Engaging students in group work to maximise tacit knowledge sharing and use

Analoui, Bejan David; Sambrook, Sally; Doloriert, Clair

doi:10.1016/j.ijme.2013.08.002

Cited by 16 publications

(9 citation statements)

References 36 publications

(35 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This was facilitated by the fact that students worked with people they have a good connection with and who are accommodated in places closer to their place of residence. Most students prefer to work with peers who are academically good, even though they are not friends, they chose them because of a fear of losing marks (Analoui, Sambrook & Doloriert, 2014) Smith and Rogers (2014) recommended that nursing programmes should include teaching methodologies that stimulate engagement, which is also part of a team work process in order to build skills required for successful team outcome. For the Namibian BNSc programme, lecturers were encouraged to use group works as teaching strategiesso that students are more prepared for team-based assessment.…”

Section: Discussionmentioning

confidence: 99%

The Group-based Assessment Approach in Nursing Education: The Perspective of Nursing Students on Group-based Assessment Process at a Namibian University

Nuuyoma

2017

IJHE

View full text Add to dashboard Cite

Group-based assessments used in the Bachelor of Nursing Science (clinical) Honours programme at a public university in Namibia are usually in the form of assignments and projects. Completing tasks in groups helps students to develop important skills like critical thinking and debating. In addition, it prepares them to work in the health-care environment where collaboration with others is required. That said, nursing students lack cooperation during the process of completing their group assignments or projects. A classroom-based research was conducted using action research as the design. The objectives were to: explore what is causing lack of cooperation during group-based assessment as perceived by nursing students, and to propose, implement and evaluate measures to improve cooperation during group-based assessment task completion.Themes that emerged as factors contributing to a lack of cooperation are: student motivation, student personal characteristics, lack of planning to approach the allocated task, student learning approaches, communication-related issues, and group composition and allocation procedures. The proposed measures of students to ensure cooperation are: selection of group leaders, determining lecturer roles in facilitating group assessment, improving communication, and involvement of students in the allocation procedures of group members.All suggestions were successfully implemented. Evaluation of measures to ensure cooperation revealed that students appreciated the group-based approach strategy given its very positive impact on their learning.

show abstract

Section: Discussionmentioning

confidence: 99%

The Group-based Assessment Approach in Nursing Education: The Perspective of Nursing Students on Group-based Assessment Process at a Namibian University

Nuuyoma

2017

IJHE

View full text Add to dashboard Cite

show abstract

“…Liking and knowledge sharing: exploring the direct relationship A study by Analoui et al (2014) showed a possible relationship between liking and knowledge sharing in a group work setting. Their study found that participants felt more at ease sharing knowledge if they felt a familiarity with their co-workers (Analoui et al, 2014). Labianca and Brass (2006) found that feelings of dislike hampered the willingness to share information.…”

Section: Trust and Knowledge Sharingmentioning

confidence: 99%

Does political self-disclosure in social media hamper tacit knowledge sharing in the workplace?

Yudhistira

Sushandoyo

2020

VJIKMS

View full text Add to dashboard Cite

Purpose The purpose of this is to explore recipients’ reactions to co-workers’ political self-disclosure on social media and their willingness to share tacit knowledge with the disclosers. The paper aims to understand whether political self-disclosure with dissimilar value and negative valence hampers tacit knowledge sharing among co-workers in a workplace setting. Design/methodology/approach This study applies an online survey combined with the experimental vignette methodology approach to collect respondent data. Further, the study uses the partial least squares-structural equation modelling method to analyse the 144 collected responses. Findings This study suggests that perceived content negativity towards co-workers’ political self-disclosure has a weak and significant indirect effect on recipients’ willingness to share tacit knowledge, and that perceived value dissimilarity has an insignificant indirect effect on recipients’ willingness to share tacit knowledge. Research limitations/implications This study is a cross-sectional research that was conducted at a public organisation, with a limited number of samples and non-probabilistic sampling method. Thus, the results of this study may be subject to bias, and the generalizability of the findings should be taken into consideration. Practical implications Although this study shows that political self-disclosure does not likely affect tacit knowledge sharing, senior management of an organisation is encouraged to educate their employees about the potential consequences of self-political disclosure embedded in information employees post in social media. The posted information may attract positive or negative perceptions from the recipient to the discloser. Therefore employees are expected to use social media properly and minimise the possibility of posting something that might trigger a negative perception or emotion from their co-workers. Originality/value Sharing topics related to political self-disclosure on social media potentially hampers tacit knowledge sharing in organisations and is relatively rare in the knowledge management literature. In particular, the existing literature bases its studies on private sector organisations. Furthermore, the empirical evidence of this study is based on an Indonesian public sector organisation, which is also relatively rare in the literature.

show abstract

“…While there are multiple debates, which consider the conceptualisation of knowledge, the tacit/explicit distinction is the most practical and common (Pathirage et al 2007), with this particular typology having already been applied within a pedagogic context (Analoui et al 2014). Where students view the purchase of knowledge as a product, they are more than likely holding to a conceptualization of explicit knowledge.…”

Section: Consumerisation In Higher Educationmentioning

confidence: 99%

Consumerisation in UK higher education business schools: higher fees, greater stress and debatable outcomes

et al. 2017

View full text Add to dashboard Cite

For many UK higher education business schools, the continued recruitment of UK, EU and international students is crucial for financial stability, viability and independence. Due to increasingly competitive funding models across the sector, many institutional leaders and administrators are making decisions typical of highly marketised consumer environments. Thus, this paper explores academics' perceptions of the impact of consumerisation in UK higher education business schools. To achieve this, 22 business school academics were interviewed within three UK higher education institutions (HEIs) in the North of England. Participants had a minimum of three years teaching experience. Data was analysed using template analysis taking an interpretive approach. The findings indicate that academics perceived the introduction of tuition fees to have been the catalyst for students increasing demonstration of customer-like behaviour: viewing the education process as transactional, with the HEI providing a 'paid for' service. It is argued that these changes in UK higher education have created tensions between university leaders and academics, creating genuine dilemmas for those with decision-making responsibilities who must balance academic integrity and long-term institutional financial viability.High Educ (2018) 76:85-100

show abstract

Engaging students in group work to maximise tacit knowledge sharing and use

Cited by 16 publications

References 36 publications

The Group-based Assessment Approach in Nursing Education: The Perspective of Nursing Students on Group-based Assessment Process at a Namibian University

The Group-based Assessment Approach in Nursing Education: The Perspective of Nursing Students on Group-based Assessment Process at a Namibian University

Does political self-disclosure in social media hamper tacit knowledge sharing in the workplace?

Consumerisation in UK higher education business schools: higher fees, greater stress and debatable outcomes

Contact Info

Product

Resources

About