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 using the google
form for survey. The usable responses were analysed and review
results discussed. This review work proposes the development of
a Virtual Learning Environment (VLE) to capture the strengths
of all the three Virtual platforms and this review work
