scholarly journals Mechanisms of Knowledge Sharing among Undergraduate Students in UiTM Johor

2015 ◽  
Vol 31 ◽  
pp. 903-908
Author(s):  
Suhaila Osman ◽  
Siti Nuur-Ila Mat Kamal ◽  
Mohammad Nazri Ali ◽  
Jannah Munirah Mohd Noor ◽  
Muhammad Asyraf WahiAnuar ◽  
...  
Keyword(s):  
Knowledge Sharing ◽  
Undergraduate Students

Saving Face or Sharing Personal Information? A Cross-Cultural Study on Knowledge Sharing

2006 ◽  
Vol 05 (01) ◽  
pp. 73-79 ◽  
Author(s):  
Qiping Zhang ◽  
Thippaya Chintakovid ◽  
Xiaoning Sun ◽  
Yan Ge ◽  
Kan Zhang
Keyword(s):  
Knowledge Sharing ◽  
National Culture ◽  
Undergraduate Students ◽  
Personal Information ◽  
Research Technology ◽  
Knowledge Based ◽  
Cross Cultural Study ◽  
Knowledge Based Economy ◽  
American Students ◽  
Group Members

Knowledge sharing within an organisation is increasingly important in today's fast-moving and knowledge-based economy (Chow et al., 2000, Journal of Management Accounting, 12, 65–95; Bukowitz and Petrash, 1997, Research Technology Management, 40, 24–31). This empirical study examines the interaction effects of national culture and group members' relationship (in-group/out-group) on knowledge-sharing attitude. A total of 197 Chinese undergraduate students and 111 American undergraduate students participated in the study. The first finding was that both Chinese and American students were more willing to share personal knowledge with in-group members than with out-group members. Furthermore, the results showed that same working experience between group members was more important than same national cultural background in determining people's attitude towards knowledge sharing. Another interesting finding was that Chinese participants were more willing to share personal information with an American stranger (out-group) than a Chinese stranger (in-group), while American participants showed no such difference. In summary, these findings indicate that a global organisation should take both national culture and in-group/out-group factors into consideration to facilitate knowledge sharing.

Knowledge Sharing Behavior

2012 ◽  
Author(s):  
Nor Intan Saniah Sulaiman
Keyword(s):  
United Kingdom ◽  
Knowledge Sharing ◽  
Undergraduate Students ◽  
Critical Success Factors ◽  
Success Factors ◽  
Research Area ◽  
Kuala Lumpur ◽  
Critical Success ◽  
Knowledge Sharing Behavior ◽  
Sharing Behavior

This book investigates the critical success factors of knowledge sharing behaviour among Malaysian undergraduate students. Each university has their own method in delivering knowledge to their undergraduates, but occasionally they still have to meet the students requirement and these have not achieved. In this book, the question on what makes knowledge sharing behaviour successful among two Malaysian undergraduate communities in Manchester, United Kingdom and Kuala Lumpur, Malaysia will be answered. This book is very applicable and reliable for those who are interested in knowledge sharing behaviour research area.

Knowledge Sharing Mediating Information Technology Student Innovation

2021 ◽  
pp. 645-663
Author(s):  
James Kiarie Ngugi ◽  
Leilani Goosen
Keyword(s):  
Information Technology ◽  
Knowledge Sharing ◽  
Undergraduate Students ◽  
Structural Equation ◽  
Course Design ◽  
Equation Model ◽  
Self Regulated Learning ◽  
Design Characteristics ◽  
Indirect Relationship ◽  
Sharing Behavior

Research has identified factors promoting innovative behavior (IB) among employees in organizations. However, the effect of knowledge sharing behavior (KSB), self-regulated learning (SRL), and course design characteristics (CDCs) in developing IB among information technology (IT) students in universities is not well understood. The purpose of the study was developing a structural equation model (SEM) of the drivers of IB among IT students. As very little research simultaneously explores the determinants of undergraduate students' IB, one of the study objectives is to plug the literature gap by examining how SRL and CDCs act as antecedents of IB, via the mediating action of KSB. The findings are summated in a KSB-IB SEM. The results largely support all the hypotheses and suggest a significant indirect relationship between SRL and IB, fully mediated by KSB. The indirect relationship between CDCs and IB was significantly and fully mediated by KSB. The results of the study reveal that both CDCs and SRL act as drivers of KSB and IB among IT students.

Factors Influencing Knowledge Sharing among Undergraduate Students

2011 ◽  
Vol 25 (2) ◽  
pp. 133-140 ◽  
Author(s):  
Hway-Boon Ong ◽  
Peik-Foong Yeap ◽  
Siow-Hooi Tan ◽  
Lee-Lee Chong
Keyword(s):  
Knowledge Sharing ◽  
Undergraduate Students ◽  
Knowledge Exchange ◽  
Online Communication ◽  
Information And Communications Technology ◽  
Learning Activities ◽  
Communications Technology ◽  
Self Confidence ◽  
Level Of Satisfaction ◽  
Campus Activities

Knowledge sharing can enhance learning and help to build the knowledge workforce. This paper reports on a study of knowledge sharing behaviour among undergraduate students in Malaysia. Knowledge sharing was found to be influenced by the mechanisms used, various barriers to communication and the motivations behind knowledge sharing. The mechanisms include online communication, social interaction, off-campus activities and learning activities. It was found that problems with information and communications technology (ICT), lack of self confidence, external constraints, self-centredness and social attributes can create barriers to knowledge exchange. It is concluded that the motivation to share knowledge appears to be affected by relationships, rewards and the level of satisfaction with knowledge sharing activities.

