Organizational changes, trust and information sharing: an empirical study

The effect of perceived organizational fairness on the endogenous motivation of university teachers' professional development: A study of the mediating role of trust and organizational identification

OBJECTIVE

The purpose of this study is to investigate the effects of perceived organizational fairness, organizational identity, and trust on the intrinsic motivation for the professional development of university teachers. In addition, this study aims to verify the mediating role of organizational identity and trust.

METHOD

This study adopts a quantitative research methodology to investigate the relationship between perceived organizational fairness, organizational identity, trust, and intrinsic motivation in the professional development of university teachers by constructing and validating a structural equation model.

RESULT

The study shows that perceived organizational fairness has a significant positive effect on the intrinsic motivation for the professional development of university teachers. Moreover, it validates the mediating effects of organizational identity and trust in the relationship between perceived organizational fairness and intrinsic motivation for teachers' professional development, shedding light on the psychological mechanisms underlying teachers' professional development motivation.

CONCLUSION

Organizational identity and trust not only directly influence teachers' intrinsic motivation for professional development but also serve as mediators in the relationship between perceived organizational fairness and intrinsic motivation. These findings have important implications for university management in promoting teachers' professional development and enhancing educational quality.

The information sharing among students on social media: the role of social capital and trust

Purpose

This study aims to investigate how social capital (e.g. cognitive and relational) influences students’ trust (e.g. cognitive and affective) as mediator variables, affecting students’ information sharing activity on Facebook.

Design/methodology/approach

The sample consists of 398 valid participants obtained through an online survey and using structural equation modeling (SEM) to test the research hypotheses.

Findings

The empirical results indicate that social capital has significant and positive effects on students’ trust (e.g. cognitive and affective-based trust), also mediator variables. Furthermore, the mediator variables partially mediate social capital and information sharing based on the concept of cognition-affection-behavior (CAB).

Research limitations/implications

This study was limited to Indonesian students. Therefore, future study is needed to analyze across cultures and regions. It can help practitioners, regulators and researchers to observe the dynamic behavior on the impact of social capital on social media users’ activities.

Practical implications

Education stakeholders (e.g. lecturers and teachers) can identify the students’ goal and rational concerns to improve their social capital and trust to share information. The government as a regulator needs to support students’ activities on social media to provide updated information regarding economic and social conditions during and after the COVID-19 pandemic.

Originality/value

This study contributes to the literature on virtual communities. Specifically, it considers how social capital influences trust, which subsequently affects information sharing based on the CAB context among Indonesian student’ Facebook users.