Application of Knowledge Management Tools on the Management of Federal Universities in North-Central Zone, Nigeria

Application of Knowledge Management Tools on the Management of Federal Universities in North-Central Zone, Nigeria

Dr Jimoh Abiodun¹, Philip Osogwu²

¹Federal College of Education, Ilawe Ekiti, Ekiti, Nigeria

²Technology Incubation Centre, Jos, Plateau State

DOI: https://dx.doi.org/10.47772/IJRISS.2025.909000201

Received: 28 August 2025; Accepted: 02 September 2025; Published: 04 October 2025

ABSTRACT

This study investigated the application of Knowledge Management Tools (KMTs) in managing Federal Universities in Nigeria’s North-Central Zone, with a focus on how knowledge search and knowledge visualization influence research, publication, teaching, and learning. In today’s digital academic environment, effective KM practices are essential for institutional competitiveness. Using a descriptive survey design, data were collected from 357 respondents (9 management staff and 348 faculty members) across three federal universities selected through stratified random sampling. A validated questionnaire titled Knowledge Management Tools and University Management Questionnaire (KMTUMQ) served as the primary instrument, and data were analyzed using descriptive statistics and the Mann-Whitney U-test. Findings revealed that knowledge search significantly enhances research and publication by improving access to current literature and identifying research gaps. Similarly, knowledge visualization positively impacts teaching quality and student engagement, though its adoption varies across faculties. Despite these benefits, collaborative KM practices remain limited, indicating barriers such as insufficient digital literacy and infrastructural gaps. The study concludes that KMTs are critical for advancing academic excellence and recommends targeted investments in digital infrastructure, staff training, and policy frameworks to promote sustainable KM integration. Implications include the need for structured capacity-building programs and stronger institutional support for technology adoption. Future research should extend to all geopolitical zones and explore qualitative insights into organizational resistance and long-term sustainability of KM tools

Keywords: Utilization, Knowledge Management, Knowledge Search, Knowledge Visualization, Management Tool, Higher Education, Nigeria.

INTRODUCTION

In the contemporary knowledge-driven economy, the competitive advantage of institutions is increasingly defined by how effectively they create, manage, and utilize knowledge. Universities, as centers of knowledge production, dissemination, and application, are central to national development and global innovation systems. Consequently, the strategic management of knowledge resources in higher education institutions has gained prominence in academic and policy discourse. Knowledge Management (KM), which involves the processes by which knowledge is generated, captured, stored, shared, and applied within organizations, has become a cornerstone of effective university administration, academic research, and pedagogy. Knowledge management in the university context encompasses various activities and tools aimed at facilitating access to research data, academic resources, administrative information, and learning content. These tools include knowledge repositories, learning management systems, collaborative platforms, research databases, data visualization software, and digital archives. The application of such tools can significantly improve the management of intellectual capital, research dissemination, teaching effectiveness, and institutional governance.

In Nigeria, universities face numerous challenges, including resource constraints, infrastructural deficits, limited access to research tools, and inefficiencies in information management. These issues often hinder the optimal use of the intellectual resources available in the academic community. Although several federal universities in Nigeria have established ICT units and libraries equipped with digital resources, the actual integration and utilization of knowledge management tools in administrative and academic functions remain inconsistent and, in some cases, rudimentary. There is often a lack of awareness, training, and institutional commitment to embedding KM tools into the everyday practices of university management (Adewale & Ibikunle, 2022).

The North-Central geopolitical zone of Nigeria, comprising states such as Plateau, Benue, Kogi, Kwara, Nasarawa, Niger, and the Federal Capital Territory (FCT), is home to several federal universities that serve as intellectual and developmental hubs for the region. These institutions are tasked with producing research, fostering innovation, and providing quality education to support national development. However, the strategic use of knowledge management tools in these institutions is rarely empirically examined, especially in relation to how such tools support academic research, teaching, and administrative efficiency. The application of KM tools in these universities is crucial to addressing issues such as poor research visibility, limited interdepartmental collaboration, low teaching quality, and inadequate knowledge sharing. Understanding how these tools are applied—or underutilized—can provide critical insights into how university management can be enhanced.

