No full-text available
To read the full-text of this research,
you can request a copy directly from the authors.
Relationship between self-efficacy and knowledge sharing: systematic review
Abstract
Purpose
The purpose of this paper was to systematically collect and review the research studies that provide empirical evidence regarding the existence of relationship between self-efficacy and knowledge sharing or influence of self-efficacy on sharing of knowledge.
Design/methodology/approach
The studies were collected through searching in Google Scholar, Scopus, ProQuest Dissertations and Theses, LISTA (Library, Information Science and Technology Abstracts) and Web of Science. All types of studies, except books, were selected for review. Time limitation was not applied.
Findings
It can be concluded from majority of reviewed studies that self-efficacy influenced knowledge sharing. This systematic review also establishes that majority of reviewed studies confirmed existence of relationship (positive) between variables self-efficacy and knowledge sharing.
Research limitations/implications
A language limit was applied, and only English language studies were reviewed.
Originality/value
This review is first of its kind that systematically collected and reviewed the studies that examined the relationship between self-efficacy and knowledge sharing. This paper is also first in terms of a study which systematically collected and reviewed studies that investigated impact of self-efficacy on sharing of knowledge. Findings of current research paper will be helpful for organizations striving to implement a knowledge-sharing culture. Similarly, this study will also help the readers in understanding the ways to improve their knowledge-sharing practices and learning.
... The last is the generality or general aspect, where each individual's experience creates a level of confidence in his ability to complete tasks. (Safdar et al., 2020) explained that self-efficacy is important in knowledge sharing. Self-efficacy is a form of a person's confidence in his abilities and the results of their efforts which will later influence their behavior (Bandura, 1977;Chen & Hung, 2010). ...
... H3: Transformational leadership has a positive impact on trust in leader Self-efficacy and Trust in Leader toward Knowledge Sharing (Safdar et al., 2020) stated that ability and self-confidence could be increased with self-efficacy, eventually increasing knowledgesharing behavior. It is getting better, while their research results show that self-efficacy positively correlates with knowledge-sharing. ...
... Self-efficacy is an essential element in knowledge-sharing, where self-efficacy can increase skills and self-confidence among individuals, which will help them act an essential role in the sustainability of knowledge-sharing practices (Safdar et al., 2020). So it is inevitable that staff-level hotel employees throughout Indonesia with a high level of self-efficacy can play an essential role in sharing knowledge with their colleagues. ...
This study aims to define the effect of transformational leadership on knowledge sharing; this study also seeks to analyze the mediating role of self-efficacy and trust in leaders in the connection between transformational leadership and knowledge sharing. This quantitative study used a questionnaire with a simple random sampling technique to collect data. Questionnaire measurement uses a Likert scale from 1 – 5, distributed with the help of jakpat.net as a media survey. Respondents in this study were staff-level hotel employees throughout Indonesia, with a total of 143 respondents. Data were analyzed and processed by the PLS-SEM method and path analysis. The bootstrapping method is used to test the hypothesis. This study indicates that transformational leadership has a positive and significant impact on knowledge sharing, transformational leadership has a positive and significant effect on self-efficacy, and transformational leadership has a positive and significant impact on trust in leaders. Then self-efficacy and faith in a leader positively and significantly impact knowledge sharing. It has also been confirmed that there is a mediating role of self-efficacy and trust in the leader in the indirect relationship between transformational leadership and knowledge sharing.
... The authors choose Boynton and Greenhalgh's (2004) checklist to judge the quality of the selected studies in this review. Several other researchers have also used this checklist for assessing the quality of research in previously conducted systematic reviews (Rafique and Mahmood, 2018;Safdar et al., 2020). ...
... These services are perhaps because of the current issues, being faced by researchers, regarding everchanging technology as well as handling and management of research data. Ragon (2019) and Tenopir et al. (2017) also indicated that libraries offered consultancy services for handling and the management of data. Such services might also be due to the necessity of data security as, in the current era, it is important to keep track of records and ensure proper data storage and security. ...
Purpose
The purpose of this paper was to systematically collect and review all studies which have been conducted on research data services in libraries across the globe.
Design/methodology/approach
Six world-renowned scholarly databases were searched and Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines were used for the identification and selection of eligible studies. The studies were then assessed using a well-renowned framework for the quality assessment of research studies.
Findings
The results revealed that the libraries were engaged in providing different types of research data services such as identification, acquisition, management and preservation of research data. They also arranged training programs, supported the publishing and sharing of data and dealt with the licensing and copyright issues related to data.
Research limitations/implications
The results of this study would be helpful for researchers and organizations, especially those engaged in educational activities, in understanding the current scenario of research data services in the world libraries. Furthermore, the findings offer valuable insights to library professionals regarding the types of research support services available globally. This would enable them to play an integral role in planning, designing and implementing such services in their libraries.
Originality/value
To the best of the authors’ knowledge, this study is the first of its kind that systematically collects and reviews the literature on research data services in libraries worldwide.
... This may be because executive thinking preschool teachers are biased toward performing tasks, and less autonomous teachers tend to be followers [16]. When teachers with an executive style of thinking realize that knowledge sharing helps them in their work and is appreciated by colleagues and leaders [16,80], they will follow the lead of other teachers in sharing knowledge with colleagues and have the opportunity to realize, with the approval of colleagues and leaders, that knowledge sharing is also within the teacher's responsibility. However, Internet sharing is a free and open environment in which teachers are not easily aware of their responsibility to share their knowledge, and do not consider it their responsibility to share with strangers. ...
Knowledge sharing not only promotes communication among teachers to achieve self-professional growth but also facilitates knowledge innovation. Thus, knowledge sharing among preschool teachers deserves attention. This study explored the factors influencing preschool teachers' knowledge-sharing behaviors. A questionnaire was administered to 297 preschool teachers using a Norm Activation Model from a thinking style perspective. Data analysis was performed using partial least square-structural equation modelling (PLS-SEM). The findings indicate that executive thinking style preschool teachers showed a significant positive influence of awareness of consequences; legislative thinking style preschool teachers showed a significant positive influence of awareness of consequences and ascription of responsibility; awareness of consequences had a significant positive influence on ascription of responsibility; awareness of consequences and ascription of responsibility had a significant positive influence on personal norms; and personal norms had a significant positive influence on knowledge-sharing behavior. Meanwhile, the influence of executive thinking style on ascrip-tion of responsibility, legislative thinking style on ascription of responsibility, and awareness of consequences on personal norms emerged as significantly different among preschool teachers in two different contexts: interpersonal sharing and Internet sharing. This study confirmed the factors influencing preschool teachers' knowledge-sharing behaviors from a thinking style perspective and provides suggestions for improving preschool teachers' knowledge-sharing behaviors.
... This could spend more mental effort with no significant information acquired on the related modules, thus affecting students' self-efficacy [35]. It was also found that self-efficacy correlates to students' knowledge [36]. To date, most medical students still prefer face-toface learning in order to receive higher clinical experience [23]. ...
Background: Social restrictions due to the COVID-19 pandemic have shifted most learning methods into online courses, especially for medical skills education. However, the effects of online courses on medical skill education amongst medical students are still arguable. The study aims to analyse medical students' knowledge, attitude, practice and satisfaction towards medical skills between online and offline courses. Method: We performed a case-control study conducted among 533 medical students with online (as a case group, n = 288) and offline courses (as a control group, n = 245). We evaluated three fundamental medical skills, including history taking [HT], lung physical examination [LPE], and heart physical examination [HPE]. We tested the knowledge and skills among students through theory and practical examinations. Students' attitudes and satisfaction were assessed using a validated questionnaire. Results: The scores for knowledge and practical skills among the online group were significantly higher (p = 0.016, p = 0.004, respectively). In comparison, the scores for the students' attitudes and satisfaction were substantially lower (p = 0.000, p = 0.003, respectively) compared to the control group. Most of the students in both groups passed the exam (case vs. control = 81.94%; 83.27%, respectively). Males were the only factor associated with a higher rate of passing the examination (OR 0.42, 95% CI [0.27-0.67], p = 0.000). Conclusions: Online learning could be an alternative approach on improving student's knowledge and practice towards medical skill especially amidst COVID-19 pandemic, however further consideration on student's attitude and satisfaction are mandatory to achieve appropriate competence as future general practitioner.
