Nexus of knowledge-management enablers, trust and knowledge-sharing in research universities

Abstract

Purpose

The purpose of this paper is to analyze the knowledge sharing behavior of faculty members of research universities in emerging economies after considering the predicting role of knowledge management enablers and mediating role of trust.

Design/methodology/approach

The study was conducted through self-administered survey of faculty members of research universities in Pakistan. Correlation, causal steps approach and the normal test theory approach were used to find out the role of trust among knowledge management enablers and knowledge sharing.

Findings

The results showed that trust of faculty members at research universities was developed through knowledge management enablers which promote knowledge sharing. Therefore, the association between knowledge management enablers, trust and knowledge sharing is positive.

Research limitations/implications

The current study investigates the relationships of knowledge management enablers on knowledge sharing; future studies should be conducted as an extension of this work to find out the outcomes of this relationship such as performance of faculty members as well as effectiveness and competitive advantages of knowledge sharing.

Practical implications

Mediating role of trust on knowledge enablers and knowledge sharing provided that university administration and policy makers should create culture which support trust worthy relationships among faculty members where knowledge sharing could flourish.

Originality/value

The study confirmed the mediating effect of trust between the relationships of knowledge self-efficacy, reciprocal benefit, face to face interactive communication and knowledge sharing, while there is a partial mediating role of trust between knowledge management system infrastructure and knowledge sharing.

Citation

Yasir, M., Majid, A. and Yasir, M. (2017), "Nexus of knowledge-management enablers, trust and knowledge-sharing in research universities", Journal of Applied Research in Higher Education, Vol. 9 No. 3, pp. 424-438. https://doi.org/10.1108/JARHE-10-2016-0068