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Higher education institutions (HEIs) are currently under pressure, driven by the knowledge society and the internationalization of institutions. Therefore, a positive attitude toward knowledge sharing is required. Considering that the knowledge-sharing attitude is motivated and executed mainly at the individual level, this study aims to examine the relationship between individual factors and the attitude toward knowledge sharing among professors and researchers.

Data was obtained from 176 completed questionnaires collected through LimeSurvey system. The analysis is based on quantitative methods where descriptive and inferential statistics were used. This study investigated the individual factors that affect attitude toward knowledge sharing among professors and researchers of a HEI.

The results identified that intrinsic motivation was the factor that most positively affects knowledge-sharing attitude. Given that intrinsic motivation is an activity moved by self-determination, and is free of external pressures or rewards, the finding may be related to the inviolable values, such as freedom and autonomy, existing in this context. Consistent with the concept of extrinsic motivation as a controlled motivation, this factor was not identified as affecting attitude toward knowledge sharing. Networking was the other factor that positively affects attitude on this institution.

In practice, this work can help the institution in defining strategies and developing future actions to promote a knowledge-sharing culture supported through an empirical study. In a theoretical perspective, this study contributes to the knowledge increase in the area, as little is known about the attitudes regarding knowledge sharing in HEIs.

This research aims to explore the factors that affect the adoption of Web 2.0 among knowledge workers. The research specifically investigated the role of factors related to both knowledge seeking and knowledge sharing, in the context of Web 2.0 use by health care professionals.

For this research, a cross-sectional survey design was adopted. The data were analyzed using the partial least square-structural equation modeling.

The results confirmed that the intention to adopt Web 2.0 depends upon both the knowledge-seeking and the knowledge-sharing attitudes. However, between the two, it is knowledge-sharing factors that are more important. Health care professionals tend to share knowledge driven by intrinsic motivators rather than by extrinsic motivators. On the other hand, knowledge-seeking attitude was determined by usefulness of knowledge and was not affected by the effort involved.

All the respondents were health care professionals from India, and convenience sampling was used to reach them. This may limit the generalizability of the findings.

This research provides useful insights on implementing Web 2.0-based knowledge management systems, specifically for health care professionals. Particularly, it emphasizes the need to focus on reinforcing intrinsic motivators like self-efficacy and the joy of sharing.

It is perhaps the first study that integrates the factors related to knowledge sharing and seeking in a single theoretical model, thereby presents and tests a more realistic model of knowledge management.

The major objective of this paper is to examine whether or not information technology (IT) usage to share knowledge is a mediator or moderator of the intention behaviour relationship proposed in the theory of reasoned action (TRA).

A letter of invitation to participate in the study was sent to all of the public‐listed companies in Malaysia. A total of 483 full‐time employees from 23 organizations completed an anonymous, self‐administered survey in a cross‐sectional design. Partial least squares analysis was used to test the conceptual model.

The major finding is that the relationship between the intention to share knowledge and knowledge sharing is partly mediated and not moderated by IT usage to share knowledge.

Knowledge sharing was considered only at the individual level. The data are self‐reported, cross‐sectional, from a single source and a single method. The relational and capability‐membership perspective leads to a positive attitude towards knowledge sharing whereas the instrumental perspective leads to a negative attitude. The findings augment the TRA by showing there is a mediator of the intention‐behaviour relationship in the context of knowledge sharing.

The findings indicate that organizations need to ascertain employees' preferred methods for sharing knowledge, provide appropriate IT for knowledge sharing, establish online communities for knowledge sharing, publicly acknowledge members for sharing knowledge, and avoid relying on extrinsic tangible rewards to foster knowledge sharing.

Previous research has shown that using IT to share knowledge does not moderate the intention‐behaviour relationship in the TRA. An alternative conceptualisation of the role of using IT to share knowledge in the intention‐behaviour relationship is provided.

This paper aims to examine interrelations of the team environment factors of trust and affiliation and the motivation factors of perceived reciprocal benefits and importance of enjoyment to determine how they influence knowledge sharing within loose-linked global virtual teams.

The study involved 115 business students from three large universities located in the USA, China and Peru being assigned to global virtual teams of between three and four members in one phase and between four and seven members in a second phase. Students were required to work in virtual teams using telecommunication tools to complete assigned cases.