Knowledge sharing patterns of undergraduate students

2012 ◽  
Vol 61 (5) ◽  
pp. 327-344 ◽  
Author(s):  
Chong Chin Wei ◽  
Chong Siong Choy ◽  
Gan Geok Chew ◽  
Yuen Yee Yen
Keyword(s):  
Knowledge Sharing ◽  
Undergraduate Students ◽  
Sharing Patterns

Assigned Roles as a Structuring Tool in Online Discussion Groups: Comparison of Transactional Distance and Knowledge Sharing Behaviors

2018 ◽  
Vol 57 (5) ◽  
pp. 1303-1325 ◽  
Author(s):  
Ramazan Yilmaz ◽  
Fatma Gizem Karaoglan Yilmaz
Keyword(s):  
Knowledge Sharing ◽  
Undergraduate Students ◽  
Qualitative Data ◽  
Distance Perception ◽  
Online Discussion ◽  
Discussion Groups ◽  
Online Discussions ◽  
Transactional Distance ◽  
First Year ◽  
Quasi Experimental

The purpose of this study is to determine the effects of structured discussion by giving participants in online discussion groups different roles in transactional distance perception and knowledge sharing behaviors. In the study, a quasi-experimental design was utilized with pretest and posttest control groups. The study was conducted with 111 first-year undergraduate students at a university for 10 weeks. Quantitative and qualitative data collection techniques were used in the study, and the data were obtained from the Transactional Distance Scale, Knowledge Sharing Behavior Scale, and Student Opinion Determination Form. The findings indicate that online discussions carried out by assigning roles to discussion group members (starter, moderator, arguer, source searcher, and summarizer) decreased students’ transactional distance perceptions and improved knowledge sharing behaviors in online discussions. Different suggestions are offered about how to structure online discussions in accordance with the findings of the qualitative data analysis.

Knowledge‐sharing patterns of undergraduate students in Singapore

2007 ◽  
Vol 56 (6) ◽  
pp. 485-494 ◽  
Author(s):  
Ting Jer Yuen ◽  
M. Shaheen Majid
Keyword(s):  
Knowledge Sharing ◽  
Undergraduate Students ◽  
Sharing Patterns

scholarly journals Can Universities Encourage Students Continued Motivation For Knowledge Sharing And How Can This Help Organizations?

2014 ◽  
Vol 11 (3) ◽  
pp. 99-114 ◽  
Author(s):  
Nikki Shoemaker
Keyword(s):  
Knowledge Sharing ◽  
Undergraduate Students ◽  
Environmental Conditions ◽  
Learning Performance ◽  
Extrinsic Rewards ◽  
Performance Achievement ◽  
Team Projects ◽  
Natural Tendency ◽  
The Right ◽  
Team Setting

Both practitioners and researchers recognize the increasing importance of knowledge sharing in organizations (Bock, Zmud, Kim, & Lee, 2005; Vera-Muz, Ho, & Chow, 2006). Knowledge sharing influences a firms knowledge creation, organizational learning, performance achievement, growth, and competitive advantage (Bartol & Srivastava, 2002; Bock & Kim, 2002; Vera-Muz et al., 2006). However, an individuals natural tendency is to hoard knowledge rather than to share knowledge (Davenport, 1997; Ruggles, 1998). So, how can knowledge sharing be encouraged?Extrinsic rewards are believed to effectively motivate desired behaviors (Bartol & Locke, 2000). Under certain environmental conditions, extrinsic rewards are also believed to develop a more sustained motivation, called self-determined motivation, for these behaviors (Deci & Ryan, 1991). These ideas raise the following questions: (a) Do extrinsic rewards motivate students to share knowledge? and (b) How can universities encourage individuals to develop the self-determined motivation to take part in desired behaviors such as knowledge sharing?This study investigates the effect of extrinsic rewards on knowledge sharing in a team setting. It also examines whether universities can facilitate individuals continued or self-determined motivation to share knowledge using certain environmental conditions. To examine these questions, I perform an experiment with 113 undergraduate students from accounting and management classes who are working on team projects. Results suggest that specifically rewarding knowledge sharing can increase individuals knowledge-sharing behaviors and, in the right environment, their internalization of the motivation to share knowledge.

The Use of Social Media in Knowledge Sharing Case Study Undergraduate Students in Major British Universities

2019 ◽  
Vol 9 (4) ◽  
pp. 19-32
Author(s):  
Motteh Saleh Al-Shibly
Keyword(s):  
Social Media ◽  
Knowledge Sharing ◽  
Undergraduate Students ◽  
User Behavior ◽  
Organizational Factors ◽  
Perceived Usefulness ◽  
Future Research ◽  
Media Technologies ◽  
Study Results ◽  
Use Of Social Media

This study aims to investigate how the social media tools can help the exchange of knowledge between university students to build a knowledge sharing culture. The purpose of this study is to examine the influence of individual and organizational factors, social media technologies (SMT) and knowledge sharing factors, thus predicting the online user behavior towards social media knowledge-sharing. Different methods such as (PLS) were used to analyze the study results in order to consider the influence of all constructs on the framework simultaneously. Therefore, a (157) online questionnaires were collected from undergraduate students in major British universities. The results reveal that knowledge sharing behavior had five positive factors: mutual trust, reciprocity, eWOM quality, perceived usefulness and perceived online attachment motivation. Practical implications, limitations and directions for future research are also discussed.

Sign in / Sign up

Export Citation Format

Share Document