Document Type : Original Article
Author
Ph.D., Department of Economics and Management, Faculty of Management, Islamic Azad University, Tabriz, Tabriz, Iran
Abstract
Purpose: This study aims to develop a theoretical model explaining how synergy between knowledge management and generative artificial intelligence emerges and operates, and to identify the key components, underlying mechanisms, and resulting outcomes that contribute to the transformation of higher education.
Methodology: Adopting a grounded theory design, the study collected data through semi‑structured interviews with 20 faculty members, university administrators, and higher education policy experts, complemented by an analysis of official documents and institutional reports. Interview transcripts were systematically analyzed using open, axial, and selective coding. Purposeful sampling continued until theoretical saturation was achieved. Qualitative data analysis software supported the organization and categorization of the data.
Findings: The analysis yielded five core categories: (1) digital transformation and technological infrastructure, (2) research innovation and data-driven scholarship, (3) personalized and flexible learning, (4) knowledge-oriented culture and human resource empowerment, and (5) intelligent policymaking and institutional support. Together, these categories form an integrated theoretical model that explains the synergy between knowledge management and artificial intelligence within universities.
Conclusion: The structured integration of generative artificial intelligence with knowledge management processes enhances scientific innovation, improves teaching and learning quality,accelerates knowledge commercialization, and strengthens the social and international impact of universities.
Value: Unlike previous studies that examined knowledge management or artificial intelligence in isolation, this research develops a context-specific grounded theoretical model that conceptualizes their interaction as a synergistic mechanism for transforming fifth‑generation universities. The model introduces a novel paradigmatic framework linking causal conditions, strategies, and outcomes, thereby contributing both theoretical advancement and practical guidance for higher education transformation.
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