The role of organisational commitment in knowledge sharing amongst academics: an insight into the critical perspectives for higher education

Abstract

Purpose

This study investigates the interrelationships between the components of perceived organisational commitment (affective, continuance and normative commitment) and knowledge sharing (KS) intentions, attitudes and contributions amongst academics. It was hypothesised that organisational commitment has a positive mediating role in KS behaviours.

Design/methodology/approach

To reveal the interrelationships between the components of perceived organisational commitment and KS, a correlational research design through path analysis was employed.

Findings

There were significant correlations between organisational commitment components and KS. Participants with higher perceived affective commitment had higher levels of KS intentions. Similarly, participants with higher perceived normative commitment had higher levels of attitudes towards KS. However, higher levels of perceived continuance commitment were related to lower levels of expected contributions to KS.

Research limitations/implications

The study was limited to participants working for a state university in Turkey. In Turkish state universities, continuance and normative commitment may be regarded differently due to unique working conditions.

Practical implications

The results revealed that commitment to an organisation facilitates KS in higher education institutions, which suggests that administrators and practitioners should increase organisational commitment to create a working environment with more KS.

Originality/value

Although organisational commitment and KS have been investigated in educational settings previously, this study contributes to the literature by discovering the specific interrelationships between these factors, offering a more complete picture that could be beneficial for practice.

Citation

Fayda-Kinik, F.S. (2022), "The role of organisational commitment in knowledge sharing amongst academics: an insight into the critical perspectives for higher education", International Journal of Educational Management, Vol. 36 No. 2, pp. 179-193. https://doi.org/10.1108/IJEM-03-2021-0097