Impact of Knowledge Management on Scientific Productivity in Community and Intercultural Institutions

Abstract

This study analyzes the influence of knowledge management policies on scientific productivity in community and intercultural institutions, taking the Bluefields Indian & Caribbean University (BICU) as a case study. Scientific production is recognized as an essential quality indicator in higher education and a mechanism for knowledge internationalization. The research applies a mixed-method approach with descriptive, correlational, and explanatory scope, using Likert-scale surveys, interviews, and focus groups applied to 161 full-time and part-time teachers. Data were processed with SPSS v27, employing ANOVA, Kruskal-Wallis, Wilcoxon tests, and Principal Component Analysis (PCA). Results show a marked imbalance in scientific productivity: 53% of faculty members have no scientific publications, and only 33% maintain active ORCID profiles. Science and Technology areas account for 78% of institutional output, while Social Sciences and Humanities contribute 22%. The PCA identified three components explaining 72.8% of the variance: research policies and institutional direction; motivational culture and research groups; and community impact policies. The study concludes that scientific productivity directly depends on faculty professionalization, job stability, equitable resource distribution, and the integration of intercultural approaches into research. It recommends strengthening research training, ensuring fair working conditions, and fostering co-created knowledge with social, cultural, and community relevance.