Academic Performance Measurement Model: Knowledge Management Perception Using Fuzzy-AHP

Abstract

Assessment of academic performance in higher education begins with the establishment of knowledge management (KM) to produce explicit outcomes. The KM model is essential for the effective, objective, efficient, and integrated management of knowledge in higher education, encouraging continuous improvement in academic quality. This study proposed a model to measure KM success in assessing academic performance by considering the main principles of academic roles as constructs, including education and teaching, research and publication, community service, supporting elements, and work behavior. The constructs explored the KM process within knowledge creation, acquisition, storage, sharing, and application activities. Sixty-five subvariables were defined for the constructs. To obtain the preference values of each construct’s variable and subvariable, a survey was conducted using a questionnaire distributed to academic experts from several Islamic public universities in Indonesia by applying the fuzzy analytical hierarchy process (fuzzy-AHP) method. The results of the analysis using fuzzy-AHP show that the highest priority weight value is found in the work behavior variable with subvariable KP WB1 (0.8365), followed by element supporting in subvariable KA ES1 (0.5923), education and teaching in subvariable KS ET1 (0.4798), community services in the subvariable KA CS1 (0.4522), and research and publications in the subvariable KP RP1 (0.4061). This difference shows the priority between the subvariables, which is the basis for decision-making according to the level of importance. With proper KM measurement, universities can improve their overall performance, drive innovation, and achieve an academic vision and mission more effectively and sustainably to support universities toward excellence.