... Self-efficacy is people's beliefs of their "capabilities to organize and execute the courses of action required to manage prospective situations" (Bandura, 1995, p. 2). In a systematic literature review on selfefficacy and KS, Safdar et al. (2021) conclude that self-efficacy and related aspects enhance KS. People with higher skills and self-efficacy partake more in KS (e.g., Huang et al., 2005). ...
This study explores the influence of institutional and individual factors on knowledge hiding and team creativity. Data were collected using a supervisor–supervisee research design in two diverse samples of 300 and 200 knowledge workers in India and Saudi Arabia. The findings suggest that innovativeness, affiliation, and top management support reduce knowledge hiding behaviour among employees. However, the relationship between fairness and knowl- edge hiding was not supported across both samples. Among individual factors, altruism, self- efficacy, and attitude towards knowledge hiding were supported. The relationship between information and communication technologies and knowledge hiding was supported only for the Indian sample. The findings suggest knowledge hiding negatively influenced team creativity across both samples. The moderating influence of reward structure was significant for Indian sample only.
... The checklist created by Boynton and Greenhalgh (2004) was chosen, because it deemed relevant for this review. Several information management researchers have used this checklist to assess the quality of their systematic review studies (Ashiq et al., 2021;Safdar et al., 2020). The Boynton and Greenhalgh checklist includes items that comprise six distinct parts of a study. ...
Purpose
Open educational resources (OERs) are internet-based digital content that is used for academic purposes by instructors, students and researchers in the era of the information economy. Hence, this study aims to systematically review the literature, focusing on OERs’ benefits and challenges in the academic world.
Design/methodology/approach
The relevant literature systematically reviewed following the preferred reporting items for systematic literature reviews and meta-analyses (PRISMA) guidelines. The pertinent literature was obtained from four main scholarly databases, and finally, 21 papers that met the inclusion criteria were included in this study.
Findings
The findings revealed that the key benefits of OERs include expanded access to knowledge, supporting lifelong learning, pedagogical benefits and enhancing students’ learning outcomes. However, the key challenges include lack of time to find appropriate resources, lack of awareness about the usage and copyrights, quality assurance and technological limitations and lack of organizational support.
Practical implications
The practical and policy implications highlight the joint venture of academia and library professionals to help the students evaluating OERs, quality assurance, copyright issues and lifelong learning.
Originality/value
Earlier studies missed few significant insights of OERs, such as they did not address the quality assurance of OERs; the issue of understanding of copy right (creative common license) challenges related with OERs; and lack of time for finding suitable resources. Hence, this study identified significance insights related with OERs.
... When teachers believe that professional activities are helpful to their work or student learning (meaning), they are more likely to devote more time and energy to these activities, including disclosure of private practice and reflective dialogue. Teachers with higher competence regard knowledge sharing in professional activities as an opportunity to earn appreciation from colleagues and leaders (Safdar, Batool, and Mahmood 2021). Teachers with higher impact, such as TRG leaders and expert teachers, have the most influence over the affairs of a TRG, and their shared teaching practice is a tool to exercise their position power or expert power. ...
According to the social information process approach, we proposed a serial mediation model from humble leadership to knowledge sharing. The structural equation model on 537 elementary and secondary school teachers from 238 professional learning communities in China demonstrated that the positive association between teachers’ perception of humble leadership in professional learning communities and teachers’ knowledge sharing was mediated by teachers’ psychological safety and psychological empowerment serially. Moreover, the parallel mediation effects of psychological safety and psychological empowerment were found. It indicates that humble leadership improves teachers’ knowledge sharing in professional learning communities by ameliorating teachers’ concern for taking interpersonal risks and improving teachers’ psychological empowerment in sequence.
... The researchers picked the checklist developed by Boynton and Greenhalgh (2004), since it was deemed relevant for this review. This checklist was also used by library and information science (LIS) researchers to assess the quality of their systematic review studies (Ashiq, Rehman, Safdar, et al., 2021;Safdar et al., 2021). The checklist includes items relating to six different aspects of a study: questions and design, sampling, instrumentation, response rate, coding and analysis, and results presentation. ...
Purpose
This study analyze academic library services during Covid-19 pandemic (2020 and 2021), as well as the challenges they face, emerging library roles, and the most effective communication tools.
Method
A systematic review of the relevant literature was undertaken following PRISMA guidelines. The relevant literature was retrieved from four major scholarly databases (Scopus, Web of Science, Library, Information Science & Technology Abstracts (LISTA), and Library and Information Science Abstracts (LISA)). The relevant 23 studies were included fulfilling inclusion criteria. A quality assessment of the included studies was also performed.
Findings
The findings revealed that Covid-19 pandemic is certainly effecting and transforming libraries, their services and management. The library services during Covid-19 pandemic, their fundamental challenges, emerging roles, and available preferable communications tools are the categories in this study to better understand the pandemic-transformation.
Implications
The practical and policy implications are that libraries must establish infrastructure and improve accessibility in order to provide the best possible support to modern library users who access resources remotely in this rapidly evolving digital environment. Organizational policymakers and library directors should prepare emergency and disaster management plans. The libraries should ensure their presence on social media and make use of their library websites.
... The majority of researchers use the preferred reporting items for systematic reviews and meta-analysis (PRISMA) strategy to investigate a specific issue in the literature. It is widely used in different fields, such as medical science (Levay and Craven, 2019), environmental science (Wimbadi and Djalante, 2020), education (Davies et al., 2013), computer science (Kolajo et al., 2019) and social sciences (Safdar et al., 2020). For this study, seven steps were adopted from Xiao and Watson (2019) for the review: (1) formulating the research problem; (2) developing the review protocol; ...
The purpose of this study is to review the published literature and highlight the situation of prison libraries around the world. The study strives to adopt a comprehensive approach while reviewing the literature in order to survey the present status geographically. The available published literature on prison libraries in local and international library and information science journals has been reviewed. The researchers also consulted other sources, such as books, theses, dissertations, conference proceedings, library websites, individuals and professional organizations, including the American Library Association, Association of College and Research Libraries, and IFLA. The databases used included Library and Information Science Abstracts, Library, Information Science and Technology Abstracts, Emerald, JSTOR, Google Scholar and ResearchGate. The keywords used for searching can be categorized as ‘prison libraries’, ‘jail libraries’, ‘correctional institution libraries’ and ‘rehabilitation centres’. Overall, findings suggest that the situation of prison libraries in USA, UK, Europe and Asia (only urban areas) is much better as compared to the other regions of the world. This situation is because of the availability of resources, access to the Internet, technology, automated catalogues, cooperation with other libraries such as public libraries, and regular budgets to run library affairs smoothly. A lack of professional staff, the unavailability of library space, limited collections, censorship issues, a poor budgetary situation, the absence of library associations in developing countries, and a lack of cooperation among prison libraries and public libraries are the major causes of the current situation of prison libraries. The study is unique in nature as it highlights the situation of prison libraries worldwide through a wide lens, focusing on standards, services and difficulties, as well as recommendations made by the researchers.
... Chen & Hung, 2010;Kwahk & Park, 2016;Rahman, Mannan, Hossain, Zaman, & Hassan, 2018;Rasdi, & Abu Samah, 2017;Safdar, Batool, & Mahmood, 2020;Shang, Wu, & Li, 2017;Zhang, Zhang, Luo, Wang, & Niu, 2019;Brooke, Mohd;Zhou, Zuo, Yu, & Chai, 2014 ...
The development of sustainable entrepreneurship competencies (SEC) among students as future business owners be a key factor in reducing the destructive effects of unsustainable production. Accordingly, the Knowledge-Sharing Process (KSP) related to sustainable entrepreneurship was recognized as an important mediating variable in providing SEC. This process has been affected by an interrelated set of contextual factors and student inputs. Using a Mix-Methods approaches in the study, we depict the way these factors influence the KSP and their relationships with each other and improve the level of SEC among students. For this purpose, PRISMA flowchart in qualitative part and Structural Equation Model (SEM) in quantitative part were used. Fifteen articles were analyzed in qualitative part using NVivo11 software and a total of seven factors affecting the KSP were identified. The findings from SME revealed that university culture and education, respectively, have the highest impact on KSP and SEC among students. The experimental research model help university administrators to plan effectively in order to strengthen SEC among students. Moreover, a process-oriented structure of the factors affecting KSP and SEC is provided, which can be a basis for future research in this field.
