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Behavioral factors influencing virtual knowledge sharing: theory of reasoned action

Behavioral factors influencing virtual knowledge sharing: theory of reasoned action Purpose – The purpose of this paper is to report the results of an exploratory investigation of the behavioral factors in relation to virtual knowledge sharing among Multimedia University students, Malaysia, based on the theory of reasoned action (TRA). Design/methodology/approach – A search and review of the existing literature was followed by an empirical test of the proposed model in the pilot study (number of participants: n =50) and the main study ( n =250). Findings – Trust, anticipated reciprocal relationship and willingness to share knowledge as an individual's attitude; while identification and organizational culture acting as subjective norms, indirectly have an impact on individual's intention to share knowledge virtually. No positive relationship was discovered between the degree of competition and an individual's attitude to share knowledge; nor between collectivism and subjective norms. Research limitations/implications – The results may have been influenced by self‐selection bias, as only one university was sampled. Practical implications – This study encourages academic researchers and service providers in educational institutions to focus on an individual's attitude and institutional subjective norms to comprehend students’ behavior in virtual knowledge sharing and to improve the knowledge sharing activities among them, allowing scholars to benefit from better results in their routine academic tasks. Originality/value – The results indicate that trust, anticipated reciprocal relationship and willingness to share knowledge were significant predictors of an individual's intention to share knowledge indirectly through their attitude toward knowledge sharing. Therefore, lecturers interested in developing and sustaining knowledge exchange through virtual communities should develop strategies or mechanisms that encourage the interaction and strength of the relationships among students. Lecturers can encourage reciprocity by using extrinsic motivators such as assigning rewards for knowledge sharing activities among students. Also, lecturers can facilitate the factor of “trust” among student relationships by enhancing the norm of reciprocity. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of Applied Research in Higher Education Emerald Publishing

Behavioral factors influencing virtual knowledge sharing: theory of reasoned action

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References (95)

Publisher
Emerald Publishing
Copyright
Copyright © 2011 Emerald Group Publishing Limited. All rights reserved.
ISSN
2050-7003
DOI
10.1108/17581181111198665
Publisher site
See Article on Publisher Site

Abstract

Purpose – The purpose of this paper is to report the results of an exploratory investigation of the behavioral factors in relation to virtual knowledge sharing among Multimedia University students, Malaysia, based on the theory of reasoned action (TRA). Design/methodology/approach – A search and review of the existing literature was followed by an empirical test of the proposed model in the pilot study (number of participants: n =50) and the main study ( n =250). Findings – Trust, anticipated reciprocal relationship and willingness to share knowledge as an individual's attitude; while identification and organizational culture acting as subjective norms, indirectly have an impact on individual's intention to share knowledge virtually. No positive relationship was discovered between the degree of competition and an individual's attitude to share knowledge; nor between collectivism and subjective norms. Research limitations/implications – The results may have been influenced by self‐selection bias, as only one university was sampled. Practical implications – This study encourages academic researchers and service providers in educational institutions to focus on an individual's attitude and institutional subjective norms to comprehend students’ behavior in virtual knowledge sharing and to improve the knowledge sharing activities among them, allowing scholars to benefit from better results in their routine academic tasks. Originality/value – The results indicate that trust, anticipated reciprocal relationship and willingness to share knowledge were significant predictors of an individual's intention to share knowledge indirectly through their attitude toward knowledge sharing. Therefore, lecturers interested in developing and sustaining knowledge exchange through virtual communities should develop strategies or mechanisms that encourage the interaction and strength of the relationships among students. Lecturers can encourage reciprocity by using extrinsic motivators such as assigning rewards for knowledge sharing activities among students. Also, lecturers can facilitate the factor of “trust” among student relationships by enhancing the norm of reciprocity.

Journal

Journal of Applied Research in Higher EducationEmerald Publishing

Published: Sep 23, 2011

Keywords: Virtual knowledge sharing; Theory of reasoned action (TRA); Individual behaviour; Trust; Students; Malaysia

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