Knowledge management curriculum in library schools in state university in North Central Nigeria

  • A.A. Abah
  • C.E.O. Maxwell
  • C.N. Ndakotsu
Keywords: Knowledge management, curriculum, Library, information Science, education, Perception, skills competences, learning, KM


This study examined knowledge management curriculum in Library and Information Science Departments in two state universities in North Central Zone, Nigeria. The aim is to explore the perception of students on knowledge management as to identify key skills needed to successfully engage in Knowledge Management (KM) skills, the existing gaps between required skills and skills imparted, learning benefits and challenges faced by the undergraduate students. Descriptive survey research design was used for the study. Six (6) research questions were raised in line with six (6) objectives. The study population was based on 300 and 400 levels students where knowledge management course is being offered in Benue State University (BSU), Makurdi and Kogi State University (KSU), Anyigba. The entire population for 300 and 400 levels students in the respective schools is as follows: BSU, Makurdi had 768 undergraduate students in 300 and 400 levels, while KSU, Anyigba had 364 undergraduate students in 300 and 400 levels summing up to 1,132 undergraduate students. Simple random sampling technique was used to select 340 from BSU, Makurdi and 300 from KSU, Anyigba. Same number of questionnaires was distributed to the subjects in the two schools, in which 330 copies were returned from BSU, and 268 copies from KSU. The returned copies of questionnaires were considered suitable for data analysis, representing 93.4% response rate. SPSS output format was used for data analysis based on simple frequency count, percentage distribution, and mean. The findings revealed among others that female students are the majority who perceived KM curriculum to be educative, innovative, lucrative, visionary and dynamic, ICT skills are the key skills to acquire to engage successfully in KM curriculum. Not all  the information and KM elements are properly covered in the curriculum in the Schools and lack of adequate facilities for conducive learning in the departments hinders smooth knowledge transfer and unfriendly attitudes of staff towards students are part of the difficulties encountered by students.

Keywords: Knowledge management, curriculum, Library, information Science, education, Perception, skills competences, learning , KM


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eISSN: 1597-4316