... As suggested by Bandura (1997) and supported by Lin (2007), Papadopoulos et al. (2013), and Rode (2016), those with higher self-efficacy in knowledge sharing and who are confident of their ability to contribute valuable knowledge, solve problems, and improve work performance, will actually engage in it. According to Safdar et al.'s (2021) systematic review of papers, most of the research shows a positive and significant relationship between both variables. Thus, we posit that: H5: The greater the self-efficacy in knowledge sharing, the more the employee uses ESMP. ...
Literature supports the relevance of knowledge sharing in a company. Considering that social media plays an important role in this process, this paper analyzes the antecedents and consequences of the use of enterprise social media platforms according to the employee's perception. Based on the Motivation-Opportunity-Ability framework and using two different methodologies (Partial Least Squares Structural Equation Modeling and fuzzy-set Qualitative Comparative Analysis), we find that three different combinations of motivation, opportunity and ability factors, combined in pairs, promote the use of enterprise social media platforms, leading to knowledge creation and task performance. These findings shed light on how a company can influence the use of enterprise social media platforms for achieving its objectives.
... Originally, PRISMA was standardized for the health care sector, however, it has proven to be equally applicable in other disciplines. Recent research studies in the information management/library and information science (LIS) discipline have successfully adopted PRISMA guidelines to systematically review scientific research (Ashiq, Usmani and Naeem, 2020;Safdar, Batool and Mahmood, 2020). ...
This study was conducted to systematically collect and analyze the literature on academic library leaders focusing on the challenges faced by them, the set of skills needed to overcome these challenges, and ways for them to develop these leadership skills. A systematic literature review was conducted of the relevant studies published in the first two decades of the 21st century by following the Preferred Reporting Items for Systematic Literature Review and Meta-Analyses (PRISMA) guidelines. Five major scholarly databases (Scopus, Web of Science, Library, Information Science & Technology Abstracts (LISTA), Library and Information Science Abstracts (LISA), and Google Scholar) were searched for the relevant literature. It was found that rapid change, primarily a consequence of rapid technological innovation, continued to present a fundamental challenge for the profession. It emerged that library leaders needed to be visionary and innovative with effective communication and social skills to encourage a collaborative and agile culture in academic institutions. It was also found that the development of library leadership skills has been a comparatively neglected area in the library profession especially for junior and mid-career library professionals.
... Initially, PRISMA was formalized for health care; however, it is equally applicable in other disciplines. Some recent studies in information management follow the PRISMA guidelines to systematically review the Management practices and services published literature (Ali and Warraich, 2020;Mahmood, 2017;Rafique and Mahmood, 2018;Safdar et al., 2020). ...
Purpose
Research data management (RDM) has been called a “ground-breaking” area for research libraries and it is among the top future trends for academic libraries. Hence, this study aims to systematically review RDM practices and services primarily focusing on the challenges, services and skills along with motivational factors associated with it.
Design/methodology/approach
A systematic literature review method was used focusing on literature produced between 2016–2020 to understand the latest trends. An extensive research strategy was framed and 15,206 results appeared. Finally, 19 studies have fulfilled the criteria to be included in the study following preferred reporting items for systematic reviews and meta-analysis.
Findings
RDM is gradually gaining importance among researchers and academic libraries; however, it is still poorly practiced by researchers and academic libraries. Albeit, it is better observed in developed countries over developing countries, however, there are lots of challenges associated with RDM practices by researchers and services by libraries. These challenges demand certain sets of skills to be developed for better practices and services. An active collaboration is required among stakeholders and university services departments to figure out the challenges and issues.
Research limitations/implications
The implications of policy and practical point-of-view present how research data can be better managed in the future by researchers and library professionals. The expected/desired role of key stockholders in this regard is also highlighted.
Originality/value
RDM is an important and emerging area. Researchers and Library and Information Science professionals are not comprehensively managing research data as it involves complex cooperation among various stakeholders. A combination of measures is required to better manage research data that would ultimately move forward for open access publishing.
In today’s information-based economy, knowledge is considered as a critical and effective resource for assisting businesses in establishing departmental synergies, accelerating innovation, providing value to customers, and increasing revenue through market growth. Knowledge sharing behavior is defined as individual behavior that pertains to the exchange of information, experience, ideas, and skills with other individuals or groups of people inside an organization in order to enhance the company’s sustainability. The purpose of this study is to analyze and obtain empirical evidence of the factors that influence knowledge sharing behavior, which consists of intention to share knowledge, knowledge sharing self-efficacy and enjoyment in helping others by 297 middle managers in a bank setting. This research is an explanatory research that focuses on the causal relationship among variables. The data were collected through a questionnaire survey and were then analyzed using Structural Equation Modeling (SEM) with the Analysis of Moment Structure (AMOS) program. The results of this study show that knowledge sharing self-efficacy and enjoyment in helping others have positive and significant effect on intention to share knowledge. Furthermore, knowledge sharing self-efficacy, enjoyment in helping others and intention to share knowledge have positive and significant effect on knowledge sharing behavior. The mediation role of intention to share knowledge is also proven to be significant.
Purpose – As demonstrated in the literature, teachers ’ knowledge sharing, self-efficacy and creativity display certain levels of cause-and-effect and correlational connections from different perspectives. Nonetheless, few studies, if any, have been reported on the interplay of these three concepts in the context of the language classroom. As such, this study aims to test a structural model of English as a foreign language (EFL) teachers ’ knowledge sharing, self-efficacy and creativity and specifically to examine the hypothesis that creativity mediates the relationship between EFL teachers ’ knowledge sharing and self-efficacy.
Design/methodology/approach – The participants were 384 EFL teachers from different language institutes across Iran. The EFL teachers were selected based on random stratifi ed sampling method. To verify the research hypotheses, a quantitative correlational design was used in the present study. The quantitative data was collected using three questionnaires, and then descriptive and inferential statistics were used to analyze the data. Therefore, we used the EFL teachers ’ creativity questionnaire developed by Khany and Boghayeri (2014), knowledge sharing behavior scale by Ramayah et al. (2014) and teachers ’ self-efficacy questionnaire by Tschannen-Moran and Hoy (2001). To analyze the data, Pearson correlation and multiple regression were run.
Findings – The findings revealed the hypothesized model of relationships among the study variables. The results also con firmed the mediator role of creativity. The implications of the findings in relation to creativity, knowledge sharing and self-efficacy are discussed.
Originality/value – The bulk of research on teacher self-ef fi cacy has concentrated fairly adequately on its relationship with factors such as teachers ’ re fl ective practice, critical thinking, emotional intelligence, personality and student achievement. What seems to be rather missing in this line of research has to do with the exploration of the possible links among knowledge sharing, self-efficacy and creativity as interacting variables, especially in the context of Iran where teachers ’ knowledge sharing is lower than expected. More importantly, no previous investigation has tapped into the mediating effect of creativity on the connection between English teachers ’ knowledge sharing and self-efficacy.
Purpose
Members' knowledge contribution behavior has positive significance for maintaining the activity of the knowledge community, as well as for improving knowledge interaction efficiency and member viscosity. With the development of the mobile Internet, knowledge communities based on social platforms have become more convenient and popular. This study aims to explore what and how factors influence members' knowledge contribution behavior in social knowledge communities from the perspective of social distance.
Design/methodology/approach
Based on the theory of reciprocity and on the theory of self-efficacy, hypotheses and research models are proposed. In the empirical study, WeChat learning group is selected as the research case. The empirical investigation ( N = 244) collects research data through questionnaires.
Findings
I-intention and we-intention both have positive influence on members' knowledge contribution behavior. Knowledge self-efficacy positively moderates the influence of we-intention and affects knowledge contribution behavior. In addition, I-intention is positively affected by expected knowledge benefit, expected emotional benefit and expected image benefit, while costs have no effect. We-intention is positively influenced by affective commitment, continuance commitment and normative commitment in relationship strength, as well as affiliation to the contributing climate.
Originality/value
This paper aims to discuss I-intention, we-intention, and their roles in members' knowledge contribution behavior. It is a beneficial development for existing research to combine the characteristics of new style communities with systematical analysis of knowledge contribution behavior. Findings may provide enlightenment to the social knowledge community on diversity development and differentiated marketing strategies.
