Knowledge Sharing Idiosyncrasies of University Students in Ghana

Part 6: Decision Making and Knowledge ManagementInternational audienceThis study explored the factors affecting knowledge sharing behaviour of students in a higher institution of learning. Using a model derived from the Social Cognitive Theory and the Theory of Reason Action, six hypotheses were tested from a cross-sectional data collected from 371 undergraduate students on a 4-year degree programme in the University of Ghana. Five out of the six hypotheses were supported. The results showed that the knowledge sharing behaviour (KSB) of the students was significantly related to five of the human and environmental factors (F=639.9, df=5, 290, p<0.05) with a co-efficient of variation of R2=0.917 (91.7%). The knowledge sharing behavior of the students was, however, not significantly dependent on their personal characteristics. The study makes a case for increased attention in understanding the human and environmental factors of knowledge sharing since knowledge sharing is largely a people activity shaped by culture

Technology acceptance: examining the intentions of Ghanaian teachers to use computer for teaching

Technology is seen as a key enabler of modern education. The Government of Ghana recognises information and communication technology (ICT) as an engine of national growth, and it is investing ICT into teaching and learning. However, most teachers still feel reluctant to use computer for teaching. Therefore, the purpose of this study is to examine the factors that influence teachers to use computer for teaching purposes. The research model developed in this study was based on the Technology Acceptance Model. Questionnaire was used to collect data from one hundred and five teachers in the New Juaben Municipality, Eastern region of the Republic of Ghana. Partial Least Square (PLS) was used as the statistical technique to analyse the data. The study found that perceived barrier, attitude, perceived ease of use, perceived usefulness and relevance to job had a positive significant effect on teachers’ intentions to use computer. The effect of self-efficacy was not supported

Intergroup contact theory: examining knowledge sharing among individuals from different tribes

Several studies have been conducted to confirm the robustness of intergroup contact theory to reduce sentiments among people from different races, nationalities, and languages. However, reviews conducted show that none of these studies examined the applicability of the intergroup contact theory to reduce prejudice among people from a multitribal context where the people share similar characteristics, but have sentiments against each other due to tribalism. The study examines the applicability of intergroup contact theory to promote positive attitudes among individuals to share knowledge in a multitribal context. A quantitative approach was adopted using questionnaires collected from two hundred and ninety-three lecturers from ten polytechnics in Ghana. Multivariate analysis revealed that equal status, cooperativeness and common goals have positive influence on an individual's attitude to share knowledge in a multitribal context. However, the influence of institutional support was not supported. The results of the study suggest the applicability of the intergroup contact theory explains how to promote a positive attitude in a multitribal context

Students' Intention to Participate in E-learning

This study seeks to investigate the effect of controllability and responsiveness on the perceived ease of e-learning use. This study also aims to determine the relationship between the perceived ease of e-learning use and the student's intention to participate in e- learning. This study extends the technology acceptance model by considering the external factors; controllability and responsiveness of e-learning system. Thirty-one students from Bung Hatta University were selected as research objects for this study, and three hypotheses were developed. SEM-PLS was applied to analyze the data and smart-pls 3.2.7 software was used to reject the null hypotheses. Having had a satisfied convergent and discriminant validity, this study demonstrates that the controllability and responsiveness of an e-learning system does not have a significant effect on the perceived ease of e-learning use. However, the relationship between the perceived ease of e-learning use and the students' intention to participate in e-learning is significantly positive. The practical and theoretical implications are discussed in this paper