Rethinking Knowledge Management Strategies: The Role of Age, Gender, and Experience in Academic Knowledge Documentation

Abstract

This study examines the knowledge management practices of teaching and non-teaching staff at Central Bicol State University of Agriculture (CBSUA), with an emphasis on how demographic factors influence knowledge documentation behaviors. Through structured surveys, information was gathered from 123 employees (71 teaching and 52 non-teaching staff) using a quantitative research design. Relationships between knowledge management practices and demographic factors like gender, age bracket, educational attainment, and years of work experience were investigated using Mann-Whitney U and Kruskal-Wallis tests. The findings showed that most employees were female, with the majority of teaching staff aged 36-46 and the majority of non-teaching staff aged 47-57. The majority of non-teaching staff had bachelor's degrees, whereas the majority of teaching staff had master's degrees. There were notable differences in knowledge documentation practices across age groups; younger employees had higher median scores than older employees. Although there is no significant differences between the teaching and non-teaching categories overall, gender analysis did reveal subtle differences in knowledge management engagement. These results imply that knowledge documentation practices in higher education settings are strongly influenced by age and professional development stage. The study offers useful implications for creating targeted knowledge management interventions in academic institutions and advances understanding of how demographic traits affect the efficacy of organizational knowledge management.