The objective of this study is to expand our understanding of the factors that affect knowledge sharing among academic staff in Malaysian higher academic institutions. Although previous research has identified several factors that affect knowledge sharing, further research needs to be carried out to ascertain factors that affect knowledge sharing, in particular among higher academic institutions in Malaysia. Its relevance to higher academic institutions is especially pertinent considering that being a center of learning, a higher level of knowledge sharing among the teaching staff could bring about an increased level of productivity or performance and satisfaction in the workplace. The outcome of this study will enable further understanding on knowledge sharing behavior of academic staff and may therefore contribute towards successful implementation of knowledge sharing as part of organizational knowledge management initiatives. Based on non-random, criterion, purposive sampling, three higher academic institutions from the Klang Valley area were selected to be included in the study. Findings from 194 respondents indicated that the technological factors of distributed model and presence of IT for knowledge sharing are positively related to knowledge sharing and that knowledge sharing is positively related to performance.
The study was done to investigate the effect of individual predictors (enjoyment in helping others and knowledge self-efficacy), organizational predictors (top management support and organizational rewards) and technology predictors (information and communication technology use) on knowledge sharing processes and if the predictors lead to innovation capability. The result of the study indicated that one individual factor (knowledge self-efficacy) and two organizational factors (top management support and organizational rewards) significantly affect knowledge sharing. Future research can investigate how individual traits (such as age, education level, and work experience) and organizational characteristics (such as organizational size and type) may either mediate or moderate the relationships between knowledge enablers and processes. From the managerial viewpoint, the associations among knowledge sharing enablers, processes, and organization innovation capability may shed a light on how organizations can motivate knowledge sharing culture among their employees to maintain their performance. The results of this research provide a conceptual foundation towards the body of knowledge in the field of knowledge sharing and can also be utilized to investigate the relationships among knowledge sharing predictors, enablers, processes, and innovation capability. In terms of practical perspective, this research provided several predictors that are necessary towards successful knowledge sharing, and discussed the implications of the predictors in order to develop organizational strategies that encourage and improve knowledge sharing among employees.
This study examines the extent to which knowledge sharing self-efficacy, motivation and sense of community variables predict undergraduate students' knowledge sharing behaviors (knowledge receiving and knowledge giving) in online learning environments. The participants included undergraduate students (N = 284) from two different universities in Turkey. Stepwise multiple regression analyses were carried out to identify the variables predicting knowledge sharing behaviors as knowledge giving and receiving behaviors. The results revealed that both knowledge giving and receiving behaviors were best predicted by knowledge sharing self-efficacy, followed by motivations and sense of community. External effects and growth of aim affected knowledge receiving, whereas only internal effects affected knowledge giving. The independence factor has a negative effect on knowledge receiving, yet has a positive effect on knowledge giving. © International Forum of Educational Technology & Society (IFETS).
Purpose
The purpose of this study was to systematically collect and review the English language studies that provided empirical evidence for the existence of relationship between knowledge sharing (KS) and job satisfaction (JS) and their impact on each other.
Design/methodology/approach
A systematic review of the literature was conducted searching Google Scholar, LISTA, ISI Web of Knowledge, Scopus and ProQuest Dissertation and Theses. Searches were completed through March 2017. Language limit was applied; and manual searching from review articles and some key studies using backward and forward citation from Google Scholar was also completed. Studies determining the relationship or correlation between KS and JS were included and books were excluded in this review. Data extraction and critical appraisal were performed to determine the risk of bias of each study.
Findings
The findings clearly reveal that these two variables had a significant relationship with and were influenced by each other. It is concluded that KS had a positive impact on JS and, similarly, JS had strong effect on KS among the individuals working in different organizations.
Originality/value
This review is first to examine the relationship between KS and JS and their impact on each other by systematically collecting and reviewing the English language studies. This study has theoretical and practical implications for managers and HR departments.
This research is to investigate the correlation between self-efficacy, self-leadership, and knowledge sharing as observed in the innovative behavior of Endek weaving small enterprise in Bali. Innovation is an interesting issue in SMEs, due to its sustainability efforts of the business. Endek weaving is one unique product that has social and economic value. The unit of analysis is Endek weaving small enterprise in Klungkung, a regency located in the east area of Bali, as it is the center production of Endek weaving in Bali area. The number of respondents is 96 employees of Endek weaving companies in Klungkung Regency. Data analysis method in this research is using the quantitative approach with the tool of Structure Equation Model Partial Least Square (SEM PLS). The results show that self-efficacy and self-leadership have significant influences to knowledge sharing. Self-efficacy has an insignificant influence on innovative behavior, while self-leadership has a significant influence on innovative behavior. Knowledge sharing has a significant influence on innovative behavior. An important finding of this research is knowledge sharing as a mediator of self-efficacy to innovative behavior.
This research aims to determine the factors affecting knowledge sharing behavior among academics in United Arab Emirates universities and identify the effect of university type on academics' behavior. The research adopted Ajzen's amended Theory of Planned Behavior. Employing an online survey, data were collected from academics in public and private universities using a questionnaire. The model was tested using Partial Least Squares structural equation modeling. The results found a significant difference in academics' knowledge sharing behavior between public and private universities. Results also revealed that intention is the main determinant of knowledge sharing behavior, and that attitude, subjective norms, and self-efficacy have significant influence on intention while controllability has no influence on it. The significance of this research lies in that it is one of the first to use the amended theory and the only research to address knowledge sharing behavior in higher education in the Arab World. This research provides useful basis for higher education institutions to create a knowledge sharing culture and helps academics to enhance their performance.
Purpose
This study aims to ascertain the relationship between trustworthiness and students’ attitudes toward knowledge sharing.
Design/methodology/approach
For this study, the authors used the survey research design technique. Data were collected from students pursuing a degree in Business and Administration. Convenience sampling technique was used to select the participants. A total of 400 students participated in the study. Multiple linear regression was used to analyze the data.
Findings
The results show that trustworthiness, integrity, benevolence and ability have a positive relationship with students’ attitudes toward knowledge sharing.
Originality/value
Studies investigating the relationship between trustworthiness and students’ attitudes toward knowledge sharing is rare, especially in Ghana.
Systematic reviews should build on a protocol that describes the rationale, hypothesis, and planned methods of the review; few reviews report whether a protocol exists. Detailed, well-described protocols can facilitate the understanding and appraisal of the review methods, as well as the detection of modifications to methods and selective reporting in completed reviews. We describe the development of a reporting guideline, the Preferred Reporting Items for Systematic reviews and Meta-Analyses for Protocols 2015 (PRISMA-P 2015). PRISMA-P consists of a 17-item checklist intended to facilitate the preparation and reporting of a robust protocol for the systematic review. Funders and those commissioning reviews might consider mandating the use of the checklist to facilitate the submission of relevant protocol information in funding applications. Similarly, peer reviewers and editors can use the guidance to gauge the completeness and transparency of a systematic review protocol submitted for publication in a journal or other medium.
Virtual communities have become increasingly popular in recent years. Despite significant growth in the number of virtual communities, few communities have been successful retaining members and motivating members to continue sharing knowledge. This study focuses on how knowledge-contributor characteristics impact the relationship between individuals' community-involvement motivation and continued knowledge-sharing intention. According to the study's online survey of 292 knowledge contributors in two professional virtual communities (PVCs), knowledge-sharing experience and knowledge self-efficacy-two contributor characteristics-moderate the relationship between motivational factors and continued knowledge sharing. Specifically, reputation and enjoyment in helping others had a stronger influence on knowledge contributors with high knowledge self-efficacy, whereas reciprocity had a stronger influence on knowledge contributors with low knowledge selfefficacy. Furthermore, reciprocity and moral obligation had a stronger influence on knowledge contributors with high knowledge-sharing experience. The results of this study provide important implications for research and practice.
Despite the growing interest in knowledge sharing, there are few studies that contribute to its explanation. The research was framed on the behavioral perspective of knowledge management, interested in the identification and study of the human factors associated to knowledge management. In this direction, the paper presents the results of a research in which it was studied the relationship between perceived organizational support, self-efficacy and subjective norms on the knowledge sharing intention and behavior. The research was conducted with 188 knowledge workers of a public organization at the national level in Colombia. According to results, there is a positive relationship between perceived organizational support, subjective norms, self-efficacy and knowledge sharing intention with the knowledge sharing behavior. At the same time, a positive relationship was found between subjective norms and knowledge sharing intention. There was not found relationship between perceived organizational support and the knowledge sharing intention. Results are consistent with the conceptual framework. A model of the relationship between variables was validated using chisquare. There are some lessons to practitioners about the role of psychosocial variables in the facilitation of knowledge sharing.
