Faculty Perceptions Of Knowledge Sharing Behavior

Abstract

Knowledge sharing is recognized as being important activities in many organizations, including in universities. One main reason why knowledge sharing is important is the ability of knowledge sharing to enhance not only knowledge of the person who owns but also others that are given or transformed the knowledge by that person. There are many studies about knowledge sharing. Those studies are concerning the different factors influencing sharing knowledge such as job satisfaction, reward, motivation, reward, and organizational knowledge capabilities. However, little is known about empirical studies regarding faculty perceptions of knowledge sharing behavior. Therefore, this research applied the theory of planned behavior (TPB) to examine knowledge sharing behavior among faculty. A self-administered questionnaire was used to collect the data for this study. Questionnaires were distributed to respondents by the drop-off/pick-up method and a total of 127 completed questionnaires were used in the analysis. The data was then analyzed using structural equation modeling. Two out of five hypotheses were supported. Those hypotheses are the relationship between attitudes toward knowledge sharing and intention to share knowledge, and the relationship between intention and knowledge sharing behavior.