Noha Ahmed

Type of the article: Research Article

This study investigates the impact of faculty knowledge sharing on faculty performance, emphasizing the mediating role of job satisfaction within Egyptian universities. A quantitative, cross-sectional survey was conducted between September and October 2024, targeting 600 faculty members – both master’s and doctoral degree holders – across 48 public and private universities in various Egyptian regions. Data were collected using a structured questionnaire and analyzed with SPSS (version 27) and R software. Analytical methods included correlation analysis, multiple regression, and mediation analysis using bootstrapping techniques. The findings revealed that knowledge sharing significantly influences faculty performance (R² = 63.50%) and has a strong positive effect on job satisfaction (R² = 71.57%). Moreover, job satisfaction positively affects faculty performance (R² = 76.04%). The mediation model further confirmed that job satisfaction partially mediates the relationship between knowledge sharing and performance, with the overall model explaining 82.30% of the variance. These results highlight the importance of peer-based knowledge exchange in enhancing both job satisfaction and faculty performance. The study recommends that academic institutions adopt strategies that support collaborative knowledge practices and foster workplace satisfaction to drive performance improvement among faculty members.

Type of the article: Research Article

Abstract
Digital transformation has become a key driver of competitiveness in higher education, with Omani universities investing heavily in technology to enhance teaching, research, and institutional performance. Yet, empirical evidence on how these strategic efforts influence faculty outcomes remains limited. This study aims to demonstrate that effective digital strategies enhance faculty performance in Omani universities by leveraging digital transformation as a mediating mechanism, while overcoming challenges of readiness, organizational support, and execution.
A quantitative, cross-sectional survey was administered between April and May 2025 across public and private universities in Oman. The sample included academic staff with master’s and doctoral qualifications, who are most engaged in research, teaching innovation, and technological adoption. From 340 valid responses, reliability and validity analyses confirmed robust measures (Cronbach’s alpha = 0.748–0.985; validity coefficients > 0.865). Descriptive analysis showed that 63.2% of respondents held favorable views of institutional digital initiatives. Correlation analysis revealed strong positive relationships among digital transformation strategy, digital transformation, and faculty performance (r = 0.837–0.901, p < 0.001). Regression results indicated that the digital transformation strategy explained 74.65% of the variance in faculty performance, which rose to 90.47% with the inclusion of digital transformation. Bootstrapping further confirmed an indirect effect (β = 0.379, p < 0.001), supporting partial mediation.
This study provides timely evidence from 2025 that well-structured digital strategies significantly enhance faculty productivity, teaching quality, and research engagement. The findings emphasize embedding digital transformation within institutional strategies to strengthen academic performance and sustain competitiveness.