Asian Journal of Education and Social Studies

Aims: The study examined the demographic profiles of teaching and non-teaching personnel and their connection to knowledge management practices, specifically knowledge generation, in one Philippine state university.

Study Design: To determine the level of knowledge generation among employees regarding their demographics, a cross-sectional survey was conducted. The differences in demographics and knowledge-generation practices were determined using nonparametric statistical analysis.

Place and Duration of Study: The study was conducted in June 2022 at Central Bicol State University of Agriculture (CBSUA) in the Philippines.

Methodology: Through a stratified sampling technique, the study identified and selected 123 employees (71 teaching and 52 non-teaching). Demographic information, including gender, age group, level of education, and years of work experience, was collected. A validated survey questionnaire was used to analyse the knowledge management practices under knowledge generation. Mann-Whitney U test (comparing the teaching and non-teaching groups) and the Kruskal-Wallis test (comparing differences among demographic categories) were used as statistical tests. A significance level of P = 0.05, median values, and average ranks were also calculated.

Results: The findings indicated that women made up the majority of both teaching and non-teaching staff. Faculty members were most frequently between the ages of 36 and 46, whereas non-teaching staff members were between the ages of 47 and 57. In terms of educational background, the majority of teaching staff members had master's degrees, while the majority of non-teaching staff members had bachelor's degrees. Teaching staff had more than 21 years of work experience, while non-teaching staff had a higher percentage of 11–20 years. No significant difference was found in knowledge generation between teaching employees (Median = 4. 00) and non- teaching employees (Median = 4. 25), as indicated by the Mann- Whitney test (P = 0. 77). The Kruskal-Wallis test approached significance regarding age (P = 0. 07), with younger employees (aged 25-35 years) demonstrating higher scores in knowledge generation. Additionally, no significant difference was observed based on education level (P = .51) or years of experience (P = .015) between the groups with 3-5 and 6-10 years of experience; both groups showed notably higher knowledge levels.

Conclusion: The years of work experience significantly influence knowledge management practices in higher education institutions, especially in generating new knowledge. Middle-aged employees, with 6 to 10 years of work experience, produce more knowledge than their more senior colleagues. HEIS needs to develop specific strategies to enhance employee knowledge generation. Organizations can establish KM frameworks to improve knowledge generation, organizational effectiveness, and sustainability across a diverse workforce. The findings give HEIs practical proof to create experience-differentiated knowledge management strategies that improve institutional sustainability and efficacy. Cross-institutional comparisons and longitudinal patterns should be investigated in future studies.