The aim of the study is to explore the factors affecting knowledge sharing (KS) practices in Dhaka University Library (DUL). This paper seeks to address the following research questions: How library professionals conceive about their attitude towards KS practices? What are the professionals’ perceptions about the users’ attitudes towards KS practices? And what are likely to be the factors that affect KS practices? The methodology of the study includes quantitative approach. The study has been conducted through a survey using a pre-structured questionnaire. The structured questionnaire was given to 30 library professionals who are working in two separate parts of the DUL through personal contact. The respondents were selected randomly from two separate parts of DUL (25 from the main library building and 5 from science library building). We received 23 responses, for a response rate of 76.67 percent. The results of the study show that 82.6 percent professionals are confidence and 17.4 percent are enthusiastic in KS while 91.3 percent respondents perceived that users are friendly, 4.3 percent perceived that they are not friendly, and 4.3 percent perceived that they are embarrassed in KS. This paper yields some factors affecting KS practices in Dhaka University Library as follows, individual/human factors, organizational factors, and technological factors. It investigates the original views of the library professionals regarding these factors. The DUL authority should take initiatives to improve KS practices to cope up with the increasing need for knowledge.
Knowledge sharing is one of the professionalizetion processes and is an important factor in the competition between organizations and for innovation processes to sustain. In this study the central theme is the way knowledge sharing is affected by occupational self-efficacy (OSE), work engagement and High Commitment HRM (HC-HRM). In investigating these relations the AMO framework is used. The research data were obtained by 126 teachers from one secondary school. However from the regression analyses it was learned that the relationship between the variables OSE, HC HRM and work engagement with knowledge sharing was more complex than expected. Additional analyses by means of a three-way interaction analysis suggests that the combination of high experienced HC-HRM and low experienced OSE or the other way around is, related to more knowledge sharing. The findings are important for managers who want to promote processes of knowledge sharing in their school organization.
Teachers’ professional development is nowadays seen as key in efforts to improve education. Knowledge sharing is a learning activity with which teachers not only professionalize themselves, but contribute to the professional development of their colleagues as well. This paper presents two studies, aimed to explain knowledge sharing by teachers’ occupational self-efficacy and Human Resources Management (HRM). In the first study we examined the impact of HRM from a ‘content perspective’, and focused on a bundle of Human Resources Management practices, namely, high-commitment Human Resources Management (HC-HRM). Multilevel analyses of survey data from 410 teachers, from 30 teams, in one school, showed that high-commitment Human Resources Management strengthened the relationship between occupational self-efficacy and knowledge sharing. The second study examined the moderating impact of Human Resources Management from a ‘process perspective’. In this study we focused on ‘distinctive’ Human Resources Management: employees perceptions of a visible Human Resources Management within the school. Multilevel analyses of survey data from 282 teachers, from 47 teams, in four schools, showed that a distinctive Human Resources Management strengthened the relationship between occupational self-efficacy and knowledge sharing. Although the findings are encouraging and enabled us to formulate some practical implications, the study limitations also gave rise to suggestions for further research.
The purpose of this study is to investigate the factors promoting knowledge sharing and knowledge creation in banking sector of Pakistan. With the help of literature review, we identified most important factors in knowledge sharing and knowledge creation including organizational culture, trust, motivation, employee’s attitude and socialization. The populations selected for analysis consist of (250) male and female employees of banking sector of Pakistan and response have been received from 225 respondents. The collection of data was a very difficult task and it has taken almost four months. The data were collected from the five cities of Pakistan including Islamabad, Faisalabad, Multan, Peshawar and Lahore. The results show that all the factors have significant impact on knowledge creation and Knowledge sharing. The findings of the study also show that these factors are necessary for the promotion of knowledge creation and knowledge sharing culture in an organization. The knowledge sharing and knowledge creation are the keys for the success of an organization. A firm or an organization can sustain its competitive edge in market with the help of Knowledge sharing and knowledge creation. The final results of this study conclude that socialization factor is at top, trust factor is at second and motivational factor is at third according to the respondents’ point of view.
Systematic reviews should build on a protocol that describes the rationale, hypothesis, and planned methods of the review; few reviews report whether a protocol exists. Detailed, well-described protocols can facilitate the understanding and appraisal of the review methods, as well as the detection of modifications to methods and selective reporting in completed reviews. We describe the development of a reporting guideline, the Preferred Reporting Items for Systematic reviews and Meta-Analyses for Protocols 2015 (PRISMA-P 2015). PRISMA-P consists of a 17-item checklist intended to facilitate the preparation and reporting of a robust protocol for the systematic review. Funders and those commissioning reviews might consider mandating the use of the checklist to facilitate the submission of relevant protocol information in funding applications. Similarly, peer reviewers and editors can use the guidance to gauge the completeness and transparency of a systematic review protocol submitted for publication in a journal or other medium.
Knowledge sharing is the key to successful implementation of knowledge management. This is the reasons that why over the year's researchers have focused on various aspects of knowledge sharing. This paper reviews the important factors so far discussed by various authors in their studies and considered them very crucial for knowledge sharing. Besides reviewing, some new factors are also included in this study. Factors which are discussed in this study are organizational structure, organizational climate, organizational size, Information Technology, rewards, stressors and job. This paper can give readers an understanding of knowledge sharing and its factors.
Purpose ‐ The purpose of this paper is to study the knowledge-sharing patterns of undergraduate students in public and private universities. Design/methodology/approach ‐ A questionnaire survey was conducted on students of both the types of universities in Malaysia. Data were analyzed using SPSS. Findings ‐ Seven important areas have been the focus of this study: the general attitude towards knowledge sharing; preferred sources for study-related tasks; perceived frequency of knowledge sharing for study-related tasks; types of information and knowledge shared; preferred channels for knowledge sharing; factors limiting knowledge sharing; and knowledge sharing motivators. The data collected from 423 undergraduate students suggest that there are differences between the students in the public and private universities when it comes to knowledge sharing patterns. Research limitations/implications ‐ The paper serves more as a descriptive study on the knowledge sharing patterns rather than a correlational study to find the relationship among variables. Practical implications ‐ The findings suggest that group activities should be structured in all curricula in order to encourage sharing among students. Academics are expected to play an important role to encourage their students to share by means of putting emphasis on collaborative learning to reduce competition among students. The management of universities can promote knowledge sharing by understanding the barriers and motivators of knowledge sharing. Originality/value ‐ The paper is among the first to compare the knowledge sharing patterns among private and public undergraduate students in Malaysia.
Purpose – The objective of this study is to investigate the knowledge-sharing behavior of undergraduate students in Singapore and to cover areas such as the purpose of sharing knowledge, communication channels preferred for sharing, and factors that inhibit or motivate knowledge sharing among students. Design/methodology/approach – A questionnaire was used for collecting data and 180 students from three public universities in Singapore participated in the study. Findings – It was found that, generally, students displayed a positive attitude towards knowledge sharing and were appreciative of its importance in peer learning. However, it was interesting to note that the respondents were less inclined to share knowledge for academic activities that were graded. The study also revealed that competition among students to outperform their fellow students and lack of depth in peer relationship were the two main factors that inhibited knowledge sharing. Practical implications – The paper argues that fresh approaches to learning are desirable to make it less competitive, which is likely to encourage active knowledge sharing among students. Originality/value – A majority of the studies on knowledge sharing have been conducted in an organizational context. Only limited work has been done on the knowledge-sharing behavior of students. As a majority of the university students are expected to join the workforce after graduation, it is desirable their knowledge-sharing behavior should be thoroughly investigated.
This study investigated whether organizational factors such as employees’ perceptions of management’s support for knowledge sharing, their perceptions of the organization’s social interaction culture, the organization’s size, and the organization’s available knowledge sharing technology, as well as whether individual factors such as age, gender, and organizational tenure had a significant impact on employees’ perceptions of a knowledge sharing culture. New measures to assess employees’ perceptions of management’s support for knowledge sharing, their perceptions of the organization’s social interaction culture, and the perceived knowledge sharing culture were developed. We found that perceptions of management’s support for knowledge sharing, and perceptions of a positive social interaction culture were both significant predictors of a perceived knowledge sharing culture. In addition, gender was a significant moderator: female participants required a more positive social interaction culture before they would perceive a knowledge sharing culture as positive as that perceived by their male counterparts.
