Determinants of academics’ knowledge sharing behavior in United Arab Emirates Universities

This research aims to determine the factors affecting knowledge sharing behavior among academics in United Arab Emirates universities and identify the effect of university type on academics’ behavior. The research adopted Ajzen’s amended Theory of Planned Behavior. Employing an online survey, data were collected from academics in public and private universities using a questionnaire. The model was tested using Partial Least Squares structural equation modeling. The results found a significant difference in academics’ knowledge sharing behavior between public and private universities. Results also revealed that intention is the main determinant of knowledge sharing behavior, and that attitude, subjective norms, and self-efficacy have significant influence on intention while controllability has no influence on it. The significance of this research lies in that it is one of the first to use the amended theory and the only research to address knowledge sharing behavior in higher education in the Arab World. This research provides useful basis for higher education institutions to create a knowledge sharing culture and helps academics to enhance their performance

Determinants of knowledge sharing behaviour among academics in United Arab Emirates

The main objectives of this research are to (i) investigate the practice of knowledge sharing among academics, and (ii) examine the relationship between knowledge sharing behaviour and its predictors based on the Theory of Planned Behaviour. Data were collected through an online survey using a questionnaire from academics in public universities. Using SPSS and PLS-SEM, data analysis process involved (i) analysis of descriptive statistics to evaluate knowledge sharing practice, (ii) assessment of the measurement model to evaluate items reliability and validity, and (iii) assessment of the structural model to evaluate its validity, path coefficients, and test the hypotheses. The results showed a great extent of knowledge sharing practice. They proved that academics’ knowledge sharing behaviour is significantly influenced by intention, which is influenced by attitude, subjective norms, and self-efficacy. Contrary to the theory, the results showed that controllability does not influence intention

The need preservation of library materials : digitization

In today's world of electronic information, librarians have directed their attention and efforts towards digitization. Digitization has been widely used as a method for conserving libraries' collection, in particular the special collections of rare books, manuscripts and archivals. Conversion to a digital format gives the users a new range of search tools, since what is created is a file that can be manipulated as any other electric data file

The need preservation of books in libraries : the environment

Books and other library materials should not be seen as physical items shelved on the stacks, they should be regarded more for the important information they contain, and how useful this information is for users seeking to satisfy their needs or passion for reading these materials. However, these materials should be regarded as objects governed by the same laws that affect all organic materials (Harvey, 1993). This probably justifies why some preservation administrators request that library science education should have a compulsory course about preservation to help all librarians understand the value of the items they deal with on a daily basis. Deterioration is a change of original state of any material by interaction between the object and the factors of destruction. The different types of deterioration are reflected in wear and tear, shrinkage, cracks, brittleness, distortion, bio infestation, discoloration, abrasion, hole, dust and dirt accumulation, etc. Deterioration as a loss of quality in any library material that decreases its ability to carry out its intended function. Generally, deterioration results from a number of variant factors classified into two main categories; inherent and external. Such categories include environmental, human, biological, chemical and natural. For purposes of this study, concern will be addressed to environmental and human factors only

Exploring the Utilization of Augmented Reality in Higher Education Perceptions of Media and Communication Students

The present study aims to explore the perceptions and usage of Augmented Reality (AR) technology among media students in Palestinian universities. A quantitative approach was adopted, and data was gathered from a web-based survey of 237 media students. The Technology Acceptance Model (TAM) was utilized to gauge participants' perceptions of AR, and descriptive statistics were used for analysis. The findings reveal a generally positive perception of AR as a beneficial tool for skill enhancement, with mean scores ranging from 3.70 to 4.04 indicating strong agreement. The study also found moderate to high AR usage among participants, particularly for translating texts using Google Translate, but noted that usage patterns were more individual-oriented. Additionally, 91.1% of respondents attributed the COVID-19 pandemic to increased technology usage in higher education. The novelty of this study lies in providing insights into the perception and application of AR in higher education within the Palestinian context, an under-researched area. The study sheds light on the potential for integrating AR more formally into curricula, which could foster a more engaging and immersive educational experience. However, it also highlights the need to address barriers such as lack of technical support and possible discomfort with technology. Doi: 10.28991/ESJ-2023-SIED2-016 Full Text: PD

Factors influencing academics’ knowledge sharing behaviour in United Arab Emirates public universities

The main objectives of this research are to (i) explore the relationship between types of knowledge and academics’ knowledge sharing behaviour, (ii) examine the relationship between knowledge sharing behaviour and its predictors based on the Theory of Planned Behaviour, and (iii) identify the factors motivating and hindering academics’ knowledge sharing behaviour. Adopting Ajzen’s Amended Theory of Planned Behaviour, this research used the quantitative research approach employing an online survey using questionnaire to collect data from academics in ten public universities. Data were analyzed using SPSS and PLS-SEM. The analysis process involved assessment of the measurement model to evaluate the items reliability and validity, and assessment of the structural model to evaluate its validity, path coefficients, and test the hypotheses. The results revealed a high level of knowledge sharing practice. Furthermore, the results showed that academics’ knowledge sharing behaviour is significantly influenced by explicit knowledge, tacit knowledge, and intention. Intention itself is significantly influenced by attitude, subjective norms, selfefficacy, but not influenced by controllability. Also, attitude is significantly and positively influenced by trust and reputation as motivators of knowledge sharing behaviour. Whereas, controllability is significantly and negatively influenced by lack of time and poor communication as barriers of knowledge sharing behaviour. Keywords - academics, knowledge sharing behaviour, Theory of Planned Behavior, UAE, universities

Knowledge sharing behaviour and its predictors in United Arab Emirates Universities

The main objectives of this research are to (i) explore the relationship between types of knowledge and academics’ knowledge sharing behaviour, (ii) examine the relationship between knowledge sharing behaviour and its predictors based on the Theory of Planned Behaviour, and (iii) examine the motivating and hindering factors that may influence academics’ knowledge sharing behaviour. Adopting Ajzen’s Amended Theory of Planned Behaviour, this research used the quantitative research approach employing an online survey using a questionnaire to collect data from academics in ten public universities in United Arab Emirates. Data were analyzed using SPSS and PLS-SEM. The analysis process involved (i) assessment of the measurement model to evaluate the items reliability and validity, (ii) assessment of the structural model to evaluate its validity, path coefficients, and test the hypotheses, as well as (iii) assessment of the mediating relationships. The results revealed that academics’ knowledge sharing behaviour is significantly influenced by explicit knowledge, tacit knowledge, and intention to share knowledge. The results also showed that intention itself is significantly influenced by attitude, subjective norms, self-efficacy, but not influenced by controllability. Moreover, attitude is significantly and positively influenced by trust and reputation as motivators of knowledge sharing behaviour. Whereas, controllability is significantly and negatively influenced by lack of time and poor communication as barriers of knowledge sharing behaviour