saudi Arabia where KM practices can be seen and which have contributed to the national economy.
This study is going to be a useful contribution to the domain of knowledge economy in the Saudi Arabian context, particularly when the country is looking for a non-oil based economy, pursuing the 2030 vision. This study shows how learning and KM practices build up a knowledge economy.
In Search of Determinants of FDI Forward Spillovers: A Meta-Analysis
Shi He (2019). In Search of Determinants of FDI Forward Spillovers: A Meta-Analysis. Humanities and Social Sciences Letters, 7(1): 10-19. DOI: 10.18488/journal.73.2019.71.10.19
Drawing on a unique dataset of 530 estimates from 19 studies on foreign direct investment forward productivity spillovers in China, our prime objective is to investigate determinants of forward spillovers from foreign direct investment using Bayesian Model Averaging based Meta-Analysis. Our results suggest that forward spillovers vary across firm attributes, including the ownership structure of foreign firms, the origin of foreign firms, market orientation of foreign firms, the ownership structure of local firms and the technological levels of local firms. Specifically, wholly-owned subsidiaries yields positive technology diffusion to local firms in upstream sectors while joint ventures negative; both foreign firms from Hong Kong, Macao and Taiwan and other economies create negative spillover effects on local buyers; local-orientated foreign firms are likely to generate positive productivity spillovers while export-orientated foreign firms negative; non-state-owned enterprises are likely to benefit more forward technology spillovers from foreign direct investment than state-owned enterprises; middle-tech local firms tend to obtain more forward productivity spillovers than high-tech local firms and low-tech local firms.
This study contributes in the existing literature on the determinants of forward spillovers from foreign direct investment using Bayesian Model Averaging based Meta-Analysis. The paper's primary contribution is finding that forward spillovers vary across foreign and local firm attributes, such as the ownership structure of foreign firms and the origin of foreign firms.
Principals Administrative Competence and Teachers Work Performance in Secondary Schools in Calabar Education Zone of Cross River State, Nigeria
Owan, V. J , Agunwa, J. N (2019). Principals Administrative Competence and Teachers Work Performance in Secondary Schools in Calabar Education Zone of Cross River State, Nigeria. Humanities and Social Sciences Letters, 7(1): 20-28. DOI: 10.18488/journal.73.2019.71.20.28
The focus of this study was to investigate “principals’ administrative competence and teachers work performance” in Calabar Education zone. Four null hypotheses were tested in the course of the study. Correlational research design was adopted, while purposive sampling technique was used in selecting a sample of 800 teachers. Two instruments were used for data collection including “Principals’ Administrative Competence Questionnaire (PACQ),” and Teachers’ Work Performance Questionnaire (TWPQ).” Pearson Product Moment Correlation Analysis (r) and multiple regression (R) analysis were employed to test the hypotheses at .05 level of significance were applicable, with the aid of SPSS v21. Findings from the study revealed that; principals’ supervisory, leadership and communication competences are significantly related to teachers’ work performance in terms of instructional delivery, attendance to classes, notes writing, and record keeping respectively. It was also revealed that; principals’ supervisory, leadership and communication competences have significant composite influence on teachers’ work performance in terms of instructional delivery (p < .05; F = 26.764), attendance to classes (p < .05; F = 109.122), notes writing (p < .05; F = 228.118), and record keeping (P < .05; F = 468.793). Based on these findings, it was recommended amongst others that; such techniques as close supervision of teachers, good leadership styles, and effective communication should be jointly practiced by secondary school principals in order to improve teachers’ work performance.
This paper contributes with the findings that; principals’ administrative competence in terms of supervision, leadership, and communication influence teachers work performance relatively and compositely, in terms of instructional delivery, attendance to classes, notes writing and record keeping. It addresses the gap existing in the literature where earlier studies did.