Trust, reciprocal benefits and enjoyment are significantly related to positive attitude toward knowledge sharing. Positive attitude, enjoyment, age, nationality and computer experience are positively related to knowledge sharing behavior. Affiliation is not found to significantly affect positive knowledge sharing attitude. Gender is not related to knowledge sharing behavior.

Understanding how trust, affiliation and motivation influence positive attitude and knowledge sharing behavior can assist managers in developing intervention strategies that improve team environments to support knowledge sharing behavior.

This paper contributes to the advancement of theory by extending the current knowledge sharing research to virtual team environments with diverse cultural backgrounds and by considering both extrinsic and intrinsic motivation factors, including the importance of enjoyment in loose-linked environments of global virtual teams.

The purpose of this study is to examine the attitude of faculty members towards knowledge-sharing in the University of Education, Lahore. The impact of personal and organizational factors that may contribute to effective knowledge-sharing among the university’s teaching staff is also analyzed. The factors affecting the willingness of the faculty members to share knowledge are broadly classified as “organizational” and “personal” factors.

A questionnaire-based survey was conducted on permanent teaching staff working at different campuses of the University of Education all over the province of Punjab, Pakistan. The survey instrument for this study was adapted from four studies. The questionnaires were distributed among 246 faculty members personally.

The findings of the study showed that the faculty members were familiar with the importance of knowledge-sharing and were also interested in sharing their knowledge and expertise with others. The results showed that organizational factors (trust, reward system and organizational culture) played a vital role in enhancing the knowledge-sharing attitude of faculty members. The impact of these factors on knowledge-sharing attitude was significant.

This is the very first study which explored the personal and organizational factors of knowledge-sharing in a specific academic institution from Pakistan. The findings of the research provided useful insights to the management of the University of Education particularly and other universities in general to design strategies for enhancing knowledge-sharing culture in the higher education institution. These findings may also be helpful for other developing countries.

Extant literature on knowledge sharing in higher education institutions (HEIs) concentrates on non-behavioral perspectives and indicates that academics continue to hoard knowledge despite being given incentives to bolster knowledge sharing behavior (KSB). This study aims to examine KSB among academics from a behavioral perspective through the lenses of the theory of planned behavior, perceived trust and organizational climate.

Self-administered questionnaires were distributed to 12 private universities using the drop-off/pick-up approach, resulting in 405 usable responses, which were analyzed using covariance-based structural equation modeling.

Academics’ salient beliefs – that is, behavioral beliefs, normative beliefs and control beliefs – significantly influence their attitude, subjective norms and perceived behavioral control (PBC). Attitude, subjective norms, PBC, perceived trust and organizational climate directly influence knowledge sharing intention (KSI), whereas attitude, KSI, subjective norms and PBC directly influence KSB. Noteworthily, KSI is a mediator in the relationships between attitude, subjective norms and PBC with KSB.

This study makes a seminal contribution through the novel conceptualization and theoretical generalizability of the theory of planned behavior by which HEIs can reinforce their competitiveness and global position by enhancing KSB among academics using a profound behavioral strategy.

Virtual communities of practice (VCoP) are seen as effective means to facilitate knowledge building among professionals. The purpose of this paper is to investigate the relationships between system quality, attitude toward incentives and knowledge sharing in a VCoP. Additionally, individual and collective effect of system quality and attitude toward incentives on knowledge sharing are also examined.

This is an empirical study that targets a major community of practice in human resource management (n=366), utilizing a survey questionnaire distributed on the internet as the data collection instrument to test the relationship among the three dimensions.

The results indicated that: system quality and attitude toward incentives individually have demonstrated a significant effect on knowledge sharing behavior in a VCoP. Collectively, only factors within the attitude toward incentive dimension have demonstrated significant influences on the community participants' knowledge sharing behavior.

This study provides managers of VCoP with valuable information which aids in improving community members' knowledge sharing. That is, a successful VCoP is an online environment which provides a variety of social exchange opportunities for the members to interact, as well as challenging topics or tasks enabling the members to practice or gain professional knowledge and skills.

Regardless of the fact that knowledge sharing processes are becoming increasingly complex and diverse, providing various kinds of incentive is still crucial in eliciting people's engagement in knowledge sharing. Only reinforcing social exchanges and providing opportunities of self‐growth will enhance knowledge sharing behavior.

Knowledge sharing is a complex process. Literature indicated that some factors, such as motivation, attitudes, and individual preferences, are considered double‐edged factors to knowledge sharing among individuals. The present study adds value by examining the individual and collective effects of these factors (i.e. the members' perceived VCoP system quality and attitude toward incentives) on knowledge sharing.

