The Knowledge Map and Exploratory Factor Analysis for University Staff's Information and Communication Technology Competence: A Case Study in Chiang Mai University

Abstract

Explicit knowledge and tacit knowledge enhance job productivity by properly capturing knowledge. At the same time, a knowledge map systematically presents the captured knowledge, which increases the ease of use and utilization of information. With the worldwide COVID-19 outbreak, ICT allows individuals to connect to the outside world for reducing the effect of the pandemic. The role of ICT is more obvious in the education field. Recently, ICT competence and how to improve it, have been one of the hottest topics in research discussions. Even previous studies have shown that ICT competence is crucial in the education field, though most focuses were on teachers, yet the academic staff has been rarely getting attention. This study proposes a method of exploratory factor analysis (EFA) to confirm the influencing effects model on ICT competence, which is derived from the knowledge map. The knowledge capturing was carried out through the literature review process for the best depiction on the knowledge map. This research aims to find out the influence effects coupled with the degree of the relationship between different factors. Chiang Mai University was the selected case of a sample group, which represents robust academia in ICT readiness toward the rapid period of digital transformation. The factor model has schemed from the knowledge map and hypothesis setting. The questionnaire was conducted to survey sample views as primary data, consequently, the model was tested by PLS-SEM. The results reveal significant validation on the hypothetical model. These research findings yield worthwhile implications for universities to quickly adapt the layout of strategies, support policy, and appropriate training courses regards to the ICT competence's constitution factors.