Document Type : Original Article

Authors

• Jalil Ibrahim Al- Lami ¹
• Sawasn Jawad Al-Husseini ²
• Raheh Yari ³

¹ PhD Student in Educational Administration, Faculty of Education and Psycology, Ferdowsi University of Mashhad, Iran

² Professor, Institute of Adminstration -Rusafa, Middle Technical university, Bagdad, Iraq

³ PhD of Business Management, Chief Executive Officer of the Ferdowsi University of Mashhad Supporters Foundation, and Invited Professor for the Department of Management and Industrial Engineering at Ferdowsi University of Mashhad, Mashhad, Iran

Abstract

This study evaluated knowledge management at Al-Mustansiriyah University, Iraq, based on ISO 30401:2018 and examined the extent to which its components predict students perceived educational service quality. An applied quantitative design with a descriptive regression approach was used. The sample included 338 faculty members, 66 educational administrators, 327 educational staff members, and 349 students. Knowledge management was assessed through a researcher-developed questionnaire based on ISO 30401:2018, while educational service quality was measured using SERVPERF. Data were analyzed using SPSS and AMOS. The results showed that knowledge management was at a moderate level (M = 3.02). The knowledge management system layer was stronger than the leadership layer. Knowledge development, knowledge transfer and transformation, and knowledge management culture were relatively stronger, whereas enablers, policy, roles, responsibilities, and authorities were weaker. Students perceived educational service quality was moderate to relatively favorable, with assurance receiving the highest score and empathy the lowest. Regression analysis indicated that knowledge management components significantly predicted educational service quality and explained 23.5% of its variance. Among the components, only knowledge development and knowledge management culture were positive significant predictors. The findings suggest that Al-Mustansiriyah University has reached a moderate level of knowledge management implementation, but has not yet achieved institutional maturity. Enhancing educational service quality requires a more coherent ISO 30401-based knowledge management system that strengthens knowledge development, knowledge-sharing culture, governance, role clarity, technological infrastructure, evidence-based decision-making, and continuous improvement.

Keywords: Knowledge management; ISO 30401:2018; Educational service quality; SERVPERF; Higher education; Al-Mustansiriyah University; Iraq

Keywords

• Knowledge management
• ISO 30401:2018
• Educational service quality
• SERVPERF
• Al-Mustansiriyah University

Main Subjects

• Higher Education