Knowledge Sharing Relation to Competence, Emotional Intelligence, and Social Media Regarding Generations

Obermayer-Kovács, Nóra; Csepregi, Anikó; Kővári, Edit

doi:10.4018/978-1-5225-1642-2.ch013

Cited by 2 publications

(1 citation statement)

References 36 publications

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“…Results showed that TS positively influence the ICT competencies, which approves our hypothesis H3. Previous studies show that TS positively affect ICT competencies (Shieh and Yu, 2016;Obermayer et al, 2017). Dede (2008) explored the relationship between TS and ICT competencies.…”

Section: Discussionmentioning

confidence: 99%

Fostering ICT Competencies in Blended Learning: Role of Curriculum Content, Material, and Teaching Strategies

et al. 2022

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The study examined the direct and indirect influence of information communication technology (ICT)-integrated curriculum content, material, and teaching strategies on ICT competencies of students in blended learning. The ICT-integrated teaching strategies were used as a mediator in between the relationships of curriculum content, material, and ICT competencies. We used a survey questionnaire containing 26 items on the variables of research in this study. The data were collected from six universities in the Hunan Province of China. The target population consisted of undergraduate students of blended learning. In total, 486 participants participated in the study. Partial least squares-structural equation modeling (PLS-SEM) was applied to measure the relationships among variables. The results revealed that there were significant and positive relationships among ICT-integrated curriculum content, material, teaching strategies, and ICT competencies of students. Furthermore, it was also revealed that ICT-integrated teaching strategies in blended learning mediated the relationships in between ICT integrated curriculum content, material, and ICT competencies. It was concluded that the effective curriculum content, curriculum material, and teaching strategies are the critical predictors of ICT competencies. Moreover, teaching strategies worked as an intervening factor between the curriculum content, curriculum material, and ICT competencies. The practical implications and directions for future research are also presented in this study.

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Section: Discussionmentioning

confidence: 99%

Fostering ICT Competencies in Blended Learning: Role of Curriculum Content, Material, and Teaching Strategies

et al. 2022

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Emerging trends in data analytics and knowledge management job market: extending KSA framework

Chang

Wang

Hawamdeh

2019

JKM

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Purpose This paper aims to investigate emerging trends in data analytics and knowledge management (KM) job market by using the knowledge, skills and abilities (KSA) framework. The findings from the study provide insights into curriculum development and academic program design. Design/methodology/approach This study traced and retrieved job ads on LinkedIn to understand how data analytics and KM interplay in terms of job functions, knowledge, skills and abilities required for jobs, as well as career progression. Conducting content analysis using text analytics and multiple correspondence analysis, this paper extends the framework of KSA proposed by Cegielski and Jones‐Farmer to the field of data analytics and KM. Findings Using content analysis, the study analyzes the requisite KSA that connect analytics to KM from the job demand perspective. While Kruskal–Wallis tests assist in examining the relationships between different types of KSA and company’s characteristics, multiple correspondence analysis (MCA) aids in reducing dimensions and representing the KSA data points in two-dimensional space to identify potential associations between levels of categorical variables. The results from the Kruskal–Wallis tests indicate a significant relationship between job experience levels and KSA. The MCA diagrams illustrate key distinctions between hard and soft skills in data across different experience levels. Practical implications The practical implications of the study are two-fold. First, the extended KSA framework can guide KM professionals with their career planning toward data analytics. Second, the findings can inform academic institutions with regard to broadening and refining their data analytics or KM curricula. Originality/value This paper is one of the first studies to investigate the connection between data analytics and KM from the job demand perspective. It contributes to the ongoing discussion and provides insights into curriculum development and academic program design.

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Knowledge Sharing Relation to Competence, Emotional Intelligence, and Social Media Regarding Generations

Cited by 2 publications

References 36 publications

Fostering ICT Competencies in Blended Learning: Role of Curriculum Content, Material, and Teaching Strategies

Fostering ICT Competencies in Blended Learning: Role of Curriculum Content, Material, and Teaching Strategies

Emerging trends in data analytics and knowledge management job market: extending KSA framework

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