Globally, universities have adopted knowledge management practices to improve competitiveness and institutional effectiveness. Leading institutions in Europe, North America, and parts of Asia have integrated KM systems into their academic and administrative architectures, ensuring seamless knowledge flows, improved decision-making, and enhanced stakeholder satisfaction. Recent studies (Lindquist, 2022; Al-Kurdi et al., 2023; Obeidat & Tarhini, 2024) reveal that digital transformation, AI-driven knowledge systems, and blended learning analytics have become central to KM strategies in higher education. In contrast, developing countries, including Nigeria, often struggle with policy alignment, infrastructural development, and digital literacy, which hampers effective KM adoption. This underscores the need to situate the present study within global discourse by exploring emerging trends such as data-driven governance, adaptive learning platforms, and virtual collaboration tools..

The relevance of this study lies in its potential to inform policy formulation, guide strategic planning, and support capacity development within the Nigerian university system. By focusing specifically on the application of knowledge search and knowledge visualization, the study addresses two critical areas where KM tools can transform university functions. Knowledge search tools—such as academic databases, research indexing platforms, and institutional repositories—are pivotal to enabling access to scholarly content and supporting evidence-based research. Their integration can enhance the productivity and visibility of academic publications in Nigerian universities (Ajayi, 2021). On the other hand, knowledge visualization tools—including data dashboards, infographics, interactive diagrams, and learning analytics—can improve how knowledge is communicated in teaching and learning processes, making education more engaging, insightful, and accessible (Mohd-Yusof et al., 2020).

The significance of this study also extends to the international community. As universities around the world strive to create smarter, more agile learning environments, the integration of KM tools into institutional frameworks becomes indispensable. The findings of this study can serve as a reference point for other developing countries facing similar systemic constraints. Moreover, the empirical data generated can contribute to comparative studies on KM practices in higher education and stimulate further research on context-specific models of knowledge governance.

Statement of the Problem

Despite the increasing recognition of knowledge as a strategic asset in higher education, the utilization of knowledge management (KM) tools in Nigerian federal universities remains significantly underdeveloped. Globally, institutions have embraced KM systems to support research, teaching, and governance, yet Nigerian universities struggle to align with these evolving trends (Pereira & Bamel, 2021). There exists a noticeable gap between policy intentions and actual implementation regarding KM practices. Many Nigerian universities lack comprehensive frameworks for capturing, storing, sharing, and utilizing knowledge systematically, thereby limiting their capacity for innovation and institutional development (Adewale & Ibikunle, 2022).

Challenges such as inadequate digital infrastructure, limited access to research databases, poor funding, and insufficient training impede effective knowledge generation and transfer in university environments (Ajayi, 2021). Academic and administrative staff often rely on traditional, inefficient methods of managing information, resulting in knowledge silos, duplication of efforts, and diminished organizational learning. Moreover, the absence of collaborative platforms and advanced knowledge visualization tools has contributed to weak knowledge sharing and limited interdisciplinary research engagement (Mohd-Yusof et al., 2020).

The problem is particularly pronounced in federal universities within the North-Central Zone of Nigeria. Institutions in this region face systemic barriers, including uneven ICT development, bureaucratic resistance to change, and lack of KM policy integration at the institutional level. These issues collectively constrain the ability of universities to effectively use KM tools to enhance research productivity, teaching quality, and administrative decision-making (Okon & Essien, 2023).

Given these challenges, there is an urgent need to empirically investigate how knowledge management tools are currently being utilized—or neglected—in federal universities in the North-Central Zone. This study aims to fill the gap in scholarly understanding and provide evidence-based recommendations for the effective integration of KM tools into university management practices.

Objectives of the Study

The study was carried out to:

1. ascertain the application of knowledge search on research and publications in Federal Universities in North-central Zone, Nigeria;
2. find out the application of knowledge visualization on teaching and learning in Federal Universities in North-central Zone, Nigeria;.

Research Hypotheses

The following null hypotheses were formulated for the study:-

1. There is no significant relationship in the opinions of respondents on the application of knowledge search on research and publications in Federal Universities in North-central Zone, Nigeria;
2. There is no significant relationship in the opinions of respondents on the application of knowledge visualization on teaching and learning in Federal Universities in North-central Zone, Nigeria;

METHODOLOGY

This study adopted a descriptive survey research design, which enabled the collection of data from a sample at a specific point in time for the purpose of describing and analyzing the opinions and attitudes of respondents regarding the application of knowledge management tools in the management of federal universities in the North-Central Zone of Nigeria. The population of the study consisted of 35 university management staff and 7,483 academic staff (faculty members) from all seven federal universities in the zone. The sample size was 357 respondents, comprising 9 university management staff and 348 faculty members selected from three randomly chosen universities using the hat and draw method to ensure equal representation and reduce selection bias. The three sampled universities were the University of Abuja, University of Jos, and University of Agriculture, Makurdi, each contributing three faculties selected based on their year of establishment and administrative structure. Respondents were stratified into two categories—management staff and faculty members—to ensure balanced representation.