Purpose
The purpose of this paper is to examine the factors that affect knowledge‐sharing attitudes in Malaysia, with emphasis on a manufacturing firm and how this attitude influences their intention to share knowledge.
Design/methodology/approach
This is a survey research conducted within a manufacturing firm. The questionnaire was developed by adapting items and concepts from prior works, and by developing a new variable, kiasuism . A census sampling method was used to select participants for this research. The data derive from a case analysis in a manufacturing company in Malaysia. The analysis was based on 141 valid responses.
Findings
The findings indicate that collectivism, social network, social trust, shared goal, incentive systems, kiasuism and self‐efficacy emerged significant except for individualism. A unique finding is that kiasuism emerged as proposed, which suggest that future works could focus more on this variable to highlight its impact in a firm's ability to share knowledge. Overall, the data support our framework and indicate that knowledge sharing among employees in Malaysia's private companies is gaining grounds.
Research limitations/implications
The limitations of this research include the case study approach adopted, which does not allow the generalization of the results beyond that of the firm being studied. The implications emanating from this research is that the ability of a firm, especially electronic manufacturing firms, to harness internal resources and capabilities to enhance knowledge sharing among employees, would be critical for the firm to maintain a competitive position in the marketplace.
Originality/value
This paper provides specific backgrounds of the key factors that could affect the effective implementation of knowledge‐sharing initiatives in a firm, particularly those in the manufacturing sector. The findings suggest key implications for practice and research involved in knowledge‐sharing activities in their firms and related initiatives.
Contrasting views exist on how network characteristics predict knowledge sharing. Although large, open egocentric networks foster network positions that provide access to nonredundant knowledge, critics have noted that such networks impair knowledge sharing, because trust and reciprocity do not thrive in them. This problem may, however, be resolved by including motivation and ability to share knowledge as moderators of the association between network position and knowledge sharing. Our analysis of 705 employees in a consultancy shows that employees' knowledge acquisition and provision are highest when network centrality, autonomous motivation, and ability are all high, thus supporting the proposed three-way interaction.
Purpose – The purpose of this paper is to provide an evaluation of the existing state of practice in knowledge sharing in university libraries. Design/methodology/approach – This is survey research which is based on an electronic questionnaire. Findings – Results reveal that the majority of libraries investigated are quite friendly towards knowledge sharing, and the majority of librarians value the importance of knowledge sharing. Results also confirm that the knowledge that they mostly use is mainly intangible knowledge. Originality/value – If knowledge-sharing requirements of librarians while collaboratively performing reference and information services can be acknowledged, guidelines for enhancing conceptual collaborative process would be suggested. Background In today's knowledge economies knowledge is the driving force for economic and social development. The attention of the society to information and knowledge is rising as a result of higher demand for information and knowledge by knowledge workers in today's societies. Along with the growing interest in knowledge management (KM), the literature on different aspects of KM is extensive. Many researchers from various disciplines have stressed the significance and impact of KM research on sustained organizational success in the new era (Devlin, 1999; Stewart, 1997). This recent emphasis on KM has provided a good environment for the development of libraries and librarians (Wang, 1999). The authors of this paper demonstrate that this situation is leading to a dramatic shift in the role of university libraries in managing knowledge, from a traditional, strictly informational role to a resource-based and collaborative role. This in turn would require much of the librarians' tasks to be performed collaboratively. We envisage that the knowledge-sharing capabilities of academic libraries will eventually become one of their major critical success factors.
Knowledge sharing has been the focus of research within organizations, yet very few studies have been conducted on the influence of knowledge sharing self-efficacy and cultural factors on individuals' knowledge sharing behavior. Given the unique social and cultural aspects of the Chinese community, this study aimed to examine the relationship between the internet self-efficacy, computer self-efficacy, cultural factors and knowledge sharing behavior among the Chinese. Data were collected from 135 Chinese students studying in Malaysian universities. This study included three variables relating to knowledge sharing self-efficacy (i.e., internet self-efficacy, beginning-level computer self-efficacy, and advanced-level computer self-efficacy) and three variables relating to cultural factors (that is, face-saving, face-gaining and guanxi). Results from the multiple regression analysis showed that advanced-level computer self-efficacy, face-gaining and guanxi were found to have significant and positive relationships with knowledge sharing behavior. Face-saving was reported to have a significant and negative relationship with knowledge sharing behavior. This research and its findings had resulted in both theoretical contribution and practical implications.
Increasing organizations and educational institutions have implemented virtual learning communities to encourage knowledge sharing. However, this task can not be accomplished simply by grouping people together and telling them “sharing your knowledge will make you learn better”. This research attempts to examine the factors influencing knowledge sharing from the perspective of human behavior. Theory of Planned Behavior is integrated with social network ties and empirical findings from virtual learning community literature to develop the research model. The current research model comprises eight hypotheses to explore questions of whether social network ties, learners’ attitude toward knowledge sharing, learners’ beliefs of their capabilities in performing online knowledge sharing, and subjective norms relate to knowledge sharing intention, which leads to actual behavior in a virtual learning environment. This study empirically validates the hypothesized relationships using a field survey of college students and MBA students enrolling courses conducted in a virtual learning community. Attitude, subjective norm, Web-specific self-efficacy and social network ties are shown to be good predictors of knowledge sharing intention which, in turn, is significantly associated with knowledge sharing behavior. Knowledge creation self-efficacy does not significantly impact knowledge sharing intention.
There have been many studies for knowledge sharing within the organizational communities, yet very few research has been done on the factor of internet self-efficacy affecting the individuals' knowledge sharing behavior. Drawing from the theory of planned behavior (TPB), this paper examines the relationships between the internet self-efficacy, attitude towards knowledge sharing, subjective norm, perceived behavioral control, intention to share knowledge, and knowledge sharing behavior. Survey questionnaires are administered to 301 university students. Results indicate that the internet self-efficacy significantly affect the attitude towards knowledge sharing. Intention to share knowledge is predicted with more favorable attitude towards knowledge sharing, subjective norm, and perceived behavioral control. Intention to share knowledge also significantly influences the individuals' actual knowledge sharing behavior. This paper concludes with a discussion of research implications of the study.
We examined the mediating effects of optimism and self-efficacy in the relationship between transformational leadership and knowledge sharing in a Chinese context. Survey data were collected from 365 participants employed by 80 Chinese firms. The findings indicated that self-efficacy and optimism—2 dimensions of an individual’s psychological capital— mediated the relationship between transformational leadership and knowledge sharing highlighting the importance of practicing transformational leadership to influence employees’ positive psychological capital so that they engage in knowledge collecting and knowledge donating. We discuss theoretical and managerial initiatives in the fields of psychology and organizational behavior, to help managers of firms promote knowledge sharing among employees in their organization. © 2018 Scientific Journal Publishers Limited. All Rights Reserved.
Purpose
The purpose of this research is to explore how current implementation of KM practices, KM processes and KM-centred strategies among Malaysian R&D firms contribute to improving their knowledge quality. In addition, the KM practices investigated are supported by ways of how the R&D firms are motivated to share knowledge and what are the constraints inhibiting such sharing.
Design/methodology/approach
A total of 320 questionnaires were disseminated to Malaysian R&D firms and the response rate was 47 per cent. Descriptive analysis such as percentage, mean values and indexes were used to analyse the data.
Findings
Overall, the findings reflect the nature of R&D firms as knowledge-intensive organisations. KM practices show that there is a very high tendency of implementation of knowledge exploration and knowledge exploitation activities. In all, 90 per cent of more firms have implemented the three KM processes with constructing new knowledge appears to be the most implemented process. Knowledge-centred culture scores the highest overall mean, followed by leadership and HR practices.
Practical implications
This study provides an identification of KM practices that serves as a starting point for R&D managers to determine the gaps and appropriate actions to collectively achieve the desired R&D results and national innovation.
Originality/value
This study serves as a careful examination in exploring the extent to which KM practices, KM processes and KM-centred strategies are implemented in improving the knowledge quality in the Malaysian R&D firms. It helps R&D firms to frame their KM activities to drive the capability of creating and retaining a greater value onto their core business competencies.
Purpose
The purpose of this paper is to examine the critical success factor of tacit knowledge-sharing behavior among the academic staff of higher learning institutions.
