Knowledge sharing and the theory of planned behavior: a meta-analysis review

Daily knowledge sharing at work: the role of daily knowledge sharing expectations, learning goal orientation and task interdependence

Knowledge sharing is vital for organizational success. Yet, most research treats it as a static behaviour, overlooking its fluctuations within individuals over time. Drawing on role theory and a cost-benefit framework, we argue that knowledge sharing expectations conveyed by supervisors and co-workers on a given day positively predict employees' actual knowledge sharing on that day. Furthermore, we propose that learning goal orientation and task interdependence - key between-person characteristics - moderate this within-person relationship. We tested these hypotheses in two preregistered 10-day diary studies among UK employees (Study 1: 557 daily surveys from 101 respondents; Study 2: 401 daily surveys from 88 respondents). The results showed that daily knowledge sharing expectations are positively related to employees' daily knowledge sharing, with the strongest effect size for co-worker knowledge sharing expectations. While perceived task interdependence did not moderate this day-level relationship, learning goal orientation showed varying moderating effects across studies: At higher levels of learning goal orientation, the positive day-level relationship was stronger in Study 1 but weaker in Study 2. Our study offers novel insights into the short-term nature of knowledge sharing and its boundary conditions, highlighting the importance of both daily knowledge sharing expectations and individual differences in shaping knowledge sharing in organizations.

The impact of teacher−student relationship on knowledge sharing among Chinese graduate students: The moderating roles of proactive personality

Introducing knowledge sharing into higher education research and exploring the internal influence mechanism of teacher−student relationship on knowledge sharing of graduate students can provide better guidance and reference for the current stage of higher education knowledge management practice. Against this background, this study built and verified a theoretical model to explore in detail the impact of teacher−student relationship on knowledge sharing of graduate students, and the moderating role of proactive personality in such process. This study collected data across two time points, and finally obtained a sample of 365 Chinese graduate students. The empirical results showed that the teacher−student relationship was positively related to knowledge sharing behavior of graduate students, and their knowledge sharing willingness partly mediated this correlation. Furthermore, the influence of teacher−student relationship on knowledge sharing willingness and behavior is positively moderated by proactive personality. Therefore, the findings of this study provide educational guidance and recommendations for promoting knowledge sharing of graduate students.

Why do academicians share knowledge? A study of higher education institutions in India

Purpose

Indian higher education institutions are diverse in nature; there are institutions with good infrastructure and resources as well as institutes that have little in terms of resources and infrastructure. Keeping in mind the relevance of knowledge sharing in academic institutions, the researchers in the present study have tried to find factors determining the knowledge sharing behavior of the academicians of different institutes in India.

Design

The researchers in the present work have expanded on extant research by demarcating factors that affect the knowledge sharing behavior of academicians. A structured questionnaire was shared through e-mail and social media groups, and a snowball approach was used to reach out to the maximum number of respondents.

Findings

The present study offers an integrated and extended theory of planned behavior (TPB) theoretical model, augmenting it with constructs such as motivation and the opportunity to share knowledge adapted from related studies. The findings of this research provide theoretical as well as practical suggestions in determining and explaining the knowledge sharing behavior of academicians.

Originality

The researchers in the present study have tried to present a shorter and more reliable scale that can be used to assess the behavioral intentions of academicians to share knowledge.

Revisiting the determinants of knowledge-sharing behavior in organizations: a meta-analytic structural equation model application

Purpose

The existing literature on knowledge-sharing (KS) behavior in the organizational context demonstrates that there is diversity, if not divergence, in understanding KS. Thus, this paper aims to integrate social cognitive theory and social exchange theory to construct a research model for determining the incentive for knowledge sharing among individuals in organizations based on past empirical results.

Design/methodology/approach

Accordingly, the methodology adopted in this study is the meta-analytic structural equation modeling based on the data gathered from 78 studies (80 samples, n = 29,318).

