An exploratory analysis of digital readiness for knowledge management in academic libraries: a comparative disciplinary study
TL;DR
These findings support the proposed TARMEEM and ICCULM frameworks, demonstrating that disciplinary culture is a primary moderator of KM adoption and provides a strategic roadmap for university administrations to customize digital enablers based on the specific technical and human-centric needs of diverse academic fields.
Abstract
This study evaluates the digital and organizational readiness of academic libraries within the Algerian higher education system to adopt a Knowledge Management (KM) framework. By utilizing a purposive sample of 40 participants, this exploratory research investigates technical and organizational enablers across two contrasting scientific environments: the Faculty of Technology and the Faculty of Humanities. Utilizing a descriptive-analytical approach, a Multi-Dimensional Readiness Matrix was administered, assessing five core dimensions: Organizational, Technical (AI/LLM), Environmental, Operational, and Cognitive Well-being. The results indicate comparative trends and disciplinary gaps in total readiness, with profound disparities identified in Technical Acceptance (? = 1.18) and Cognitive Well-being (? = 1.19), suggesting higher readiness among technology staff for AI integration. Conversely, both faculties demonstrated a shared deficiency in Environmental Readiness (M = 2.78). These findings support the proposed TARMEEM and ICCULM frameworks, demonstrating that disciplinary culture is a primary moderator of KM adoption. The study provides a strategic roadmap for university administrations to customize digital enablers based on the specific technical and human-centric needs of diverse academic fields.