The primary instrument used for data collection was a self-constructed questionnaire titled Knowledge Management Tools and University Management Questionnaire (KMTUMQ), consisting of six sections covering demographic details and opinion statements aligned with the research objectives, rated on a five-point Likert scale ranging from “Strongly Agree” to “Strongly Disagree.” The questionnaire was subjected to face and content validation by experts in measurement and evaluation from Ahmadu Bello University, Zaria. Items with mean scores below 1 were revised accordingly. A pilot test was conducted at Federal University, Lafia with 5 management staff and 35 faculty members. The reliability of the instrument was established using Cronbach Alpha, yielding a coefficient of 0.83, which confirmed its reliability. Data were collected with the assistance of three trained research assistants. Descriptive statistics (frequency, mean, standard deviation) were used to answer research questions, while Mann-Whitney U-test was applied to test hypotheses at a 0.05 level of significance, allowing comparison between independent groups.

RESULTS

Responses of management staff and faculty members on the various research questions raised in this study are presented under this section.

Research Question One: How does the Application of Knowledge Search influence Research and Publications in Federal Universities in North-central Zone, Nigeria?

The data collected from management staff and faculty members in respect to research question one were analysed using Frequency Count, Mean, Percentage and Standard Deviation. The summary of analysis made on this research question is presented in Table 1.

Table 1:  Application of Knowledge Search on Research and Publications in Federal Universities in North-central Zone

Table 1 indicates strong agreement on the importance of knowledge search for research and publication, particularly in access to recent findings (item 6, mean = 4.198 for management; 4.239 for faculty) and gap identification in literature (item 4, mean = 3.889). However, collaborative practices (item 8) received slightly lower ratings, suggesting possible barriers to inter faculty knowledge sharing.

Research Question Two: To what extent does the Application Knowledge Visualization influence Teaching and Learning in Federal Universities in North-central Zone, Nigeria?

The data collected from management staff and faculty members in respect to research question two were analysed using Frequency Count, Mean, Percentage and Standard deviation. The summary of analysis made on this research question is presented in Table 2.

Table 2: Application of Knowledge Visualization on Teaching and Learning in Federal Universities in North-central Zone

Table 2 demonstrates strong agreement on the positive influence of knowledge visualization on teaching and learning, particularly in enhancing teaching quality (item 1, mean = 4.833 for faculty) and engagement through reaching larger audiences (item 8, mean = 4.078 for management; 4.060 for faculty). Respondents also recognized visualization’s role in improving conceptual understanding and memorability (items 2 and 4, both above mean = 3.7). However, variation across items suggests uneven adoption, with some responses indicating moderate impact on interdepartmental knowledge linkage (item 9, mean = 3.963 for faculty). These patterns imply that while visualization tools are valued, consistent institutional support and digital literacy training may be necessary for uniform integration across faculties.

Hypotheses Testing

This section answers Hypotheses testing earlier formulated in the study using Mann-Whitney U-test Statistical Method.

Research Hypothesis One: There is no significant relationship in the opinions of the respondents on the Application of Knowledge Search on Research and Publications in Federal Universities in North-central Zone, Nigeria.

The opinions of management and faculty members on the Application of Knowledge Search on Research and Publications in Federal Universities in North-central Zone, Nigeria were analysed using Mann-Whitney U-test test. The summary of the hypothesis testing is presented in Table 3.

Table 3: Summary of Mann-Whitney U-test test on the Application of Knowledge Search on Research and Publications in Federal Universities in North-central Zone, Nigeria

Table 3 revealed that the Application of Knowledge Search significantly influenced Research and Publication in Federal Universities in North-central Zone, Nigeria. The table showed the Mann-Whitney U-test of 4032.000 with p-value of .003. Since the p-value (.003) was less than the alpha level (0.05), the hypothesis which says that there was no Significant Relationship in the Opinions of University Management and Faculty Members on the Application of Knowledge Search on Research and Publication in Federal Universities in North-central Zone, Nigeria was rejected. This connotes that the relationship was significant and by implication, the Application of Knowledge Search has been effectively utilised on Research and Publication in Federal Universities in North-central Zone, Nigeria.