Findings

The most significant predictors of KSB were organizational support and social interaction ties, whereby KS intention and attitude were most optimally predicted by organizational commitment, knowledge self-efficacy, social interaction ties, organizational expectancy and reciprocal benefit. This study carried out a moderation analysis to look into potential causes of inconsistent results.

Originality/value

This meta-analysis shows the most influencing factors that trigger KSB in organizations. Moreover, this study clarifies the possible reasons for the inconsistent findings of the previous studies. Thus, it contributes to the KS literature.

The association between workplace ostracism and knowledge-sharing behaviors among Chinese university teachers: The chain mediating model of job burnout and job satisfaction

Workplace ostracism is an essential predictor of knowledge-sharing behaviors, but few studies have explored the influence of this mechanism in higher education. According to the conservation of resources theory, this study elucidated the roles of job burnout and job satisfaction as sequential mediators of the link between workplace ostracism and knowledge-sharing behaviors in a sample of 388 university teachers. The results of the study were analyzed via structural equation modeling (SEM). Higher knowledge-sharing behaviors were associated with lower workplace ostracism, lower job burnout, and more job satisfaction. Furthermore, increased workplace ostracism was associated with more job burnout, but job satisfaction was not related to workplace ostracism. The relationship between workplace ostracism and knowledge-sharing behaviors was mediated by job burnout and was sequentially mediated by job burnout and job satisfaction. These findings help to clarify the mechanisms underlying the association between workplace ostracism and knowledge-sharing behaviors in university teachers. The theoretical and practical implications of the findings are discussed.

Gellatly I, A. Richards D, Arazy O. Knowledge sharing processes and the role of attachment patterns

Purpose

Past research on the motivational processes underpinning knowledge sharing has assumed that the sharing processes are similar for all individuals. Yet, sharing is a fundamental affiliative behavior, and the sharing processes can differ between people. This study aims to propose and test a model of the moderating influence that employee attachment patterns have on the theory of reasoned action (TRA)-defined knowledge sharing processes.

Design/methodology/approach

The authors administered a questionnaire to 1,103 employees from a range of industries who participated in an online Qualtrics survey. Advanced forms for structural equation modeling and latent profile analysis were used to assess the proposed model.

Findings

The results revealed that participants in the study exhibited the latent profiles corresponding to secure, dismissive, preoccupied and fearful patterns. The preoccupied cohort had the lowest knowledge sharing behavior, yet the strongest links within the sharing process. Secure, dismissive and fearful had similar sharing levels, but the strength of the TRA-defined processes differed. These findings underscore equifinality: although sharing may be approximately equal across different attachment patterns, the fundamental processes underpinning sharing differ.

Research limitations/implications

The authors used self-report data, given that sharing attitudes, norms and intentions may not be overly amenable to ratings even from well-acquainted others. Further, the use of advanced analytical methods helps to minimize common method concerns. Additionally, causal mechanisms underscoring the TRA have been demonstrated (Ajzen and Fishbein, 2005), allowing us to explore the moderating role of attachment patterns.

Practical implications

This study speaks to the importance of considering employees’ attachment patterns, and developing comprehensive intra-organizational norms, policies and systems that support and encourage knowledge sharing from employees with a variety of attachment patterns.

Originality/value

This study uniquely contributes to knowledge sharing literatures by incorporating attachment patterns as moderators within the TRA-defined sharing processes. The authors provide important insights on the role of individuals’ attachment patterns have for knowledge sharing behaviors, but also highlight how structure of knowledge sharing differed across subgroups of employees, determined based on their dispositional attachment pattern.

Challenges of knowledge management in the public sector: evidence from the King Abdullah Award for Excellence in Jordan

Purpose

The aim of this paper is to undertake an exploration of the challenges related to knowledge management (KM) within public sector organisations in Jordan.

Design/methodology/approach

There was the adoption of a qualitative method to achieve the objective of the study, with content analysis undertaken on ten assessment reports, so the results of the content analysis could be validated. A total of 20 semi-structured interviews were conducted within the sample organisations. The sample was made up of ten public sector organisations that had participated at least twice within the King Abdullah Excellence Award with acknowledgement within their reports of failure to achieve results that were satisfactory for KM.

