Who engages in explicit knowledge creation after graduation? Evidence from the alumni impact survey of a large Canadian public university

Yang, Jinli; Roy, Stephannie C.; Goel, Vivek

doi:10.1080/03075079.2020.1732907

Cited by 5 publications

(4 citation statements)

References 60 publications

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“…Results indicated that an alumnus who engages in a higher level of knowledge sharing is likely to contribute a higher level of citizenship behaviors, which, in turn, leads to higher level of coproduction behaviors. Consistent with previous studies, resources are shared to produce new valuable resources such as knowledge creation (Madrigal, 2020;Yang et al, 2020).…”

Section: Theoretical Implicationsupporting

confidence: 59%

“…Belongingness is not directly related to coproduction behavior. Knowledge sharing and citizenship play intermediary roles in driving coproduction behaviors, which can help to shape a competent alumni network (Yang et al, 2020). To reduce the number of "lurkers," recipients of free content and benefits and to increase contributors (Ruthotto et al, 2020) to the community, past positive legacy attachment should be served as resource conservation (Eury et al, 2017) enabling a dynamic coevolution of social relations (Tröster et al, 2018).…”

Section: Theoretical Implicationmentioning

confidence: 99%

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Capture coproduction behavior in networking alumni communities: Progress from platform belongingness, knowledge sharing, and citizenship behavior

Bui

Jeng

2021

JEC

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Purpose The purpose of this study is to investigate coproduction behavior in networking alumni communities via the progress from platform belongingness, knowledge sharing and citizenship behavior. Alumni networking communities have emerged as valuable assets for conserving institutional resources, supporting members and contributing new resources for alumni-institutional professional development. However, the previous literature has not yet captured the explicit processes by which these contributions are made. Design/methodology/approach Data from 711 respondents selected from an alumni collaboration network were subjected to structural equation modeling analysis. Findings The study explored resource conservation (belongingness) as the primary relational mechanism for alumni to share their instrumental resources (knowledge sharing), supporting resources (citizenship behavior) and competent resources (coproduction behavior). Knowledge sharing and citizenship behavior act as intermediate agents to trigger coproduction behavior. The authors show how subjective norm, group norm and trust is regarded as a tool to reduce bonding intrusiveness (i.e. the intrusive side-effects of a bond) and moderate the indirect effect of belongingness on coproduction and the direct effect of citizenship on coproduction. Research limitations/implications By applying attachment theory, conservation of resources theory and digital platform networking perspectives, this study describes major implications for designing inspiring and compatible community platforms. Practical implications Guidance is provided for improving sustainable alumni communities through citizenship-sharing and coproduction behavior. Social implications Online alumni communities are regarded as resource conservators, which can result in valuable coproduction, via the sharing of knowledge, expertise and skillsets to create profit for a range of institutions and industries. Originality/value Alumni networking platforms encourage alumni cohesiveness, stimulate knowledge exchange and improve professionalism.

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Section: Theoretical Implicationsupporting

confidence: 59%

Section: Theoretical Implicationmentioning

confidence: 99%

Capture coproduction behavior in networking alumni communities: Progress from platform belongingness, knowledge sharing, and citizenship behavior

Bui

Jeng

2021

JEC

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“…Confirmed high intellectual potential of employees (scientists and lecturers) [3,40] The ability to use intellectual potential from the business environment through graduates [59] Employees' acceptance of the value of the free exchange of knowledge for the development of education and science [42,60] Academic competition among faculty staff [36] Processes Conducting research and educational programs in a large number of fields [61] Diverse approaches to forming and supporting creative teams and projects Priority for fulfilling the public mission of science and education [35] Integration and intensive interaction with external communities [3,40] Strict regulation and control by public authorities of HE [62] Technologies External content sources: digital libraries, databases Scattered internal sources of content: teaching materials, scientific reports, regulations, etc.…”

Section: Peoplementioning

confidence: 99%

A knowledge management system in the strategic development of universities

Dneprovskaya¹,

Shevtsova²

2023

Bus. Inform.

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The purpose of this study is a conceptual description of the implementation of knowledge management systems (KMS) as a mechanism for universities’ strategic development. Knowledge management (KM) practice from around the world proved the positive influence of KMS on productivity of educational institutions. The theoretical provisions and concept for KMS are determined based on an analysis of international experience of KMS use in higher education (HE). Theoretical provisions consist of 1) the staff activities as an object of KM and knowledge because of these activities, 2) the specificity of HE restrains a transfer of the KM mechanism from business to HE, and 3) the uniqueness of each university determines the structure and content of KMS for strategic development. The KM process in HE is reflected in the Socialization-Externalization-Combination-Internalization (SECI) model, where each stage contains a list of staff activities and a set of digital services. The novelty of the KM process model in HE is that knowledge flows in a wave, not a spiral. In this motion, knowledge passes from uncodified to partly codified and codified form. The study demonstrates that knowledge can go the from stage of partly codified to uncodified for revision, and knowledge flow can stop at any stage. The advantage of the concept we designed is the ability to control the flow of knowledge before it takes the codified form of a document. The digital environment for KM first allows management to control faculty activities at the initial stage of uncodified knowledge through measurement of activities, and then to estimate the knowledge flow itself. The gathered indicators help to make decisions to motivate or restrain faculty. The university management gets a complete picture of faculty activities with knowledge and the intensity of knowledge flow in training courses and educational programs.

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“…New knowledge can be generated in several ways. However, human creativity and innovation have been always the limelight of knowledge creation, where all the data and information need to be organized and analyzed by personnel to become new knowledge (Nonaka, 1994;Yang et al, 2020). On the other hand, Memon (2015) brought up an interesting argument regarding the influence of the higher echelon during the knowledge creation process that could impact the processes, especially in relation to policies and decisions.…”

Section: Knowledge Creationmentioning

confidence: 99%

Evaluating knowledge creation processes in the Royal Malaysian Navy (RMN) fleet: Personnel conceptualization, participation and differences

Rusland

Jaafar

Sumintono

2020

Cogent Business & Management

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This article analyses the Royal Malaysian Navy (RMN) fleet personnel's responses to survey questionnaire items on the knowledge creation processes, in order to identify the current extent of processes within the fleet. Through knowledge creation, new knowledge is created, starting with the discovery of knowledge and eventually, new and additional knowledge creation. Saving this created knowledge from dissipating is crucial to remain relevant. Hence, a survey was conducted on 214 of the fleet's personnel utilizing the Knowledge Creation Process SECI Model. The results revealed that knowledge creation processes are being practised in the fleet. However, the extent varied and most of the RMN fleet personnel participated at a moderate level in the processes. Socialization and internalization process dimensions are more actively utilized than externalization and combination process dimensions in knowledge creation within the fleet. Respondents with different demographic profiles had differences in their opinions, perceptions, and attitudes towards the knowledge creation processes. This needs to be looked into further since a sophisticated fleet with state-of-the-art inventories

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Who engages in explicit knowledge creation after graduation? Evidence from the alumni impact survey of a large Canadian public university

Cited by 5 publications

References 60 publications

Capture coproduction behavior in networking alumni communities: Progress from platform belongingness, knowledge sharing, and citizenship behavior

Capture coproduction behavior in networking alumni communities: Progress from platform belongingness, knowledge sharing, and citizenship behavior

A knowledge management system in the strategic development of universities

Evaluating knowledge creation processes in the Royal Malaysian Navy (RMN) fleet: Personnel conceptualization, participation and differences

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