The changing landscape of higher education demands enhancing organizational performance to meet evolving needs, including technological advancements, diverse demographics and global competition. This study aims to examine the impact of knowledge-centered culture (KCC) and absorptive capacity (AC) on driving organizational performance, with a specific focus on the mediating role of the knowledge-creation process and the moderating effect of KCC.
A cross-sectional research design was used. Two hundred and forty-seven self-administered questionnaires were used to gather information from the faculty members of public sector universities in Punjab, Pakistan.
The study outcome reveals that the knowledge-creation process partially mediates the relationship between AC and organizational performance. Moreover, a slightly negative influence exists between AC and knowledge creation due to a KCC. This observation broadens our understanding of how cultural integration of knowledge-related processes influences performance outcomes in the educational context.
A KCC enhances performance by fostering knowledge-sharing and collaboration. Strategies such as reward systems and knowledge-sharing platforms can foster continuous learning and innovation.
