Relationship between self-efficacy and knowledge sharing: systematic review

Abstract

Purpose The purpose of this paper was to systematically collect and review the research studies that provide empirical evidence regarding the existence of relationship between self-efficacy and knowledge sharing or influence of self-efficacy on sharing of knowledge. Design/methodology/approach The studies were collected through searching in Google Scholar, Scopus, ProQuest Dissertations and Theses, LISTA (Library, Information Science and Technology Abstracts) and Web of Science. All types of studies, except books, were selected for review. Time limitation was not applied. Findings It can be concluded from majority of reviewed studies that self-efficacy influenced knowledge sharing. This systematic review also establishes that majority of reviewed studies confirmed existence of relationship (positive) between variables self-efficacy and knowledge sharing. Research limitations/implications A language limit was applied, and only English language studies were reviewed. Originality/value This review is first of its kind that systematically collected and reviewed the studies that examined the relationship between self-efficacy and knowledge sharing. This paper is also first in terms of a study which systematically collected and reviewed studies that investigated impact of self-efficacy on sharing of knowledge. Findings of current research paper will be helpful for organizations striving to implement a knowledge-sharing culture. Similarly, this study will also help the readers in understanding the ways to improve their knowledge-sharing practices and learning.

The explanatory power of social cognitive theory in determining knowledge sharing among Saudi faculty

“…Faculty knowledge sharing self-efficacy influences their personal expectations of knowledge sharing [ 36 , 37 ]. Heightened knowledge sharing self-efficacy makes faculty more likely to demonstrate their skills, abilities, and knowledge through translating their tacit knowledge into documented explicit knowledge through knowledge sharing activities, which gives them a positive feeling about themselves and their confidence in their own fields [ 38 , 39 ]. Elevated self-efficacy in knowledge sharing among faculty encourages faculty to help others who may be in need of knowing some type of information, which is translated in knowledge sharing activities that give the faculty a good feeling of being an amicable contributor to his/her field, team, department or the community [ 38 ].…”

“…Heightened knowledge sharing self-efficacy makes faculty more likely to demonstrate their skills, abilities, and knowledge through translating their tacit knowledge into documented explicit knowledge through knowledge sharing activities, which gives them a positive feeling about themselves and their confidence in their own fields [ 38 , 39 ]. Elevated self-efficacy in knowledge sharing among faculty encourages faculty to help others who may be in need of knowing some type of information, which is translated in knowledge sharing activities that give the faculty a good feeling of being an amicable contributor to his/her field, team, department or the community [ 38 ]. Knowledge sharing self-efficacy among faculty enhances faculty’s perceptions about their odds of obtaining some benefits linked to their career development since they are likely to share all kinds of knowledge they have with others, who are likely to reciprocate back by giving tangible rewards for the knowledge sharing behaviors performed by the faculty [ 40 ].…”

“…This increases their practice of knowledge collection [ 45 ]. Knowledge sharing self-efficacy equips faculty with more resistance to time and situational constraints that could interfere with their commitment to knowledge collection preparing for knowledge sharing activities [ 38 , 46 ]. Self-efficacy also awards faculty’s the ability to tolerate errors, mistakes and inefficiencies associated with information collection and documentation [ 47 ].…”

“…Self-efficacy also awards faculty’s the ability to tolerate errors, mistakes and inefficiencies associated with information collection and documentation [ 47 ]. Self-efficacy gives faculty the quality of incremental improvement in data, information and knowledge collection given their high perseverance rate for withstanding all obstacles involved in knowledge sharing activities [ 38 ]. The argument purported above gives emergence to the following hypothesis.…”

“…Furthermore, faculty who believe that knowledge sharing activities will make them more marketable within their organizations or fields to assume future leadership positions will likely donate knowledge gesturing their collaborative and cooperative executive skills and styles [ 52 , 55 ]. In addition, faculty who perceive knowledge sharing as an enhancing activity for their personal development, as well as those involved within their own field are more likely to donate knowledge to contribute to the common good of the team, group, or the field at large [ 38 ]. What follows from the current discussion is the hypothesis spelled out below.…”