Findings

KM challenges identified reflect various aspects of different factors, such as organisational structure, culture, KM processes and the evaluation of KM. In practical terms, the main KM-related challenges for the Jordanian public sector are considered to be a lack of a culture of teamwork to support sharing and exchange of knowledge, lack of required documentation for the building of organisational memory needed for processes of KM, lack of training for KM, lack of clear vision and strategy for KM and lack of proper methodologies for the management of internal knowledge and weaknesses in the integration of information and data.

Originality/value

The study puts forward a conceptual model that can be used in assessing the challenges that managers face when they seek to implement KM in organisations within the public sector. The challenges of KM within the public sector have been studied widely, in general; however there is an importance to gaining better understanding of how to overcome those challenges. Compared with most of the existent studies, this particular research has offered detailed, specific insights into challenges for KM within the public sector, along with provision of a conceptual model that other researchers could use in the future.

Social Facilitators of Specialist Knowledge Dispersion in the Digital Era

The digital revolution has triggered disproportions resulting from unequal access to knowledge and various related skills, because the constituting new civilization is based on specific, high-context, and personalized professional knowledge. In response to these dependencies, and in line with the sustainability paradigm, the issue of diffusion of knowledge, especially of the professional type, is of particular importance in eliminating the increasing digital inequalities. Therefore, the main challenge is to stimulate the free dispersion of intellectual workers’ knowledge. Their openness and commitment, devoid of opportunistic and knowledge-flow restraining attitudes, are prerequisites for the development of a sustainable society (synonymous with Civilization 5.0 or Humanity 5.0). The article endeavors to verify trust as the leading factor of effective specialist knowledge exchange. Its purpose is to analyze and diagnose the components, enablers, and types of trust that affect the diffusion of specific forms of professional knowledge in different groups of organizational stakeholders treated as knowledge agents. Systematic scientific literature analysis, expert evaluation, and structured questionnaires were used to develop and verify the hypotheses. Direct semistructured individual interviews, focus-group online interviews, computer-assisted telephone interviews, and computer-assisted web interviews were also applied in the paper. The research results confirmed the assumption that reliability-based trust, built on competence-based trust and reinforced by benevolence-based trust, is the foundation of the exchange of professional knowledge. It also supported the hypotheses that this process depends on the group of knowledge agents, the dominant form of trust, as well as its enhancers and types of exchanged knowledge. Conducted explorations constitute a theoretical and practical contribution to the subject of professional knowledge exchange. They fill the research gap regarding vehicles of trust as a factor of specialist knowledge diffusion and provide general, practical guidelines in terms of shaping individual components of competence-, benevolence-, and reliability-based trust due to the type of transferred knowledge and the group of knowledge agents involved in its circulation.

Identifying and modeling the antecedents of counterproductive knowledge behavior: a three-study analysis

Purpose

This study aims to identify and classify the range of antecedents of counterproductive knowledge behavior (CKB) to provide a better understanding of their implications for addressing CKB.

Design/methodology/approach

The study includes three studies. Using meta-analysis (Study 1) and meta-synthesis (Study 2), the authors reviewed extant primary quantitative and qualitative studies to aggregate information on the antecedents of CKB identified to date. In Study 3, these antecedents were modeled schematically by using the matrix of cross-impact multiplications (MICMAC) analysis.

Findings

The meta-analysis and meta-synthesis (Studies 1 and 2) yielded 28 antecedents of CKB. These were categorized into five groups of characteristics, relating to the workplace, leadership, interpersonal, individual differences and knowledge. Then, in Study 3, the antecedents were categorized according to their interrelatedness and strength of effects (using four quadrants comprising autonomous, dependence, driving and linkage factors).

Originality/value

This study takes an integrative approach to the CKB literature, both by aggregating underlying constructs (knowledge hoarding, hiding, etc.) and in aggregating quantitative and qualitative literature. This prevents silos and integrates knowledge across a range of CKB studies. Besides, the authors reveal the relative role of antecedents by modeling them.