With the rise of Web 2.0, microblogging has become a widely accepted phenomenon for sharing information. Moreover, the Twitter platform has become the tool of choice for universities looking to increase their digital footprint. However, scant research addresses the viability of microblogging as a tool to facilitate knowledge creation practices among higher education students. This paper proposes a model to explain how students, as digital natives, leverage the features of the Twitter microblogging for the transfer of knowledge. Finally, the paper examines the dark side of Twitter as a privacy-leaking platform and issues a call to higher institutions for specific security policies to prevent nefarious use.

Adoption of social media systems (SMS), proprietary microblogging platforms in particular, for the purposes of information sharing has been increasingly on the rise among corporations. While Twitter is the preferred microblogging tool by the general public, there is scant research to address its viability as a conduit to facilitate knowledge creation among corporate users. As a result, this conceptual paper explores seven crucial Twitter features and derives to seven propositions that demonstrate how microblogging can enable knowledge creation among employees within shared knowledge domain.

Success of organizational projects depends on leaders who are capable of determining not only the critical factors that lead to project success, but also applying leadership practices to sustain successful project practices. This study explores research on project success across multiple domains with the intent to identify a set of leadership competencies that lead to successful project initiatives. The results of the study identify a host of leadership skills that align to four leadership styles: equitable, servant, collaborative, and transformative. A leadership framework is proposed to associate the competencies to the styles.

Community engagement is essential for building smart cities. While leaders who participate in community leadership development programs create engaged communities, there is a gap in literature on the role leadership programs play in the formation of engaged communities. This conceptual paper examines the relationship between collaborative leadership and leadership development programs in order and their role in fostering engaged communities. Recommendations for future research on building effective leadership programs are proposed.

Knowledge management (KM) literature identifies numerous barriers that inhibit employees' knowledge sharing practices. Presently, there is a research gap that examines what factors promote such barriers and their direct impact on knowledge seeking and knowledge contributing behaviors via information and communication technologies (ICTs). To bridge the gap, a content analysis study of 104 KM articles identified three contributors to common KM barriers. A proposed causal model based on the contributors was tested using structural equation modeling technique on the responses collected from 314 ICT users. The results demonstrate that role conflict, role ambiguity, and locus of control predicted knowledge seeking and knowledge contributing behaviors via ICTs.