An investigation of factors affecting knowledge sharing amongst UK academics

Purpose The purpose of this paper is to construct and investigate relationships between knowledge-sharing factors, attitude and the intention to share of UK academics, as research on knowledge sharing in higher education is extremely sparse. Design/methodology/approach A research model and hypotheses were constructed from individual and organisational factors that were identified to affect knowledge sharing. Questionnaire data were obtained from 367 academics concerning their attitude and intention towards knowledge sharing. This was then used in a two-stage structural equation modelling approach where the measurement model was used for confirmatory factor analysis. The structural model was used to measure and test the hypothesised relationships. Findings Findings indicate that, in general, individual beliefs amongst academics were more influential on their knowledge-sharing attitudes than organisational culture. Furthermore, leadership was the most influential factor within the overall organisational culture whereas autonomy demonstrated the weakest relationship. Belief in the possibility of rewards through associations was found to be a highly significant individual factor. The relationship between attitude and intention was relatively weak although still statistically significant. Originality/value The research demonstrates that management should ensure that departmental leaders promote knowledge sharing and that valued rewards are linked to sharing within the department

Using the Asian Knowledge Model “APO” as a Determinant for Performance Excellence in Universities- Empirical Study at Al -Azhar University- Gaza

This study aims to use the Asian knowledge model “APO” as a determinant for performance excellence in universities and identifying the most effecting factors on it. This study was applied on Al-Azhar University in Gaza strip. The result of the study showed that (APO) model is valid as a measure and there are four dimensions in the model affecting significantly more than the others (university processes, KM leadership, personnel, KM outputs). Furthermore, performance excellence produced though modernizing the means of education, curriculum development, technology and flexibility in the organizational structure. The study recommends expanding the usage of (APO) model, enhancing the role of knowledge leadership, technology, organizational flexibility, sharing culture and incentive systems that encouraging innovation

Empirical Analysis of Knowledge Exchange in Higher Education Partnerships: Using Knowledge Elicitation Methods and Techniques

This research identified knowledge management challenges that academics experience when exchanging both forms of knowledge, tacit and explicit, in collaborative projects. The research was conducted qualitatively through the use of consecutive data collection strategies of the large-scale survey; expert panel review; and semi-structured interviews with elite participants in order to gather a deep understanding of the type of challenges academics, working across different disciplines and institutional levels, experience when exchanging tacit and explicit knowledge. Furthermore, the research elicited experts’ knowledge indicating that depending on the expertise and size of the institutions and the timeframe of the partnership, academics can encounter challenges of a strategic, tactical and operational nature. While the institutional leadership and shared vision were seen as a challenge of a strategic nature, the misalignment of expertise and abilities was presented as a tactical challenge. Additionally, the findings show that arrangement of staff, logistics, and facilities required to support the delivery of academic products and services is another challenge which needs addressing in order to support the exchange of knowledge. The crux of this research is the novel use of a tri-part, consecutive data gathering technique, which has been shown to be very useful in providing an effective knowledge elicitation methodology. Notwithstanding that fact, of which purposeful knowledge has been elicited using such techniques, this paper also highlighted that the adopted methodology used should not be seen as a panacea for all qualitative research but, moreover, be adopted as a useful technique in the qualitative researchers’ armory

Do academics doubt their own research?

When do experts doubt or question their own previously published research and why? An online survey was designed and distributed across academic staff and postgraduate research students at different universities in Great Britain. Respondents (n = 202 - 244) identified the likelihoods of six different (quasi) hypothetical occurrences causing them to doubt or question work they have published in peer reviewed journals. They are: two objective and two semi-objective citation based metrics, plus two semi-objective metrics based on verbalised reactions. Only limited support is found from this study to suggest that the authors of primary research would agree with any judgements made by others about their research based on these metrics. The occurrence most likely to cause respondents to doubt or question their previously published research was where the majority of citing studies suggested mistakes in their work. In a multivariate context, only age and nationality are significant determinants of doubt beyond average likelihoods. Understanding and acknowledging what makes authors of primary research doubt their own research could increase the validity of those who pass judgement

Teaching employability skills through simulation games

This paper examines the use of a business simulation game to test its effectiveness in promoting the awareness of employability skills in undergraduate students. A mixed approach using an-online survey tool was used to record student perceptions of how their employability skills were developed across ten courses and three faculties. The survey was conducted before the unit started, and on completion. Key emerging themes show that students demonstrated an increased awareness and development of their employability skills. They acquired and developed their skills by learning how to operate a small business start-up using a business simulation game. This research project was limited to one core unit in the curriculum, and the project is university specific. A cross university research project would add further value to the research project. Students are able to articulate the skills they have acquired and developed thus showing elements of self-awareness. An increase in student’s social capital is likely to enhance their career decisions. This paper will be of value to institutions wishing to evaluate the use of serious business simulation games to embed employability skills into the curriculum

Factors hindering knowledge sharing practices among librarians: a study of UTAUT

The study investigated the factors hindering knowledge sharing practices among librarians in Nigerian federal university libraries. Methods: The study was based on post-positivism research paradigm with survey research design. The UTAUT was employed as the theoretical lens underpinning the study. All the librarians from the six federal university libraries in Southwest constituted the study population. The questionnaire and semi-structured interview were adopted for data gathering. SPSS was used to analyse the questionnaire, while the semi-structured interview was analysed through thematic content analysis. Results: The study found that majority of the respondents 80(78%) disagreed that they will not share knowledge owning to poor communication and interpersonal skills. The respondents interviewed also confirmed that trust, collaboration, reward/incentives, lack of time and fund, space and so on were identified as some factors inhibiting knowledge sharing practices among the respondents. Conclusion: The study concluded that of all the identified factors responsible for knowledge sharing practices among librarians, organisational factor received the highest ranked

Final report of work-with-IT: the JISC study into evolution of working practices

Technology is increasingly being used to underpin business processes across teaching and learning, research, knowledge exchange and business support activities in both HE and FE. The introduction of technology has a significant impact on the working practices of staff, often requiring them to work in a radically different way. Change in any situation can be unsettling and problematic and, where not effectively managed, can lead to poor service or functionality and disenfranchised staff. These issues can have a direct impact on institutional effectiveness, reputation and the resulting student experience. The Work-with-IT project, based at the University of Strathclyde, sought to examine changes to working practices across HE and FE, the impact on staff roles and relationships and the new skills sets that are required to meet these changes