The Impact of International Faculty Knowledge Sharing on Enhancing the Teaching Quality of Local Staff in Higher Education Institutions

Abstract

Facilitating knowledge dissemination is imperative for fostering collaborative interactions among international faculty members. Existing scholarly investigations into knowledge-sharing predominantly manifest a theoretical orientation, bereft of practical case studies and quantitative assessments. In response to this gap, the present study endeavours to quantify the intricacies of knowledge-sharing by conducting a comprehensive analysis. This examination encompasses perspectives from faculty members, students, and educational institutions, with the overarching goal of elucidating its impact on indigenous faculty members within university settings.

The Findings underscore the multifaceted role of knowledge sharing for local faculty members. On one hand, national knowledge sharing emerges as a catalyst for enriching teaching resources, amalgamating extant instructional content, and catalysing transformative shifts in educational paradigms. Conversely, knowledge sharing assumes a pivotal role in facilitating cross-regional and cross-professional exchange of expertise. Quantitative outcomes delineate that knowledge sharing not only enhances the quality of teaching but also elevates the overall standard of academic discourse, including scholarly publications, exchange initiatives, and institutional collaborations. Furthermore, the empirical results highlight that knowledge sharing significantly augments the integration of theoretical principles with practical applications, as well as the accrual of experiential knowledge. The outcomes, surpassing an 85% threshold, underscore the efficacy of knowledge sharing in advancing the collaborative development of shared teaching experiences, resource sharing, and fostering international exchanges and collaborations.