Research Hypothesis Two: There is no significant relationship in the opinions of the respondents on the Application of Knowledge Visualization on Teaching and Learning in Federal Universities in North-central Zone, Nigeria.

The opinions of management and faculty members on the Application of Knowledge Visualization on Teaching and Learning in Federal Universities in North-central Zone, Nigeria were analysed using Mann-Whitney U-test test. The summary of the hypothesis testing is presented in Table 4.

Table 4: Summary of Mann-Whitney U-test test on the Application of Knowledge Visualization on Teaching and Learning in Federal Universities in North-central Zone, Nigeria

Table 4. revealed that the Application of Knowledge Visualization has significantly influenced Teaching and Learning in Federal Universities in North-central Zone, Nigeria. The table showed the Mann-Whitney U-test of 4582.000 with p-value of .001. Since the p-value (.001) was less than the alpha level (0.05), the hypothesis, which says that there was no Significant Relationship in the Opinions of University Management and Faculty Members on the Application of Knowledge Visualization on Teaching and Learning in Federal Universities in North-central Zone, Nigeria, was rejected. This connotes that the relationship was significant and by implication the Application of Knowledge Visualization has greatly enhanced Teaching and Learning in Federal Universities in North-central Zone, Nigeria.

RESULTS

This section briefly discusses the findings in table 3 and 4. Findings on hypothesis one revealed that application of knowledge search has been effectively utilized on research and publication in Federal Universities in North-central Zone, Nigeria. These findings align partially with Pereira & Bamel (2021) and Guan et al. (2017), who emphasized the positive correlation between structured KM tools and research productivity. However, unlike studies in technologically advanced contexts (e.g., Lindquist, 2022), this study shows a persistent gap in collaborative use of KM tools, which may be attributed to low digital literacy and infrastructural limitations in Nigerian universities.

Findings of the study also revealed that the application of knowledge visualization has greatly enhanced teaching and learning in Federal Universities in North-central Zone, Nigeria. These findings reinforce the argument that visualization tools enhance teaching and learning by improving engagement and comprehension, aligning with Biljon & Renaud (2017), who highlighted the role of visual representations in promoting objectivity and deeper understanding. However, unlike contexts reported by Lindquist (2022), where visualization adoption was widespread and standardized, this study reveals variability in usage across faculties. This inconsistency may be linked to insufficient institutional policies, limited access to visualization software, and inadequate staff training, as also noted in Al-Kurdi et al. (2023) regarding KM implementation barriers in developing countries. Consequently, while visualization is recognized as beneficial, its integration remains uneven, suggesting the need for structured capacity-building programs and resource allocation.

Limitations and Practical Implications

The study is limited to three universities within one geopolitical zone, which constrains generalizability across Nigeria. Additionally, reliance on self-reported data may introduce bias. Practical challenges such as inadequate funding, insufficient staff digital literacy, and resistance to organizational change remain major barriers to sustained KM adoption. Universities need targeted policies for capacity building, budgetary support for digital infrastructure, and change management strategies to ensure sustainability

CONCLUSION

This study confirms that knowledge search and visualization tools significantly enhance research productivity and teaching quality in Nigerian federal universities. Policymakers should prioritize funding for KM infrastructure, while administrators should mandate digital literacy programs for faculty and staff. For practitioners, embedding visualization tools in teaching can foster active learning and interdisciplinary collaboration.

RECOMMENDATIONS

Based on the findings of the study, the following recommendations were made:

1. Academic staff in the Federal Universities in the North-Central Zone should be trained and encouraged to use knowledge search tools such as Zotero, Mendeley, and EndNote to organize and format citations according to various citation styles. By integrating knowledge search tools, researchers could save time, enhance their information retrieval skills, streamline the research process, and produce high-quality publications that contribute to the advancement of knowledge in their respective fields;
2. Institutions that want to keep their operations relevant should incorporate knowledge visualization into their teaching and learning. This will improve university management output and help to reposition university management operations in North-central Zone, Nigeria
3. Future research should examine KM adoption across all six geopolitical zones and explore qualitative insights into resistance to KM tools and strategies for overcoming these barriers.

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