Design/methodology/approach
A total of 200 questionnaires were distributed among the academic staff of higher learning institutions in Bangladesh. Collectively, 150 usable responses were returned. Apart from descriptive statistics, this research applied confirmatory factor analysis (CFA) and structural equation modeling (SEM) to assess the measurement model and test the research hypotheses.
Findings
The findings from this empirical examination show that all the Big Five personality traits affect tacit knowledge-sharing behavior among the academic staff of higher learning institutions, except conscientiousness personality trait. However, the role of motivation, self-efficacy and mutual trust are also playing a significant role in tacit knowledge-sharing behavior. The CFA, SEM analysis confirmed the proposed conceptual model with a good model fit.
Research limitations/implications
The findings of this research contribute to the understanding of the role of personality traits and other antecedents which play a significant role for the academic staff tacit knowledge-sharing behavior which are interesting for policymakers and authorities of higher learning institutions. As there was no sampling frame, the researchers applied convenient sampling technique in choosing the respondents.
Originality/value
This research plays a pioneering role where it contributes to the growing literature on the relationships between personality traits and other factors to construct a model for the tacit knowledge behavior by considering academic staff of higher learning institutions from a developing country’s perspective.
Purpose
The purpose of this paper is to examine the direct and indirect relationships between individual-related factors and environmental-related factors with the knowledge sharing behaviour through the mediating role of self-efficacy among successful farmers in selected states in Malaysia.
Design/methodology/approach
The research used survey method and included 241 participants from Johor, Negeri Sembilan and Selangor. The analysis was conducted using the partial least square structural equation modelling to achieve the research objectives.
Findings
The findings indicate that individual-related factors (e.g. enjoyment in helping others, training and prior experience) and environmental-related factors (e.g. social support and trust) have significant influence on the knowledge sharing behaviour. The results also reveal that self-efficacy mediates the relationships between prior experiences (individual-related factor), social support, trust (environmental- related factor) and the knowledge sharing behaviour.
Practical implications
Agriculture officers should emphasize on farmers’ personal and social factors to encourage the knowledge sharing behaviour among the agriculture communities of successful farmers.
Originality/value
The research yields a theoretical framework that outlines the potential of six key factors in explaining the knowledge sharing behaviour among successful farmers. The factors can be considered in developing structured knowledge-sharing programs.
The prevalence of the computer-mediated environment and the Internet have led to the emergence of social network sites. Social network sites have not only changed the way people communicate and share knowledge with one another, but have also created socialnomics and social commerce. Previous studies on social networks have focused on user behavior and mostly adopted an exploratory approach. In contrast, this article develops a holistic model that incorporates three facets of social capital (structural, cognitive, and relational) as determinants of users' knowledge sharing behavior and examines the mediating roles of users' psychological safety and knowledge sharing self-efficacy. The proposed structural equation model is empirically tested with survey data from 439 Facebook users in Taiwan. The results show that cognitive social capital exerts the strongest positive impact on Facebook users' knowledge sharing behavior and that knowledge sharing self-efficacy indeed plays a mediating role. The findings provide important insights for both theory and practice.
The purpose of this study was to explore the structural relationships between knowledge sharing behaviors (KSB), academic self-efficacy (ASE) and sense of community (SoC) of university students in e-learning community. The study was carried out with students who joined Facebook learning community that was created for the Computing I course which was taught with blended learning method. Data were collected from 316 university students by utilizing three self-report instruments: KSB scale, ASE scale (sub-scales: ‘social status’, ‘cognitive applications’ and ‘technical skills’) and classroom community (CC) scale (sub-scales: ‘connectedness’ and ‘learning’). The path analyses with structural equation modeling (SEM) further verified that students’ KSB were related to their ASE and SoC in e-learning community. The results of the study revealed that the ASE and SoC of the students positively affect their KSB. And in terms of sub-scales, the connectedness to the community, learning perception in the community, the self-efficacy of the students on the cognitive applications in the courses and their social status in the community positively affect KSB. However, students’ self-efficacy perceptions on their technical skills affect KSB positively but its affect size was smaller compared to other sub-scales. Further research studies and implications are presented and discussed.
E-Öğrenme Topluluğunda Bilgi Paylaşım Davranışları: Akademik Öz-Yeterlik Ve Topluluk Hissinin Rolünü Keşfetmek
Bu araştırmanın amacı, e-öğrenme topluluğundaki üniversite öğrencilerinin, bilgi paylaşım davranışları (BPD), akademik öz-yeterlikleri (AÖ) ve topluluk hisleri (TH) arasındaki yapısal ilişkileri incelemektir. Araştırma, harmanlanmış öğrenme yöntemi ile yürütülen Bilgisayar I dersi için oluşturulan Facebook öğrenme topluluğuna katılan öğrenciler üzerinde gerçekleştirilmiştir. Araştırmanın verileri 316 üniversite öğrencisinden öz bildirime dayalı üç veri toplama aracı kullanılarak elde edilmiştir: Bilgi paylaşım davranışları ölçeği, akademik özyeterlik ölçeği (alt ölçekleri: 'sosyal statü', 'bilişsel uygulamalar' ve 'teknik beceriler') ve sınıf topluluğu ölçeği (alt ölçekleri: 'bağlılık' ve 'öğrenme') olmak üzere üç öz-raporlamaya dayalı veri toplama aracı kullanılarak 316 üniversite öğrencisinden veri toplanmıştır. Yapısal eşitlik modellemesi (YEM) ile yapılan yol analizleri, e-öğrenme topluluğundaki öğrencilerin BPD'sinin AÖ ve TH'leriyle ilişkili olduğunu doğrulamıştır. Araştırmanın sonuçları, öğrencilerin AÖ ve TH'lerinin BPD'yi olumlu etkilediğini ortaya koymuştur. Alt ölçekler açısından bakıldığında; topluluğa bağlılık, toplulukta algılanan öğrenme, öğrencilerin derslerdeki bilişsel uygulamalar üzerindeki öz yeterliği ve topluluktaki sosyal statülerinin BPD'yi olumlu etkilediği görülmüştür. Bununla birlikte, öğrencilerin teknik becerileri üzerindeki öz-yeterlik algıları BPD'yi olumlu etkilemekle birlikte, diğer alt ölçeklere kıyasla etki büyüklüğünün daha küçük olduğu görülmüştür. Araştırma bulguları, uygulamalar ve gelecek araştırmalar için sunulmuş ve tartışılmıştır.
Anahtar Kelimeler: Bilgi paylaşımı, E-öğrenme toplulukları, Akademik öz-yeterlik, Topluluk hissi
Based on the theory of reasoned action, this study is focused on an individual's behavior of knowledge sharing with respect to information systems/information technology (IS/IT) by investigating their attitude towards knowledge sharing. Three variables, namely extrinsic motivation, absorptive capacity and channel richness, were examined as influential factors affecting people's attitude towards knowledge sharing. A structural survey was conducted to test the relationships between attitude and the three variables. The results show that extrinsic motivation imposed no impact on an individual's attitude towards knowledge sharing while the other two factors played a significant part. The results are consistent with the psychological theories and we showed the applicability of the theories in the case of knowledge sharing.
Purpose
– The purpose of this paper is to examine the impact mechanism of organizational culture (OC) on Enterprise Resource Planning (ERP) user’s explicit and tacit knowledge-sharing behavior in the context of enterprise systems usage.
Design/methodology/approach
– Drawing from social cognitive theory, the authors developed a comprehensive model that integrates OC, computer self-efficacy and employees’ knowledge-sharing behaviors. In total, 343 valid questionnaires were collected from ERP users of 115 firms and structural equation modeling technique was used to test the model.
Findings
– Empirical results suggest that hierarchical culture that focusses on efficacy and uniformity is positively related with employees’ explicit knowledge sharing; group culture that focusses on trust and belonging is positively related with employees’ tacit knowledge sharing, and their relationship is fully mediated by employees’ computer self-efficacy. In addition, computer self-efficacy also partially mediates the relationship between rational culture and employees’ knowledge sharing.
Practical implications
– This study provides guidelines for top managers to enhance employees’ computer self-efficacy and facilitate employees’ knowledge-sharing behavior by developing appropriate type of OC.
Originality/value
– This study unpacks the mediating mechanism between OC and knowledge sharing, and contributes to the academic research of knowledge management in the context of enterprise systems assimilation.
