Knowledge sharing behaviour of postgraduate students in University of Malaya

Isika, Nwakego Ugochi; Ismail, Maizatul Akmar; Fauzi, Ali

doi:10.1108/el-02-2012-0021

Cited by 16 publications

(5 citation statements)

References 18 publications

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“…The TPB posits that the stronger the perceived social pressure, the greater the intention to perform a specific behaviour. However, some studies have reported a lack of statistical significance between subjective norm and behavioural intention (Isika et al, 2013;Jolaee et al, 2014). On the other hand, other studies have found a significantly positive influence of subjective norm on behaviour (Ajzen, 1991;Samad, 2018).…”

Section: Subjective Norm Towards Environmental Knowledge and Intentio...mentioning

confidence: 98%

“…The TPB has been used to determine knowledge sharing behaviour among postgraduate students. For instance, Isika et al (2013) conducted a study to examine if collaborative attitude and subjective norm impact knowledge sharing behaviour among postgraduate students in Malaysia. The results reveal that only subjective norm exerts a significantly positive impact, while the prediction of attitude on knowledge sharing behaviour is unsupported.…”

Section: Literature Reviewmentioning

confidence: 99%

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The determinants of environmental knowledge sharing behaviour among accounting educators: a modified theory of planned behaviour

Abd-Mutalib

Jamil

Mohamed

et al. 2023

IJSHE

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Purpose This study aims to explore the determinants of environmental knowledge sharing behaviour among accounting educators through the lens of an extended theory of planned behaviour (TPB). Design/methodology/approach A total of 95 accounting educators responded to a questionnaire survey. The data comprising information on attitude, subjective norm, perceived behavioural control, possession of environmental knowledge and locus of control, as exogenous latent variables and intention to share and environmental knowledge sharing behaviour as endogenous latent variables, were analysed using the SmartPLS modelling technique. Besides the survey, interviews were conducted for triangulation purpose. Findings Except for subjective norm, all hypotheses are supported. The findings from the interviews reveal that environmental knowledge sharing activities have put educators in a peculiar position in terms of sharing environmental knowledge, as carrying out environmental activities has not been taken seriously and also seen as not the norm among the faculty members. Research limitations/implications This study focuses on accounting educators from five Malaysian public universities and deepens the understanding of their behaviour in sharing their environmental knowledge. Practical implications This study provides findings that can be useful for higher education institutions to strategize themselves in delivering environmental sustainability awareness in campus, which may enhance their efforts towards achieving sustainable development. Social implications This study provides findings that there is a need to inculcate environmental knowledge sharing among educators. Such knowledge sharing may generate good environmental norms, which may result in better environmental awareness. Originality/value This paper contributes to the literature by exploring the main determinants of accounting educators’ environmental knowledge sharing behaviour and extending the TPB by considering two additional variables.

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Section: Subjective Norm Towards Environmental Knowledge and Intentio...mentioning

confidence: 98%

Section: Literature Reviewmentioning

confidence: 99%

The determinants of environmental knowledge sharing behaviour among accounting educators: a modified theory of planned behaviour

Abd-Mutalib

Jamil

Mohamed

et al. 2023

IJSHE

View full text Add to dashboard Cite

show abstract

“…Knowledge sharing is an important behavior for students’ learning and professional development (Majid and Panchapakesan, 2015). But the motivational factors may be different for students than professionals working in an organizational setting (Isika et al, 2013). Measuring knowledge sharing behavior of students has remained the topic of interest of many researchers as Yuen and Majid (2007) reported a positive attitude of knowledge sharing by the undergraduate students of Singapore.…”

Section: Literature Review and Hypotheses Developmentmentioning

confidence: 99%

Knowledge Sharing through Social Networking Sites (SNSs): A Study of Pakistani Research Students

