Knowledge sharing in multicultural organizations: evidence from Pakistan

Abstract

PurposeTaking higher educational institutes (HEIs) operating in Islamabad metropolitan, and Pakistan as research context, the purpose of this paper is to identify the antecedents of knowledge sharing behavior (KSB) and to check their causal effect in perspective of culturally diverse academic staff. In addition, the authors suggest certain policies for HEIs that can raise knowledge sharing practices in multicultural environment.Design/methodology/approachIt is a cross-sectional study, quantitative in nature, and has used a self-administered questionnaire for data collection. With proportionate stratified random sampling technique, 278 academic employees working in three faculties from six public sector universities operating in Islamabad metropolitan have recorded their responses. This research also applied confirmatory factor analysis and structural equation modeling to examine the proposed hypothesis of this inquiry.FindingsThe empirical results indicate significant and positive effect of cultural diversity management, interpersonal trust, and leader-empowering behavior on KSB, whereas knowledge technology has insignificant effect on KSB of culturally diverse academic staff. Moreover, proposed model has explained 54 percent variation in endogenous construct.Practical implicationsThe present research aids academic leadership in designing policies and strategies to enhance knowledge sharing among faculty members and to create a supportive knowledge sharing culture.Originality/valueThis study fills the empirical gap that exists in literature by exploring the antecedents and their effect on KSB of multicultural academic staff associated in public sector HEIs in Islamabad metropolitan, Pakistan.

New Trends of Intelligent E-Marketing and Consumer Buying Behaviour: A Study of Selected Universities in Osun State, Nigeria

“…Finally, 225 (60%) questionnaires were retained for further analysis. Meanwhile, confirmatory Factor Analysis (CFA) validates the instrument by assessing the constructs in terms of reliability, validity, and uni-dimensionality (Raza &Awang, 2020;Awang et al, 2015;Saunders & Lewis, 2012). Having done with the exploratory factor analysis (EFA) procedure, the field study was carried out using a set of construct items.…”

“…Furthermore, the field study data were used to validate the construct's measurement model. Considering CFA, the reliability of instruments is primarily examined using composite reliability (CR) index, while construct validity that happens to be the key validity measure in CFA is comprised of convergent and discriminant validity (Raza &Awang, 2020).…”

Providing a framework for knowledge sharing in knowledge-based organizations according to social capital indicators

“…On the other hand, it should be noted that although it is generally accepted that knowledge exists in individuals, this does not mean that knowledge is independent of content and contextual elements. The application and sharing of knowledge always take place in the shadow of the elements of specific physical contexts and the mental models of the people involved in this transfer (Raza & Awang, 2020). That is why knowledge can be recognized by the fact that it is inherently social and content (Dabić et al, 2020).…”

Knowledge-sharing practices in higher educational institutes of Islamabad, Pakistan: an empirical study based on theory of planned behavior

“…During the past two decades knowledge sharing in perspective of higher education had been widely discussed (Fullwood et al, 2013;Aslam et al, 2015;Muqadas et al, 2016;Ramjeawon and Rowley, 2017;Al-Kurdi et al, 2018;Farrukh et al, 2019). Although many studies concentrated on knowledge-sharing issues of multicultural staff (Zhang et al, 2014;McGrane, 2016;Raza et al, 2019;Raza and Awang, 2020), but there was limited research that debated the knowledge-sharing problems of public sector multicultural staff (Bhatti et al, 2018;Raza and Awang, 2020).…”

“…First, staff present in public sector HEIs of Islamabad hoard knowledge due to their personal interests, influences, powers, promotion opportunities and for authorities (Bibi and Ali, 2017). Second, knowledge transference has enormously been influenced by cross cultural features which aggravate knowledge-sharing problems in multicultural organizations of Pakistan (Raza et al, 2019;Raza and Awang, 2020). Present research concentrated on knowledge-sharing behaviors (KSB) of multiracial nonacademic staff affianced in public sector HEIs of Islamabad, Pakistan.…”