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In the context of Saudi Arabia, this chapter investigates how clustering promotes knowledge sharing and transfer in an emerging, government-directed industry cluster. It is determined that lateral actors play a key facilitating role, and formal and informal mechanisms and interpersonal links among actors support that cluster knowledge exchange. Limited social capital strength and depth and a lack of trust that prevents knowledge sharing are partially explained by the cluster's limited vertical and horizontal actors.

Reflective practice can greatly improve teachers' professional development, and various studies have demonstrated that teachers' knowledge sharing has a positive impact on their reflection. Accordingly, the present study was conducted to examine the effect of knowledge sharing in a popular online forum – WhatsApp – on English as foreign language (EFL) teachers' reflective practice. It was also aimed to probe the challenges the teachers faced to share information in their daily practice.

The experimental study was pretest and posttest. To do so, 60 available EFL teachers were chosen as the participants. They were randomly assigned to experimental and control groups. Both groups received the English language teaching (ELT) reflection inventory as the pretest and posttest. In addition, to find the difficulties EFL teachers encounter to share information in their daily practice, a week after the treatment, a semi-structured interview with 21 volunteer EFL teachers from the experimental group was carried out. As the treatment, the online discussion among the teachers regarding their daily practice took around 1 h and lasted two weeks.

The result of the posttest revealed that the experimental group outperformed the control group in their reflective practice. The results of the interview revealed that among other factors, the EFL teachers' lack of awareness regarding the importance of knowledge sharing, sticking to conventional methods of teaching and considering authorities' views as more trustworthy were the barriers which impede their knowledge sharing.

The findings could inspire reconsideration of the role social media plays in Iranian EFL teacher education and its role in contributing to teachers' professional development as well as their social interaction with colleagues. The results also call for taking measures to eliminate barriers to EFL teachers' knowledge sharing, which are partly rooted in the socio-educational context.

Some studies have argued that knowledge sharing may contribute to the promotion of EFL teachers' reflectivity. There are also studies that have reported that teachers' involvement in sharing of knowledge does not have a significant effect on their reflective practice. Accordingly, contradictory results have been reported regarding the effectiveness of knowledge sharing in promoting teachers' reflection. In addition, exploring the impact of knowledge sharing on EFL teachers' reflectivity via WhatsApp deserves more attention.

The imperative role of cataloguing in libraries as the bedrock of information/knowledge organization, the need to manage and retain knowledge for strategic planning and better knowledge management (KM) frameworks, little or no information sharing in cataloguing units in federal university libraries in Nigeria, gave rise to this study. The purpose of this study is to identify knowledge sharing (KS) norms and factors that challenge KS practices among cataloguers to provide positive perspective and approach to KS in cataloguing sections of university libraries and improve KM frameworks for better service delivery.

Based on a qualitative survey design, this study examined KS norms, practices and challenges of cataloguers in five university libraries in south-west Nigeria. Data were collected through an open interview to gather in-depth information from 45 cataloguers. Given the small number of the cataloguing team in each library, an enlisting of all cataloguers (census survey) was pertinent for the study. Data collected were analyzed thematically, interviews transcribed and similar responses grouped to provide answers to research questions.

This study revealed KS norms to be somewhat inconsistent and informal than formal, though participants identified the crucial need for KS in their departments. Factors identified as challenges to KS: mood and pressure from work, participants seeing KS as a waste of time, the “know-it-all” attitude, tribal differences, lack of financial motivation, no formal training and mentoring programme, willingness to learn and copy cataloguing.

This study not only improves the dearth of literature on the issue of KS among cataloguers in Nigerian university libraries; but also provides definite perspective and approach to KS in university libraries' cataloguing section to improve KM frameworks for better service delivery.

The purpose of this study is to investigate the dynamics involved in knowledge sharing in knowledge intensive heterogeneous teams of the German Federal Armed Forces with a specific focus on new organizational entities.

The paper is based on qualitative research. The data were gathered through interviews with members of so‐called concept development and experimentation (CD&E) projects. These projects constitute a novelty for the whole organization and a cultural challenge for effective knowledge sharing, through its cross‐disciplinary, cross‐functional and cross‐hierarchical design. Hence, these projects are a good venue to study cultural dynamics in new organizational entities.

The analysis reveals that despite the structural separation of the new organizational entity, cultural imprint and cultural re‐import from the existing organization affected knowledge sharing. More specifically, four major influencing factors are identified in regard to knowledge sharing within the CD&E project team and between the team and the line organization; hierarchy, organizational context, micro‐politics and suspicion. The data suggest that these factors are precipitated by cultural imprint of the line organization.

The qualitative research design is one limitation rendering only descriptions and propositions that need further testing in other settings. Another one is the research venue which allows only limited access for data collection.

The paper shows that the dynamics in CD&E projects require culturally sensitive project management, starting in the planning phase of the project.

The study investigates knowledge sharing in new organizational entities in knowledge intensive teams of a military organization. Both aspects, new organizational entities and non‐private organizations, have been neglected in research on knowledge sharing.

This study aims to explore the challenges to knowledge sharing (KS) in the context of public sector universities in developing countries. Furthermore, it explores why knowledge hoarding behaviour is flourishing even when employees are encouraged to share their knowledge in organisations and are rewarded for doing so.

Research data were collected from vice chancellor, registrar, professors, assistant professors and lecturers using an interview technique. They shared their knowledge, expertise, experiences and understanding about issues relating to KS practices in public universities. These interviews were thematically analysed using the NVivo 11-Plus software and different themes emerged.

The results reveal that hoard knowledge to gain power, authority, influence, promotion opportunities and employee favouritism negatively influence KS practices. Furthermore, an unsupportive culture and a poor linkage between KS and rewards negatively influence KS practices in public sector universities.

