Computing and Information Science

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Browsing Computing and Information Science by Author "Elisha Ondieki Makori"

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    Modelling impact of knowledge asymmetry on organizational performance in academic information institutions
    (African Journal of Library and Information Innovations (AJLII), 2026-07-31) Stephen Econyu; Elisha Ondieki Makori; Christine Nasimiyu Mayende; Dorothy M. Njiraine; Emmanuel Emwos Opio; J.R. Ikoja Odongo
    Background: Academic information institutions operate in knowledge-driven environments where effective knowledge sharing is essential for organizational performance. However, knowledge asymmetry (KA), the unequal distribution of knowledge among departments, units, and individuals, undermines collaboration, innovation, decision-making, and service delivery. Purpose: The study examined the impact of KA on organizational performance in academic information institutions, focusing on its causes, manifestations, and consequences. Methodology: Explanatory sequential mixed-methods design was adopted, combining quantitative and qualitative approaches. Data were collected from selected academic information institutions targeting 100 respondents, of whom 83 participated. The study explored knowledge gaps between library staff and administrators, their influence on decision-making, service delivery, and strategic planning. Quantitative data were analyzed using correlation analysis, while qualitative findings supported interpretation of results. Results: The findings revealed that high levels of KA reduce institutional preparedness, hinder knowledge-based decision-making, and negatively affect service quality and operational efficiency. A strong positive and statistically significant relationship was established between KA and organizational performance (r =.956, p =.001). The findings support the Communication and Knowledge Management Theory (CoNPAKT) by showing that effective communication, knowledge sharing, and capacity building help reduce knowledge gaps. Conclusion: The study concluded that KA significantly limits institutional effectiveness, innovation, and performance in academic information institutions. Addressing KA is, therefore, essential for improving collaboration, planning, and service delivery. Implications: The study contributes to knowledge management and organizational performance literature by emphasizing the need for open knowledge sharing, intentional collaboration, and accessible institutional knowledge systems, to minimize KA in academic institutions.
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    Open knowledge, stress management, and job performance: A Study of library and information science Professionals in Ugandan academic libraries
    (African Journal of Library and Information Innovations (AJLII), 2026-07-31) Stephen Econyu; Elisha Ondieki Makori; Christine Nasimiyu Mayende; Dorothy M. Njiraine; Ibrahim Kabi; Emmanuel Emwos Opio; J.R. Ikoja Odongo
    Background: Library and Information Science (LIS) professionals in Ugandan academic libraries experience increasing workplace stress caused by heavy workloads, limited institutional support, and rapid technological changes. These challenges negatively affect productivity, job satisfaction, and overall well-being. Open knowledge practices such as open access, open educational resources (OER), and open data have emerged as potential strategies for improving professional collaboration and reducing workplace stress. Purpose: The study examined the relationship between open knowledge practices, stress management, and job performance among LIS professionals in Ugandan academic libraries. Specifically, it explored how stress affects job performance and how engagement in open knowledge practices can help mitigate workplace challenges. Methodology: A quantitative descriptive survey design was adopted, involving 100 LIS professionals, with a 70% response rate. Data were collected using a self-administered semi-structured online questionnaire and analyzed using SPSS. Results: The findings revealed that workplace stress significantly reduces job performance and contributes to burnout among LIS professionals. However, participation in open knowledge practices enhanced collaboration, strengthened professional confidence, improved coping mechanisms, and increased productivity and job satisfaction. Conclusion: The study concluded that open knowledge practices and stress management are closely interconnected in influencing employee performance in academic libraries. Strengthening engagement in open knowledge initiatives can support both staff well-being and professional effectiveness. Implications: The study recommends that academic library management invest in open access infrastructure, continuous professional development, supportive leadership, and mental health support services, to enhance staff well-being, retention, and service delivery in Ugandan academic libraries.