Purpose -This paper seeks to determine attitudes that impact on knowledge transfer between academics (university teaching and research staff) employed in today's competitive, technology-based university setting.Design/methodology/approach -The study generated a rich set of data by conducting, first, an exploratory, qualitative study followed by a confirmatory, quantitative study. Through this process, an initial list of 402 attitudes to knowledge transfer was derived which was narrowed to 75 for the quantitative survey which, through factor analysis, was further reduced to 24 variables. The 24 variables were grouped into four factors for which trust and motivation are more relevant to the knowledge provider and absorptive capacity and knowledge regeneration for the receiver.Findings -High levels of agreement were found for the propositions that senior academics lacked compensation for mentoring activities, and hence, the motivation to transfer knowledge, and that a heavy teaching load prevented the absorption of transferred knowledge. By contrast, disagreement was found with the propositions that an elderly age impeded the transfer of knowledge or adapting to new ways of transferring knowledge.Practical implications -From the responses obtained it was possible to identify those rated highly and from which conclusions could be drawn that may assist the university concerned to improve knowledge transfer among its academic staff. Compensation to senior academics for their time and effort was seen as the most important pre-requisite for knowledge transfer. A reduction in teaching loads and the range of expectations to which academics are subjected would also facilitate knowledge transfer as would increasing academics' use of ICT and ability to assess its effectiveness, as well as recognising that knowledge transfer during social interactions may ameliorate the lack of knowledge transfer in the more formal, technology-based environment.Originality/value -The paper identifies key attitudes of academics to transferring knowledge to colleagues in the changing work place at universities in which academics are expected to perform at a high level in diverse activities and use technology to maximise their efficiency and effectiveness.

2 Tsiknakis M, Katehakis DM, Orphanoudakis SC. An open, component-based information infrastructure for integrated health information networks.

The advent of mobile devices has provided a new direction to the current models of elearning. While current models warrant students to access educational resources using a desktop computer with Internet technology, mobile devices extend the concept to directing educational resources to students" devices and added a new dimension of "anyhow", realizing mobility. This research looks at the tertiary students view point to understand how mobile technology can be utilized in an effective and efficient manner in order to realize educational strategies. Students" opinions were extracted using a focus group discussion and the preliminary results are reported in this paper.

This research paper provides preliminary findings on views expressed by users regarding the use of Electronic Patient Journey Boards (EPJBs) in Queensland Health. Initial data were collected through a qualitative approach in order to understand the views of health professionals regarding EPJBs. This was achieved through interviews, brainstorming sessions and focus groups held with healthcare professionals who have used the EPJB and those who will be using EPJBs in the future. These qualitative data were analysed through the lens of three key critical variables, namely people, processes and technology. The preliminary findings show that these three variables are critical for the success of the use and implementation of EPJBs in the healthcare domain. Furthermore, this research paper was also able to identify factors that will have a significant influence on the implementation of a technology in a healthcare setting. This study is limited t o Queensland Health and needs further research to test the findings of the study, in order to apply the findings more generally. The analysis of data provides an initial blueprint for the implementation of EPJBs more widely.

The drive to understand and to improve the adoption of self-service, technology-based teaching and dynamic learning environments has created interest in recent years. Owing to the availability, flexibility and convenience of wireless devices, learning/training programs appear to be providing benefits to instructors and students alike. Over the years, wireless technologies have improved communication capabilities, videoconferencing, data management and live discussion forums. The reduction in the cost of hardware and Internet services and the increased capabilities of wireless devices in conjunction with the capabilities of the World Wide Web are popular among students and academics. While universities, Technical and Further Education colleges and other training providers realise the potential role played by wireless technologies in dynamic learning environments, users of those technologies have indicated conflicting outcomes, claiming a failure of wireless technologies in learning environments. What appear to be consistent factors in the success or failure of such technologies is the context in which these applications are used, the specific applications for learning and teaching, infrastructure and change management. The literature indicates that sophisticated applications and features are constantly being developed for the wireless learning environment. Australian institutions are using wireless technologies for specific objectives in educational environments, but the adoption of those technologies is a complex and technical process. This exploratory research reports outcomes of a preliminary discussion with students about the influence of wireless technologies on learning purposes. The prime focus of the discussion was to extract themes that can identify factors that have an impact on the adoption of wireless technologies in learning environments in order to develop an initial conceptual model.