The present study aids academic leadership in designing policies and strategies to enhance KS among faculty staff and to create a supportive KS culture. These results are useful for top management officials of public sector universities, especially in developing countries, and for policy makers, who can plan and execute effective policies to foster KS behaviour.

The originality can be viewed as a new window open towards the motivation of the university staff to hoard their knowledge instead of sharing it. This study gives the novel conceptual model based on why people do not share their knowledge and how KS practices can be fostered among the employees in public sector universities. Few studies have been conducted to explore KS issues in the real context of developing countries, and specifically in the Asian culture.

Knowledge-sharing (KS) for preventing identity theft has become a major challenge for organisations. The purpose of this paper is to fill a gap in the literature by investigating barriers to effective KS in preventing identity theft in online retail organisations.

A framework was proposed based on a reconceptualisation and extension of the KS enablers framework (Chong et al., 2011). A qualitative case study research method was used for the data collection. In total, 34 semi-structured interviews were conducted in three online retail organisations in the UK.

The findings suggest that the major barriers to effective KS for preventing identify theft in online retail organisations are: lack of leadership support; lack of employee willingness to share knowledge; lack of employee awareness of KS; inadequate learning opportunities; lack of trust in colleagues; insufficient information-sourcing opportunities and information and communications technology infrastructure; a weak KS culture; lack of feedback on performance; and lack of job rotation.

The research provides solutions for removing existing barriers to KS in preventing identity theft. This is important to reduce the number of cases of identity theft in the UK.

This research extends knowledge of KS in a new context: preventing identity theft in online retail organisations. The proposed framework extends the KS enablers framework by identifying major barriers to KS in the context of preventing identity theft.

A community of practice (CoP) is believed to be a driver for knowledge creation but it can hinder knowledge sharing across boundaries. Drawing on social cognitive theory, this study aims to investigate how a CoP within a single unit promotes knowledge sharing with other units by examining the mediating effect of the members’ learning goals (LG).

Structural equation modeling was conducted using a two-wave survey data on nurses from eight Japanese hospitals (n = 263).

The results indicated that LG fully and positively mediated the effect of a CoP on the knowledge-sharing intention of one unit toward other units and that LG fully and negatively mediated the effect of a CoP on knowledge withholding (KW) from other units.

Knowledge managers need to note that intellectual benefits from experienced CoP can play a key role in reducing the perceived risks associated with members’ knowledge sharing and in creating effective knowledge sharing with other units.

The main contribution is to identify the process by which CoP promotes knowledge sharing and prevents KW across boundaries mediated through LG. This study is the first to quantitatively show how LG cross inter-professional barriers caused by CoPs.

This research aimed at investigating the influence of organisational culture types on tacit knowledge sharing behaviour in Malaysian organisations.

Survey data was collected from 362 participants from seven organisations. Multiple regression was used to assess the research model.

The research findings indicate that organisational culture types influence tacit knowledge sharing behaviour and that such influences may be positive or negative depending on the culture type.

The study only investigated seven organisations. A larger sample size may be necessary for a study of this nature. Aside from this the ipsative rating scale was not clearly understood by the respondents resulting in scoring errors by some.

Knowledge is considered the one and only distinct resource and is crucial for an organisation to sustain its competitive advantage. Determining the organisation's culture type will allow managers to implement, among the myriad knowledge sharing activities, the ones that would be more appropriate and relevant to the organisational culture.

Most of the knowledge in organisations is in tacit form. There is a dearth of literature on the influence of organisational culture types on tacit knowledge sharing behaviour. Aside from theoretical contributions, the findings of this study have the potential to assist organisations to unlock economic value from knowledge embedded in the minds of its employees.

The purpose of this study is to examine whether individual-level knowledge sharing (in terms of attitudes, benefit estimations, self-efficacy and actualised behaviours) affects individual work performance.

Hypotheses are tested through structural equation modelling of survey data collected from 595 members of a public organisation.

The findings confirm the hypothesis that knowledge-sharing propensity impacts positively on knowledge-sharing behaviour. Additionally, knowledge-sharing behaviour mediates the relationship between knowledge-sharing propensity and individual performance. The latter effect is also significant amongst the most highly educated members of the organisation but not among those with the lowest educational levels.

This paper provides insights into the knowledge-sharing–attitude–behaviour–work performance linkage. It thus addresses a relatively neglected area in knowledge management (KM) research, namely, that of individual knowledge behaviours and their performance impact, with an aim to better understand the micro-foundations of KM. It also contributes to knowledge on KM in the public sector.

This paper aims to explore the ways innovation becomes enabled through knowledge management and sharing which has important implications for establishing and sustaining the culture of innovative thinking in project-based construction firms. This study adopts a reflective practitioner perspective to explore this relationship.

In total, 30 semi-structured interviews were conducted with the construction sector professionals whose roles are most relevant in the connection between innovation and knowledge management. Thematic analysis and cognitive mapping techniques were used to analyse the interview data.

The research findings indicate that due to the complexity of project-based construction firms, a more holistic approach to knowledge management and organisational learning at the firm level is required. This would enable a culture of continuous and coordinated knowledge flow that facilitates innovation and continuous improvement in project-based firms.

This paper has important implications for practising managers in project-based construction firms. By better understanding the ways organisational knowledge can be managed to become an enabler of innovation would allow to build and enhance firms’ innovative capabilities, individual and team competencies. There is a real need for innovation knowledge managers as formal job positions in the construction sector.

This study contributes to construction innovation and project management research and practice by providing insights into establishing and sustaining the culture of learning and innovative thinking.