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Online knowledge sharing is a popular activity worldwide and can be leveraged by organisations to innovate, create and sustain competitive advantage. Although there have been a number of studies examining knowledge sharing to encourage employees to convey their skills and experiences to others in an organisation, few attempts have been made to investigate the key motivators of online knowledge sharing in an organisation. Based on the theory of planned behaviour and technological acceptance model, this study aims to review the literature to establish a conceptual framework examining motivators of online knowledge sharing in organisations.

Previous studies that investigated motivators of online knowledge sharing in organisations in the literature were reviewed to propose a conceptual framework.

Four-dimensional model, which includes four types of key motivators of online knowledge sharing, namely, individual, social, organisational and technological, was established.

The model serves as a roadmap for future researchers and managers considering their strategy to enhance online knowledge sharing in organisations.

Online knowledge sharing is a critical process for maintaining organisational competitive advantage. This paper aims to develop a new conceptual framework that investigates the moderating impacts of innovation on self-efficacy, extrinsic and intrinsic rewards on employees’ online knowledge sharing behaviour in public and private sector companies.

This research analysed 200 responses to test the moderating effects of organisational innovation on the relationship between self-efficacy and rewards and online knowledge sharing behviours. The analysis was carried out using component-based partial least squares (PLS) approach and SmartPLS 3 software.

The results reveal that self-efficacy significantly affects online knowledge sharing behaviour in firms, regardless of the organisation type. Extrinsic rewards encourage employees in private companies to share knowledge online, whereas intrinsic rewards work effectively in public companies. Additionally, the study found the moderating role of organisational innovation in examining the relationship between rewards and online knowledge sharing behaviour.

Future research may consider different dimensions such as knowledge donating and collecting behaviours as well as motives, such as self-enjoyment, reciprocity or social interaction ties, which may be investigated to get a deeper understanding of online knowledge sharing behaviour.

Firms must tailor training and rewards to suit employees’ abilities and needs so as to align with organisation type and innovation.

The study’s distinctive contribution is the under-researched context of Vietnamese public and private sector banks for investigating the moderating effects of organisational innovation on micro and meso factors on online knowledge sharing behaviour.

This study aims to combine the theory of planned behave or (TPB) and the motivational framework to extend the research on online knowledge sharing (OKS) in an organization by exploring the factors that drive the knowledge sharing intentions (KSI) of posters and lurkers.

A field survey with 501 employees in Vietnamese telecommunication companies is used to collect the data and a structural equation modeling approach with AMOS 25.0 is used to test all the hypotheses.

Attitudes toward OKS and subjective norms influence online KSI for both posters and lurkers. Self-enjoyment has a stronger effect on the attitudes toward OKS for posters than lurkers. Self-efficacy, reciprocity and rewards only affect posters and not lurkers.

This study uses self-efficacy and self-enjoyment to represent intrinsic motivation and reciprocity and rewards for extrinsic motivation. Future research may use additional motivational factors to provide additional insights.

Managers should pay greater attention to subjective norms and attitudes toward knowledge sharing to motivate all the employees to share knowledge with each other to improve organizational performance.

This is the first study to combine TPB with the motivational framework to explore the factors that drive online knowledge sharing in an organization.

This study aims to examine the relationship between intrinsic motivation and online knowledge sharing intentions (KSIs) and the moderating effect of extrinsic motivation and organisational culture on this relationship. The influence of online KSI on two dimensions of online knowledge sharing behaviour, knowledge donating and knowledge collecting, was also investigated.

Based on the extensive literature review, a questionnaire was designed. In total, 290 questionnaires from employees in Vietnamese companies in the banking and insurance industry were collected and tested using structural equation modelling. Statistical analysis was conducted using SPSS and PLS 3 software to examine the research hypotheses.

This study found that rewards and reciprocity undermined the influence of self-enjoyment on online KSI, while top management support and social interaction ties undermined the relationship between self-efficacy and online KSI. Top management support positively moderated the effect of self-enjoyment on online KSI. The results also suggested that online KSI was a good predictor of online knowledge donating and collecting.

Little is empirically known about the moderating effect of extrinsic motivation and organizational culture on intrinsic motivation. The study brings new insights to further understand about online knowledge sharing in an organisation.

This paper aims to examine the influence of intrinsic motives (self-efficacy, reputation and reciprocity) on online knowledge sharing behaviour. Additionally, this research investigates the moderating role of individual innovation capability and top management support.

The methodology adopted was a questionnaire survey of employees working in Vietnamese telecommunications companies. A total of 501 employees completed a self-administered anonymous survey using a cross-sectional design. Confirmatory factor analysis and ordinary least squared – based hierarchical regression was used to test the conceptual framework.

Self-efficacy, reputation and reciprocity significantly impact online knowledge sharing behaviour. Specifically, self-efficacy has an inverted U-shape association while reputation and reciprocity have a positively, returns-to-scale association with online knowledge sharing behaviour. Individual innovation capability moderates the effect on these associations as does top management support, but to a lesser extent.

Data were obtained at a single point in time and self-reported. Furthermore, this study was conducted in a specific industry in Vietnam, i.e. telecommunications, which limits the generalisability of the research.

Organisations need to create a favourable environment for online knowledge sharing to foster reciprocal relationships and interpersonal interactions of employees. Encouraging and rewarding employees to actively engage in knowledge exchange will help facilitate reciprocal online knowledge sharing behaviour.

