Abstract:
Universities in Kenya need to be aware of the impact of curriculum and course sharing in
order to become world-class academic institutions and to help one another during this
period of COVID-19 pandemic. This research filled an unexplored gap in regards to the
impact of curriculum and course enablers; trust, knowledge self-efficacy, reciprocal
benefits, top management support, organizational rewards, organizational culture,
curriculum system infrastructure and curriculum system quality, openness in
communication, and face-to-face (F2F) interactive communication on knowledge sharing
that supports teaching, learning and research collaboration by University faculty
members. The study further classified these enablers into a six point pyramid of variables
on adoption; personal volition, education resource availability, technical capability,
conceptual awareness, legal permission, infrastructure access. The purpose of this study
was to research factors associated with curriculum sharing that University management
should leverage to ensure a strong innovation management process and successfully
deliver quality teaching and learning to the intended customer. No prior research has
focused on the impact of curriculum enablers that influence research university members
to share knowledge, research findings, and curriculum and course materials via a virtual
environment. Virtual education environment is a standard and accepted way of life, and
many people prefer the virtual system as it comes with numerous advantages such as
saving on costs and time spent. A self-administered questionnaire was employed on
members of fourteen universities in Kenya. The usable responses were analysed using
partial least squares path modelling.
