Social capital and knowledge sharing in academic research teams

García-Sánchez, Paola; Díaz, Nieves Lidia Díaz; Pérez, Petra De Saá

doi:10.1177/0020852316689140

Cited by 47 publications

(43 citation statements)

References 54 publications

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“…Knowledge sharing is a bi-directional process, in which group or team members exchange, modify, and re-use ideas and information, based on mutual trust (Chen & Hung, 2010;Garcia-Sánchez, Diaz-Diaz, & De Saá-Pérez, 2017). Trust creates and helps maintain exchange relationships, which may encourage knowledge sharing (Alstyne, 2005;Droege & Hoobler, 2003;Hsu & Lin, 2008).…”

Section: Personal and Community Outcome Expectations In Lcsmentioning

confidence: 99%

“…Unlike lecture-centred approaches that focus on instruction, in LCs, the focus is on social interactions, collaboration, and knowledge sharing (Majid & Wey, 2009). As previously mentioned, according to Tinto (2000), knowledge sharing is a central facet of LCs: When students mutually exchange study-related information, ideas, and expertise (Garcia-Sánchez et al, 2017), it can contribute to the competence of individual students or the learning community as a whole.…”

Section: Social Capital In Lcsmentioning

confidence: 99%

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Beyond grades: developing knowledge sharing in learning communities as a graduate attribute

Brouwer

Jansen

2018

Higher Education Research & Development

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The ability to share knowledge is an important attribute that students develop in learning communities (LCs), enabling them to succeed in their education and careers. Insufficient research addresses the development of such knowledge sharing in LCs though, including whether it aligns with students' success (i.e., grades). To address this gap, the current study investigates various determinants of knowledge sharing and their effects on student success. Survey data from 183 psychology students measure altruism, trust, belongingness (community identification), perceived social interaction, and attitudes toward and expectations of the benefits of knowledge sharing. A path analysis shows that trust affects the expected personal and community benefits of knowledge sharing indirectly, through students' general attitudes toward knowledge sharing. Altruism, trust, and belongingness affect the personal benefits of knowledge sharing indirectly through social interaction. No significant relation emerges with first-year study success. Knowledge sharing as added attribute does not appear aligned with study success measured by individual course grades. ARTICLE HISTORY

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Section: Personal and Community Outcome Expectations In Lcsmentioning

confidence: 99%

Section: Social Capital In Lcsmentioning

confidence: 99%

Beyond grades: developing knowledge sharing in learning communities as a graduate attribute

Brouwer

Jansen

2018

Higher Education Research & Development

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“…Nowadays, public universities must confront a great variety of challenges, among others, globalization of competition, decrease in governmental financial aid, changing demands from society, and creation and capture of the benefits reaped from innovation ambidexterity (IA)organizational activities devoted to pursuing exploitation and exploration simultaneously (He & Wong, 2004;Smith & Tushman, 2005;Heavey & Simsek, 2014) - (García-Sánchez et al, 2019;De Saá-Pérez et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

Internal networking and innovation ambidexterity: The mediating role of knowledge management processes in university research

Cabeza-Pullés

Fernández‐Pérez

Roldán-Bravo

2020

European Management Journal

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This article focuses on public organizations to contribute to research on knowledge management processes, a field that until recently has focused primarily on private entities. Specifically, we analyse the mediating role of knowledge transfer and knowledge absorption in the relationship between the internal networking created in university research groups and innovation ambidexterity. Based on six hypotheses, the conceptual model is tested through a structural equations model with mediation effects. The data analysed come from 249 directors of Spanish public university research groups. The results show that the internal networking formed in university research groups has a positive and significant relationship to knowledge transfer and knowledge absorption, but we obtain different results for the relationship between knowledge transfer and knowledge absorption in the presence of innovation ambidexterity.Only knowledge absorption has a positive and significant influence on innovation ambidexterity. The most interesting results involve the mediating role of knowledge absorption in the relationship between internal networking and innovation ambidexterity. These results support the conclusion that directors of university research groups should promote development of knowledge absorption processes in order to stimulate innovation ambidexterity and thus to achieve ambidextrous innovative performance.

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“…In today's research environment, collaboration and knowledge sharing are a necessity (Garcia‐Sánchez, Diaz‐Diaz, & De Saá‐Pérez, ). Although several institutions invest huge sums of money into the acquisition of software, databases and networking infrastructure, the attainment of effective knowledge sharing continues to be a challenge, especially tacit knowledge.…”

Section: Persuasive Social Features and Knowledge Sharingmentioning

confidence: 99%

Persuasive social features that promote knowledge sharing among tertiary students on social networking sites: An empirical study

Wiafe

Koranteng

Owusu

et al. 2020

Computer Assisted Learning

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Persuasive system features have been widely adopted to encourage attitude and behaviour change. Recently, most social networking sites (SNS) adopt some form of persuasive system features that leverage social influence to deliberately induce prescribed behaviours in their users. However, studies on how these features can be used to promote knowledge sharing are inadequate; particularly, regarding how SNS that have been developed solely for academic purposes can adopt these features to promote knowledge sharing. To address this knowledge gap, this study integrates constructs from the social capital theory and persuasive systems design model to investigate the impact of persuasive social features on knowledge sharing among students of tertiary institutions on academic social networking sites. Data are quantitatively gathered from 218 respondents from tertiary institutions and statistically analyzed. The results suggest that perceived dialogue support and perceived social support have strong influences on knowledge sharing behaviour.

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Social capital and knowledge sharing in academic research teams

Cited by 47 publications

References 54 publications

Beyond grades: developing knowledge sharing in learning communities as a graduate attribute

Beyond grades: developing knowledge sharing in learning communities as a graduate attribute

Internal networking and innovation ambidexterity: The mediating role of knowledge management processes in university research

Persuasive social features that promote knowledge sharing among tertiary students on social networking sites: An empirical study

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