Hashmi

Soroya

Mahmood

2021

Information Development

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The present study investigated the knowledge-sharing behavior of library and information management researchers, using the lens of the theory of planned behavior. The study is quantitative and adopted a survey questionnaire as a data collection technique. The snowball sampling technique was considered suitable to recruit respondents to the study. Data were analyzed with the help of SPSS (20.0) and the ADANCO (2.0.1). The research findings confirm that subjective norms and perceived behavioral control have a significant impact on intentions to share knowledge, whereas knowledge sharing intentions have a statistically significant positive impact on knowledge sharing behavior through SNS among postgraduate students. Attitude towards knowledge sharing directly triggers knowledge sharing practices through social media networking sites. Intentions to share knowledge do not mediate the relationship of attitude and knowledge sharing behavior. The theory of planned behavior has widely been used to measure knowledge-sharing behavior in different sectors. However, the relationship between attitude, subjective norms, perceived behavior control, intentions to share knowledge within the domain of social media is explored first time in this study, particularly in the context of the library and information science post-graduate students.

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“…KC is the process of "the generation, development, implementation, and exploitation of new ideas" (Mitchell and Boyle, 2010) and affects organizational factors such as organizational performance (Sin et al, 2015), innovation Bergendahl and Magnusson, 2015;Nguyen et al, 2016) and organizational success (Song and Kolb, 2009). The literature review shows that most researchers have focused on knowledge management generally and knowledge sharing specifically in higher education (Parirokh et al, 2008;Sohail and Daud, 2009;Ugochi Isika et al, 2013;De Bem et al, 2016;Bhusry and Ranjan, 2012;Tippins, 2003;Raj Adhikari, 2010), and limited attention has been paid to the influencing factors of KC specifically (Mitchell and Boyle, 2010;Yi and Jayasingam, 2012). Hence, this section briefly reviews some of the most important studies relating to the factors that affect KC at both personal and organizational level in educational settings, especially universities.…”

Section: Literature Reviewmentioning

confidence: 99%

Factors that enable knowledge creation in higher education: a structural model

Thani

Mirkamali

2018

DTA

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Purpose Knowledge is recognized as a valuable asset and universities are in search of a new strategy that allows them to build their knowledge and experience. To achieve this goal, it seems essential to find the factors associated with knowledge creation (KC) in universities. There is currently no comprehensive model that delineates the relationships between personal, institutional and support-related factors of KC. The purpose of this paper is to gain a better understanding of the factors that affect KC in higher education institutions. Design/methodology/approach This is an explanatory mixed methods approach that consists of qualitative and quantitative stages. In the qualitative phase, 14 authorities on KC were interviewed and the data yielded were subjected to content analysis. A model and hypotheses were then formulated and a questionnaire was developed to test these. The questionnaire was submitted to faculty members of Tehran University. Questionnaire data were was analyzed using structural equation and partial least squares with the aid of SmartPLS. Findings The results showed three main categories of KC factors: institutional, personal and support. A total of 19 sub-factors were identified within these main categories. According to the results, social capital (path coefficient=0.84) had the strongest correlation with the institutional; basic skills for KC (path coefficient=0.92) had the strongest correlation with the personal, and information and library resources (path coefficient=0.95) had the highest correlation with the support aspect of KC. Originality/value The study uses a multidimensional approach to test the effect of factors on KC, and can contribute to organizations (especially universities) through developing a more comprehensive model of KC. This research may lead to guidelines for universities, using Tehran University as a case study, which give more attention to the main factors of KC and improve and develop the KC process.

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Knowledge sharing behaviour of postgraduate students in University of Malaya

Cited by 16 publications

References 18 publications

The determinants of environmental knowledge sharing behaviour among accounting educators: a modified theory of planned behaviour

The determinants of environmental knowledge sharing behaviour among accounting educators: a modified theory of planned behaviour

Knowledge Sharing through Social Networking Sites (SNSs): A Study of Pakistani Research Students

Factors that enable knowledge creation in higher education: a structural model

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