Impact of personal and cultural factors on knowledge sharing in China

Huang, Qian; Davison, Robert M.; Gu, Jibao

doi:10.1007/s10490-008-9095-2

Cited by 235 publications

(237 citation statements)

References 39 publications

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“…Social exchange theory evaluates the cost and the perceived benefit before engaging in exchange behavior (Huang, Davison, & Gu, 2008;L. F. Liao, 2008).…”

Section: Reciprocal Relationshipsmentioning

confidence: 99%

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Affiliation, Reciprocal Relationships and Peer Pressure in Knowledge Sharing in Public Universities in Malaysia

Goh¹,

Sandhu²

2013

ASS

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The aim of this study was to examine the influence of some dimensions of social capital toward knowledge sharing intention. The theoretical framework and measurement tool was derived based on the three factors of social capital dimension (sense of affiliation, reciprocal relationships and peer influence) and knowledge sharing intention. A survey was conducted and obtained a total of 235 valid respondents. The theoretical model was examined using structural equation modeling. The findings confirm that employees with high sense of affiliation and reciprocal relationships are more willing to conform to social pressure in sharing their knowledge. The results also confirm that peer pressure in the public institution will result to higher propensity in knowledge sharing among colleagues and peers.

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“…Social exchange theory evaluates the cost and the perceived benefit before engaging in exchange behavior (Huang, Davison, & Gu, 2008;L. F. Liao, 2008).…”

Section: Reciprocal Relationshipsmentioning

confidence: 99%

“…If the cost is higher than the benefit, one would not participate in the action. Social exchange theory involves several social elements, such as social relationship, loyalty and commitment, and these are not being identified in the economic benefit (Huang et al, 2008;L. F. Liao, 2008).…”

Section: Reciprocal Relationshipsmentioning

confidence: 99%

Affiliation, Reciprocal Relationships and Peer Pressure in Knowledge Sharing in Public Universities in Malaysia

Goh¹,

Sandhu²

2013

ASS

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“…Subjective Norm refers to a person's perception of normative beliefs (e.g., perceived pressures and motivation to pursue) and how most people who are important to him/her think he/she should or should not perform the behavior in question (Fishbein & Ajzen, 1975, p. 302;Huang, Davison, & Gu, 2008). According to TRA, a person's performance of a specified behavior is determined by his or her Behavioral Intention (BI) to perform the behavior, and BI is jointly determined by the person's Attitude towards using and Subjective Norm concerning the behavior in question.…”

Section: Subjective Norms (Sn)mentioning

confidence: 99%

Determinants of Intention to Use eLearning Based on the Technology Acceptance Model

Punnoose¹

2012

JITE:Research

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Executive SummaryThe purpose of this study was to find some of the predominant factors that determine the intention of students to use eLearning in the future. Since eLearning is not just a technology acceptance decision but also involves cognition, this study extended its search beyond the normal technology acceptance variables into variables that could affect the cognition of an individual due to his or her unique characteristics.The variables in the literature of technology acceptance studies can be classified broadly into 5 categories. They are Individual Differences, Beliefs, Attitude, Behavioral Intention, and Actual Behavior. Since the Technology Acceptance Model (TAM) is the most widely used model to study the acceptance of technology, this study adopted TAM and further extended it based on the recommendations from the literature of information systems and information technology.It can be said that eLearning is in the 'Early Adopters' stage in the academic sector and at the 'Early Majority' stage in the corporate sector of the innovation diffusion process. Individual differences are among the external variables said to influence the belief variables in TAM. The research intent is to understand what individual differences can be observed as the characteristics of early adopters of eLearning. Personality traits are one of the predominant measures of individual differences. This study employs the big five personality trait measures to measure the personality types of individuals engaged in eLearning and how they influence their decision to further engaging in eLearning. The variables of the research model are categorized into individual differences, beliefs and behavior. Apart from the TAM variables, i.e., Perceived Ease of Use (PEU) and Perceived Usefulness (PU), this study has incorporated Perceived Enjoyment (PE) which is a measure of intrinsic motivation and Subjective Norms (SN) into the beliefs variables category.This research was conducted among the master degree students of eLearning programs at a University in Thailand. There are 750 students who have completed or are currently enrolled in these programs at the university. The students comprise both Thai national and international students. A total of 249 usable questionnaires were collected. The respondents studied in eLearning master degree programs from a total of 26 different countries with majority of the respondents (83 percent) residing in Thailand. Most of the respondents (67 percent) had no prior experience with eLearning and the majority (64 percent) of respondents were females. Compared to the females, the males enjoyed eLearning more and expressed stronger intentions to use eLearning in the future.Respondents with prior eLearning expeMaterial published as part of this publication, either on-line or in print, is copyrighted by the Informing Science Institute. Permission to make digital or paper copy of part or all of these works for personal or classroom use is granted without fee provided that the copies are not made or distributed for ...

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“…Participants feel that they lose face if they share low-quality knowledge in networks. Losing face cost is a sociological perception of feeling embarrassment and disrespect in society (Huang et al 2008). This result is consistent with Ardichvili et al (2003) who found that users of online knowledge sharing communities are concerned about their own face during active participation.…”

Section: Perceived Costsmentioning

confidence: 99%

Employees’ participation in electronic networks of practice within a corporate group: perceived benefits and costs

Sedighi

Lukosch

Splunter

et al. 2017

Knowledge Management Research & Practice

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Employees' participation in electronic networks of practice within a corporate group: perceived benefits and costs Sedighi, M.; Lukosch, S.; van Splunter, S.; Brazier, F.M.T.; Hamedi, M.; van Beers, C. General rightsIt is not permitted to download or to forward/distribute the text or part of it without the consent of the author(s) and/or copyright holder(s), other than for strictly personal, individual use, unless the work is under an open content license (like Creative Commons). Disclaimer/Complaints regulationsIf you believe that digital publication of certain material infringes any of your rights or (privacy) interests, please let the Library know, stating your reasons. In case of a legitimate complaint, the Library will make the material inaccessible and/or remove it from the website. Please Ask the Library: http://uba.uva.nl/en/contact, or a letter to: Library of the University of Amsterdam, Secretariat, Singel 425, 1012 WP Amsterdam, The Netherlands. You will be contacted as soon as possible. Abstract This paper explores benefits and costs of knowledge exchange perceived by individuals in connected electronic networks of practice (ENoP) in a corporate setting. The results of 25 semi-structured interviews show 9 perceived benefits and 5 perceived costs to be of importance for knowledge exchange. Altruism and reciprocity are the two main perceived benefits from the knowledge providers' perspective; problem solving is the main perceived benefit from the knowledge seekers' perspective. Five perceived costs are identified for both knowledge seekers and knowledge providers; time and effort are the most frequently cited.

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Impact of personal and cultural factors on knowledge sharing in China

Abstract: Knowledge sharing, Guanxi orientation, Face saving, Face gaining, Theory of reasoned action, Social exchange theory,

Cited by 235 publications

References 39 publications

Affiliation, Reciprocal Relationships and Peer Pressure in Knowledge Sharing in Public Universities in Malaysia

Affiliation, Reciprocal Relationships and Peer Pressure in Knowledge Sharing in Public Universities in Malaysia

Determinants of Intention to Use eLearning Based on the Technology Acceptance Model

Employees’ participation in electronic networks of practice within a corporate group: perceived benefits and costs

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