Purpose
– This paper’s aim is to inspect the influence of trust, motivation and rewards on knowledge-sharing attitudes among secondary and higher secondary students in Bangladesh.
Design/methodology/approach
– A sample of 200 Bangladeshi students from secondary and higher secondary-level educational institutions in Dhaka city participated in this study. Data were analysed using exploratory factor analysis followed by confirmatory factor analysis and structural equation modelling techniques.
Findings
– The findings suggested that trust variables play a significant role in encouraging knowledge-sharing behaviour among the students.
Practical Implications
– This research also provides a guideline to teachers and policymakers on enhancing a knowledge-sharing environment among secondary and higher secondary-level students.
Originality
– This paper is a pioneer in understanding knowledge-sharing patterns among secondary and higher secondary students in a developing country such as Bangladesh.
Purpose
– This study aims to find the role of demographic variables in knowledge sharing among teachers in senior high schools. The relationship between demographic variables and knowledge sharing has not been clearly established in the existing literature.
Design/methodology/approach
– The survey research design was used as a methodology for the study. The participants of the study were senior high school teachers. These participants were selected using convenience sampling technique. Questionnaire was used as instrument for data collection. Data were anaylsed using descriptive statistics and multiple regression.
Findings
– The study found that male teachers share more of their knowledge than female teachers. Additionally, first degree holders were found to share their knowledge more than Higher National Diploma holders.
Originality/value
– This study has established the relationship between demographic variables and knowledge sharing among senior high school teachers in Ghana.
Purpose – The study sets out to examine the influence of individual factors (enjoyment in helping others and knowledge self-efficacy), organizational factors (top management support and organizational rewards) and technology factors (information and communication technology use) on knowledge sharing processes and whether more leads to superior firm innovation capability. Design/methodology/approach – Based on a survey of 172 employees from 50 large organizations in Taiwan, this study applies the structural equation modeling (SEM) to investigate the research model. Findings – The results show that two individual factors (enjoyment in helping others and knowledge self-efficacy) and one of the organizational factors (top management support) significantly influence knowledge-sharing processes. The results also indicate that employee willingness to both donate and collect knowledge enable the firm to improve innovation capability. Research limitations/implications – Future research can examine how personal traits (such as age, level of education, and working experiences) and organizational characteristics (such as firm size and industry type) may moderate the relationships between knowledge enablers and processes. Practical implications – From a practical perspective, the relationships among knowledge-sharing enablers, processes, and firm innovation capability may provide a clue regarding how firms can promote knowledge-sharing culture to sustain their innovation performance. Originality/value – The findings of this study provide a theoretical basis, and simultaneously can be used to analyze relationships among knowledge-sharing factors, including enablers, processes, and firm innovation capability. From a managerial perspective, this study identified several factors essential to successful knowledge sharing, and discussed the implications of these factors for developing organizational strategies that encourage and foster knowledge sharing.
Purpose
The purpose of this paper is to investigate the influence of technological creativity for sports and knowledge sharing on individual performance, and to analyze the correlation among creativity for sports technologies, knowledge sharing, and individual performance, via the mediating effect of athletes' self‐efficacy.
Design/methodology/approach
This study selected 250 current athletes, including tennis players, track and field athletes, volleyball players, etc. as the subjects. Statistical methods, such as Cronbach's α, factor analysis, Pearson's correlation, regression analysis, and path analysis, were used to perform analyses.
Findings
It was found that among the technological creativity for sports, athletes' creativity and analytic capacity had significant positive influence on task performance and team performance in athletes' individual performance. In other words, the improvement in athletes' self‐efficacy may improve their creativity and level of technological capacity, which further improves team performance and task performance.
Originality/value
For coaches it is necessary to constantly strengthen athletes' self‐efficacy and provide them with the space for the development of creativity and technological capacity in order to specifically improve their athletic performance. This study integrated relevant theories of technological creativity with those of self‐efficacy to investigate issues regarding improvements in athletes' performance. At present, there is a lack of relevant studies on technological creativity for sports. The research results can serve as a reference to future studies for continuous clarification of investigations into technological creativity for sports.
There has been a growing interest in examining the factors that support or hinder one's knowledge sharing behavior in the virtual communities. However, still very few studies examined them from both personal and environmental perspectives. In order to explore the knowledge sharing behaviors within the virtual communities of professional societies, this study proposed a social cognitive theory (SCT)-based model that includes knowledge sharing self-efficacy and outcome expectations for personal influences, and multi-dimensional trusts for environmental influences. The proposed research model was then evaluated with structural equation modeling, and confirmatory factor analysis was also applied to test if the empirical data conform to the proposed model.
The success of knowledge management initiatives depends on knowledge sharing. This paper reviews qualitative and quantitative studies of individual-level knowledge sharing. Based on the literature review we developed a framework for understanding knowledge sharing research. The framework identifies five areas of emphasis of knowledge sharing research: organizational context, interpersonal and team characteristics, cultural characteristics, individual characteristics, and motivational factors. For each emphasis area the paper discusses the theoretical frameworks used and summarizes the empirical research results. The paper concludes with a discussion of emerging issues, new research directions, and practical implications of knowledge sharing research.
The influence of organization structure, culture, and information technology on the knowledge sharing capabilities of public organization is presented. A knowledge is a central resource of government service, effective knowledge sharing in the public sector is a significant public management challenge for providing excellence in the public service. The creation of knowledge sharing capabilities in public organizations requires dissemination of individuals employees' work-related experiences and collaboration between individuals and between subsystems of the organization. The combining or integrating knowledge in different parts or the organization reduces redundancy, enhances consistent representation, and improves efficiency.
Knowledge sharing (KS) has been received increasing attention and view as a strategic tactic and knowledge management system
(KMS) can play a value-added role in these activities. However, does KMS quality can enhance the knowledge sharing performance
without considering other factors? For this reason, we not only take KMS quality as the given antecedent, but also take KMS
self-efficacy and knowledge self-efficacy as precedent. Furthermore, we verify the attitude toward KS to understand its mediate
effect in the model. Knowledge sharing is an emergent trend in real business practices. This study is catering to this trend
and attempts to build a model capturing the dynamic of team collaboration and its consequences on intention to knowledge sharing.
The results from this study expect to shed light on future KM research and offer practical guidelines for practitioners.
Since the explosion and popularity of learning virtual communities, Internet has increased as a new and important channel for undergraduate students to acquire necessary knowledge and efficient learning methods. Based on the empirical literature and the nature of virtual community, this study proposed a series of research hypotheses and a theoretical model. Studentspsila self-efficacy (computer self-efficacy and Internet self-efficacy), outcome expectations (personal outcome expectation and community-related outcome expectation) and their relationship to knowledge sharing were introduced. The research was conducted with undergraduate students through questionnaire and analysis methods to test all the proposed research hypotheses. And research model was evaluated with structural equation modeling. Results of this empirical study indicated that computer self-efficacy, Internet self-efficacy and personal outcome expectation positively affect undergraduate studentspsila knowledge sharing in learning virtual communities. However, community-related outcome expectation has no significant effect on knowledge sharing. Finally, conclusion and implications of these findings were also discussed.
The present research explains members’ intention to continue sharing knowledge in a virtual community in terms of knowledge
self-efficacy and satisfaction. The research model was tested with the current users of a virtual professional community (Hong
Kong Education City) and was accounted for 32% of the variance. Both knowledge self-efficacy and satisfaction play an important
role in explaining members’ intention to continue sharing knowledge. The findings contribute to the foundation for future
research aimed at improve-ing our understanding of user continuance behavior in virtual communities.
Professional virtual communities (PVCs) bring together geographically dispersed, like-minded people to form a network for knowledge exchange. To promote knowledge sharing, it is important to know why individuals choose to give or to receive knowledge with other community members. We identified factors that were considered influential in increasing community knowledge transfer and examined their impact in PVCs. Data collected from 323 members of two communities were used in our structural equation modeling (SEM). The results suggested that norm of reciprocity, interpersonal trust, knowledge sharing self-efficacy, and perceived relative advantage were significant in affecting knowledge sharing behaviors in PVCs. The knowledge contributing and collecting behaviors were positively related to knowledge utilization. Furthermore, while the collecting behavior had a significant effect on community promotion, the influence of contributing behavior on community promotion was limited.