This study examines the impacts of psychological empowerment and subjective norm on knowledge sharing in organizations, and the moderation effects aroused by power distance. Quantitative data from 567 valid questionnaires are collected by survey from a large company. The results demonstrate that subjective norm and psychological empowerment are positively associated with attitude toward knowledge sharing. Moreover, the findings further suggest that power distance undermines the influence of psychological empowerment on knowledge sharing but strengthens the effect of motivation to comply. Both theoretical and practical implications are discussed.

Pool film boiling was studied by visualized quenching experiments on stainless steel spheres in water at the atmospheric pressure. The surfaces of the spheres were coated to be superhydrophobic (SHB), having a static contact angle greater than 160 deg. Subcooled conditions were concerned parametrically with the subcooling degree being varied from 0 °C (saturated) to 70 °C. It was shown that film boiling is the overwhelming mode of heat transfer during the entire course of quenching as a result of the retention of stable vapor film surrounding the SHB spheres, even at very low wall superheat that normally corresponds to nucleate boiling. Pool boiling heat transfer is enhanced with increasing the subcooling degree, in agreement with the thinning trend of the vapor film thickness. The heat flux enhancement was found to be up to fivefold for the subcooling degree of 70 °C in comparison to the saturated case, at the wall superheat of 200 °C. A modified correlation in the ratio form was proposed to predict pool film boiling heat transfer from spheres as a function of the subcooling degree.

A Q&A community typically employs various types of external incentives to motivate knowledge contribution from their community members. This study aims to examine the effects of different external incentives, which are conceptualized as different types of motivational factors, on community participants’ sustained knowledge contribution. Drawing on motivation crowding theory, the present study proposes that different motivators interact and jointly influence knowledge contribution behavior. The panel data were collected from a Chinese Q&A community by using the Python Scrapy crawler, and the Poisson regression model with fixed effects was used to validate the integrative model. The results revealed that generalized reciprocity and social learning undermined the effect of online attractiveness on sustained knowledge contribution, whereas peer feedback strengthens this effect. The findings contribute to the extant research on sustained contribution behavior and provide practical insights into sustaining virtual communities.

This study examines the mechanisms underlying the relationship between motivation and massive open online course (MOOC) learning intention, and the contextual moderators that affect this mechanism. Drawing on motivational theory and the related literature, this study investigates how motivation affects students’ intention to learn with MOOCs and the related meditation and moderation effects. The findings of our study show that both extrinsic and intrinsic motivations have a significant influence on intention to learn with MOOCs. In addition, the results also suggest that the relationship between extrinsic motivation and intention to learn is mediated by the technology fit perceived by learners but not the relationship between intrinsic motivation and intention to learn. Furthermore, the relationships between both extrinsic and intrinsic motivation and intention to learn are moderated by subjective norms. This study enriches the extant literature on the impact of technology fit and subjective norms on MOOC learning. Few studies have focused on how students can be effectively encouraged to take MOOCs. Given the lack of theoretical and empirical research, this study developed a theoretical model and conducted an empirical study to fill the research gap.

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