Impact of personal and organizational factors on knowledge sharing attitude of university teachers in Pakistan

Abstract

<jats:sec> <jats:title content-type="abstract-subheading">Purpose</jats:title> <jats:p>The purpose of this study is to examine the attitude of faculty members towards knowledge-sharing in the University of Education, Lahore. The impact of personal and organizational factors that may contribute to effective knowledge-sharing among the university’s teaching staff is also analyzed. The factors affecting the willingness of the faculty members to share knowledge are broadly classified as “organizational” and “personal” factors.</jats:p> </jats:sec> <jats:sec> <jats:title content-type="abstract-subheading">Design/methodology/approach</jats:title> <jats:p>A questionnaire-based survey was conducted on permanent teaching staff working at different campuses of the University of Education all over the province of Punjab, Pakistan. The survey instrument for this study was adapted from four studies. The questionnaires were distributed among 246 faculty members personally.</jats:p> </jats:sec> <jats:sec> <jats:title content-type="abstract-subheading">Findings</jats:title> <jats:p>The findings of the study showed that the faculty members were familiar with the importance of knowledge-sharing and were also interested in sharing their knowledge and expertise with others. The results showed that organizational factors (trust, reward system and organizational culture) played a vital role in enhancing the knowledge-sharing attitude of faculty members. The impact of these factors on knowledge-sharing attitude was significant.</jats:p> </jats:sec> <jats:sec> <jats:title content-type="abstract-subheading">Originality/value</jats:title> <jats:p>This is the very first study which explored the personal and organizational factors of knowledge-sharing in a specific academic institution from Pakistan. The findings of the research provided useful insights to the management of the University of Education particularly and other universities in general to design strategies for enhancing knowledge-sharing culture in the higher education institution. These findings may also be helpful for other developing countries.</jats:p> </jats:sec>

From Knowledge Sharing to Reflective Thinking: Using Focus Group to Promote EFL Teachers’ Reflectivity

“…Also, in this regard, research studies (e.g. Convery, 2010;Javaid et al, 2020) have acknowledged the impact of organizational trust on knowledge-sharing. Jabbary and Madhoshi (2014) also highlighted the issue and concluded that knowledge sharing happens if there are right people in the right place at the right time and added that the production of science takes place in a secure and stable environment.…”

Dampak Pengembangan Karir terhadap Kinerja Karyawan Pendidikan Tinggi Islam

“…Secara umum dalam mengukur kinerja, yang digunakan oleh para ahli di antaranya adalah kualitas pekerjaan, kuantitas pekerjaan, pengetahuan, kreativitas, efektivitas interpersonal, kerjasama, ketergantungan, inisiatif, personal, dan kemampuan beradaptasi (Matraeva et al, 2020). Menurut (Roszkowska & Melé, 2020); (Javaid et al, 2020) dan (Prasad et al, 2020) tiga faktor yang mempengaruhi kinerja: Faktor individu, adalah kemampuan, keterampilan, latar belakang keluarga, pengalaman kerja, tingkat sosial dan demografi seseorang. Faktor psikologis, adalah persepsi, peran, sikap, kepribadian, motivasi dan kepuasan kerja.…”

Chia sẻ tri thức và hành vi làm việc đổi mới của nhân viên trong ngành hàng không

“…Niềm tin sẽ góp phần nâng cao chất lượng chia sẻ tri thức (Zaqout & Abbas, 2012) và là nền tảng cho sự gắn kết quan hệ giữa các bên, ngăn chặn các hành vi cơ hội và góp phần trao đổi tri thức miễn phí (Inkpen & Tsang, 2005). Sự sẵn sàng chia sẻ tri thức với người khác sẽ tăng lên khi các nhân viên tin rằng điều đó sẽ tăng cường mối quan hệ, mở rộng phạm vi liên kết cũng như thúc đẩy hợp tác và cộng tác cho công việc trong tương lai (Javaid, Soroya, & Mahmood, 2020). Ngoài ra, Foos, Schum, và Rothenberg ( 2006) cho rằng niềm tin giữa các cá nhân sẽ thúc đẩy chia sẻ tri thức ẩn.…”

“…Phần thưởng phi tiền tệ có thể là giấy chứng nhận, sự công nhận của công chúng, sự đánh giá cao. Nhiều học giả đã công nhận tầm quan trọng của phần thưởng trong chia sẻ tri thức (Javaid et al, 2020).…”