The purpose of this paper is to investigate factors affecting knowledge sharing among academic staff in universities. Utilizing the theory of reasoned action (TRA) as the underlying research framework, the main objective of this study was threefold. First, was to examine the relationship between attitude, subjective norm, and trust with knowledge sharing intention. Second, was to examine the relationship among factors, i.e., self-efficacy, social networks and extrinsic rewards with attitude toward knowledge sharing intention and the third objective was to find out the relationship between organizational support and subjective norm.

A total of 200 questionnaires were distributed among academic staff at three social science faculties in one public university in Malaysia. Collectively, 117 usable responses were returned. Partial Least Square analysis was utilized to analyze the data.

The results indicated that of the two components of the TRA, only attitude was positively and significantly related to knowledge sharing intention. The findings also show that social network and self-efficacy significantly affect attitude and organizational support showed a strong influence on subjective norms toward knowledge sharing intention.

Future research should consider type of knowledge that is being shared. Besides, it would also be interesting to investigate potential differences of the knowledge sharing intention between academic staff in the private and public universities.

This study offers a more clear vision of the factors that affect knowledge sharing intention among academic staff. Therefore, managers can implement practical plan to support those factors.

Factors affecting knowledge sharing among academic staff in universities were reviewed to suggest a framework to explain this behavior in a specific context.

The purpose of this paper is to employ the theory of reasoned action (TRA) as a theoretical framework to investigate factors affecting individuals' attitudes toward knowledge sharing in construction teams in Hong Kong. Specifically, the factors are analyzed from a cost and benefit perspective grounded in social exchange theory.

An exploratory study using semi‐structured interviews is conducted first to explore context‐specific cost and benefit factors. Based on the exploratory study results and TRA, a research model and hypotheses are developed. A questionnaire survey is then conducted among professionals working in contractors in Hong Kong. The quantitative data are analyzed using structural equation modelling.

The research results indicate that individuals' attitudes toward knowledge sharing are positively affected by knowledge self‐efficacy and knowledge feedback, while negatively affected by losing face. Further, it is revealed that attitude toward knowledge sharing significantly determines intention to share knowledge, which then determines knowledge sharing behavior.

The paper is one of the first to employ existing theories in social psychology to examine knowledge sharing behavior in the construction sector. The research results provide important implications for construction companies to promote knowledge sharing in project teams.

This paper aims to investigate how students’ attitude (SA), students’ subjective norms (SN), students’ knowledge sharing intentions (KSI) can contribute to the enhancement of knowledge sharing behaviour (KSB) among students at higher education institutes (HEI) in Oman.

This study follows the quantitative methodology and the deductive causal research approach. The data were conveniently collected through a Web-based questionnaire (Google forms) from 285 active students who are affiliated to Omani universities. SPSS was used to statistically analyse the collected data, including partial least square-structural equation modelling (PLS-SEM V3.3) to draw the results.

The study concluded that SA has both direct and indirect positive impact on SN, KSI and KSB. Moreover, the result revealed that there is a mediation effect between SA and KSB through KSI, SA and KSI when SN is playing as a mediation role.

Although this study contributes to the existing body of knowledge, this study is limited by the scarcity of the related literature in the Omani context. It is recommended that these shortfalls be addressed together while improving the knowledge-sharing behaviour among students and administrative staff. Furthermore, the potential variation between academic staff and students in terms of factors affecting their intentions to share knowledge within HEIs should be explored.

This research provides policymakers in academic fields with the appropriate approaches to leverage the knowledge-sharing behaviour amongst Omani students with the understanding of the main factors affecting individuals’ knowledge-sharing behaviours.

This will help in improving the means of employing and practising knowledge-sharing strategies within HEIs, which can generate competitive advantages amongst students and institutions while benefiting knowledge management strategies and its members.

The importance of the study stems from its context being conducted in Oman as a developing country. In addition, this study is one of the initial attempts to investigate KSB by considering SA, SN and KSI and its applicability on HEI in Oman. The findings of the study can serve as inputs to HEI in developing best practices across KSB dimensions and expanding the knowledge-sharing culture amongst HEI’s students in Oman. One of the developed strategies is the spreading of the knowledge-sharing culture among students by positively directing their attitude towards the practices of knowledge exchange.