This study contributes to knowledge-sharing behaviour by uncovering an inverted U-shape association and positively, returns-to-scale associations between intrinsic antecedents and online knowledge sharing behaviour. Additionally, individual innovation capability was an important moderator which has been overlooked in past research.

This study aims to examine the differences in the impact of three leadership styles (transactional, transformational and creative) on intraorganizational online knowledge-sharing and employee creativity. Specifically, we use self-determination theory (SDT) to examine the impact of these three leadership styles on four aspects of online knowledge sharing (knowledge donating, knowledge collecting, lurking and active lurking) and the moderating role of organizational innovation on these relationships.

Data were collected from 361 employees of business-to-business organizations in Vietnam to support all our hypotheses. Structural equation modelling was used for data analysis.

Transformational, transactional and creative leadership were found to affect online knowledge sharing, wherein creative leadership had the most potent effect. Online knowledge sharing was found to mediate the impact of three types of leadership on employee creativity. The results also showed that organizational innovation moderates the influence of leadership on online knowledge sharing.

This paper extends the current knowledge management research on online knowledge sharing by studying two new behaviors (lurking and active lurking), linking diverse leadership styles to these behaviors and employee creativity, and exploring the moderating role of organizational innovation. Our findings shed light on the complexity of the relationship between leadership and online knowledge sharing. This study also provides valuable implications for practitioners to help them choose the most appropriate leadership style for their digitalization process to ensure optimal outcomes.

Online knowledge communities make great contributions to global knowledge sharing and innovation. Resource tagging approaches have been widely adopted in such communities to describe, annotate and organize knowledge resources mainly through users’ participation. However, it is unclear what causes the adoption of a particular resource tagging approach. The purpose of this paper is to identify factors that drive users to use a hybrid social tagging approach.

Technology acceptance model and social cognitive theory are adopted to support an integrated model proposed in this paper. Zhihu, one of the most popular online knowledge communities in China, is taken as the survey context. A survey was conducted with a questionnaire and collected data were analyzed through structural equation model.

A new hybrid social resource tagging approach was refined and described. The empirical results revealed that self-efficacy, perceived usefulness (PU) and perceived ease of use exert positive effect on users’ attitude. Moreover, social influence, PU and attitude impact significantly on users’ intention to use a hybrid social resource tagging approach.

Theoretically, this study enriches the type of resource tagging approaches and recognizes factors influencing user adoption to use it. Regarding the practical parts, the results provide online information system providers and designers with referential strategies to improve the performance of the current tagging approaches and promote them.

Though online communities offer unprecedented opportunities to involve people in knowledge sharing, the reasons why users would like to participate in those activities in online communities have still been under-explored. In this research, the authors aim to use the value co-creation theory to build and test a continuance usage model, which focuses more on experiential values resulted from the knowledge sharing behavior.

An integrative research model is built to investigate how knowledge sharing behavior affects users’ co-creation value and then drives their continuance usage in online communities. Online survey data collected from 239 Sina Microblog users in China are utilized to validate the proposed model and hypotheses.

Empirical results indicate that the knowledge sharing behavior helps improve users’ co-creation value, including customer learning value, social integrative value and hedonic value. This co-creation value can subsequently affect users’ future participation intention in online communities.

This paper seeks to fill the research gap by examining customers’ motivations or perceptions underlying their knowledge sharing behavior at the usage-stage, instead of the pre-usage stage mainly concentrated on by previous studies. The managerial implications can be utilized for policy making to encourage customers’ participation and operate a better online community.

The importance of e-literacy of staff in the digital life is fundamentally very crucial, to such an extent that it is considered as one of the primary conditions for successful utilization of knowledge management processes using social technologies within organizations. This study aims to explain and test a novel conceptual model to show the impact of applying social technologies on knowledge management (KM) processes in the context of Iranian organizations, considering the moderator role of e-literacy of employees.

Based on an in-depth study of the relevant literature, a questionnaire was designed. The sound questionnaires obtained from our sample size was 207 and respondents were experts in the field of information technology (IT) within the Central Office of Insurance companies in Tehran. The collected data were analyzed using structural equation modeling and path analysis.

The results indicate that the use of social technologies with the factor loading of 0.57 has the highest impact on knowledge exchange and 0.61 on knowledge utilization. In addition, the results indicate that e-literacy with the factor loadings of 0.69 and 0.74 has the highest impact on knowledge exchange and knowledge utilization, respectively. In addition, the impact of social technologies with the factor loading of 0.82 has the highest impact on e-literacy.

One of the limitations of this study was the generalizability of the findings, which may be limited, as it is focused on one developing country. Also, the lack of full implementation of KM and the use of social technologies in the insurance industry may affect the obtained results.

To the best knowledge of the authors, this study is among the first of its kind which examines the impact of social technologies usage on the KM processes considering an important variable, i.e. e-literacy of employees.

The purpose of this paper is to examine a set of practices that can help promote self-directed learning (SDL) in congruence with the goals of developing and maintaining a learning organization.

Findings from this study were derived from an extensive review of the SDL and the learning organization literature, as well as the body of research that examines the connections between the two constructs.

This paper identifies the following set of practices as integral to promoting SDL in a learning organization: building and communicating a shared vision to employees at all levels; fostering collaboration, interaction and teamwork; empowering employees through participatory work practices; encouraging and providing opportunities for continuous learning; and using relevant technologies in the workplace.

This paper addresses the paucity of research that investigates the connections between SDL and the learning organization and that specifically examines important practices vis-à-vis the two concepts.