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The objective of this study is to investigate the knowledge‐sharing behavior of undergraduate students in Singapore and to cover areas such as the purpose of sharing knowledge, communication channels preferred for sharing, and factors that inhibit or motivate knowledge sharing among students.

A questionnaire was used for collecting data and 180 students from three public universities in Singapore participated in the study.

It was found that, generally, students displayed a positive attitude towards knowledge sharing and were appreciative of its importance in peer learning. However, it was interesting to note that the respondents were less inclined to share knowledge for academic activities that were graded. The study also revealed that competition among students to outperform their fellow students and lack of depth in peer relationship were the two main factors that inhibited knowledge sharing.

The paper argues that fresh approaches to learning are desirable to make it less competitive, which is likely to encourage active knowledge sharing among students.

A majority of the studies on knowledge sharing have been conducted in an organizational context. Only limited work has been done on the knowledge‐sharing behavior of students. As a majority of the university students are expected to join the workforce after graduation, it is desirable their knowledge‐sharing behavior should be thoroughly investigated.

Prior research has shown the effectiveness of inquiry education in increasing content knowledge and motivation. Improving learners’ epistemologies is an additional component that should be examined when considering inquiry effectiveness. The basis for students’ participation in inquiry-based science education (IBSE) is to emulate the scientific process in classroom learning – and, by extension, to alter their scientific epistemologies. In this chapter, we discuss the challenges associated with the construction and assessment of IBSE. First, despite it being a common underlying theoretical framework of inquiry units, assessments of learning outcomes rarely reflect a consideration of students’ changing epistemologies. Second, we examine whether inquiry practices in the classroom are constructed to alter students’ epistemologies. We integrate preliminary research findings from a week-long, researcher-taught ecology inquiry unit with urban adolescents, reporting on posttest assessments of students’ thoughts on sources of knowledge, their ecology content knowledge, and their understanding of the nature of science. While we expected this unit to foster learner epistemology, our results did not confirm our expectations. In fact, students who participated in the inquiry unit were outperformed by a comparison group matched on age and ethnicity in several unexpected areas relevant to learner epistemology. This chapter explores explanations of unexpected findings and recommendations for the future assessment and practice of inquiry couched in challenges associated with current challenges to instructing and assessing learner epistemology.

Metadiscourse is an important dialogue technique used in productive knowledge building to help a group evaluate and advance their knowledge progress. Previous studies have identified and defined various types of metadiscourse. However, there is scant knowledge about how different metadiscourse types emerge among different groups or what implicit correlations lie between progressive discourse and metadiscourse. Moreover, research on how different types of metadiscourse influence groups' knowledge advancement and artifacts is still inadequate. Therefore, this study aims to further examine the roles that different types of metadiscourse play in the collaborative knowledge building community on both a fine-grained (i.e. progressive discourse) and coarse-grained (i.e. group knowledge advancement and group artifacts) level.

Data for this study are drawn from the behaviour of undergraduate students participating in a 12-week course at a key university in China. On the fine-grained level, epistemic network analysis (ENA) is applied to illustrate how metadiscourse promotes the development of progressive discourse. On the coarse-grained level, two different chi-square tests are conducted to examine the roles of different types of metadiscourse in groups' knowledge advancement and artifacts.

The analysis allowed several conclusions to be drawn. First, the types of metadiscourse that students most often adopted were reflecting on ideas development (RD) and commenting on ideas (CI); they less frequently adopted setting group goals (SG) and making group plans (MP). Second, most types of metadiscourse correlated with developments in progressive discourse, particularly RD and CI. Third, the metadiscourse types RD, CI and coordinating group efforts (CE) played essential roles in knowledge advancement. Fourth, higher-quality artifacts could be created by using the metadiscourse type reviewing the state of knowledge building progress (RP).

A more profound comprehension of the role that metadiscourse plays in the collaborative knowledge building community not only contributes to the literature in the knowledge building field but also carries a significant meaning in regulating community, promoting learner agency and sustained knowledge, and consequently improving collaborative learning performance.

The education services sector faces ever-changing global market dynamics with creative disruptions. Building knowledge brands can push the higher education sector beyond its geographical boundaries into the global arena. This study aims to identify key constructs, their theoretical background and dimensions that aid in building a global knowledge brand. The authors' research focuses on adapting and validating scales for global knowledge and education services brands from well-established academic literature.

The authors have adopted a mixed methodology approach and a systematic literature review. Authors interviewed 18 subject matter experts as part of content and face validity to arrive at select constructs, dimensions and items. Quantitative methods with random sampling were adopted as the primary methodology. Initially, the survey was administered to 390 students to test preliminary results. The survey was also administered to 5,112 students at a later part of this study. Valid responses stood at 3,244 with a 63% response rate. Further, the authors conducted confirmatory factor analysis, exploratory factor analysis and structural equation modeling to test the reliability and validity of scales. This study analyzed composite reliability, convergent validity and discriminant validity to finalize items for scales. The authors also validated the hypotheses based on the discriminant validity assessment scores.

Authors' key research findings are that academic stimulus, campus infrastructure and student intent play a significant role in campus culture and events design and experience at campus. Authors were able to bring out 16 key constructs and 55 critical dimensions vital to global education services brand building. This study also adapted and validated 99 items that meet construct validity and composite reliability criteria. This study also highlights that constructs such as student intent, academic stimulus, campus infrastructure scalability, selection mechanism, pedagogical content knowledge, brand identity, events experience and campus culture play a vital role in global brand recognition.

The authors' work is fairly generalizable to education services and the higher education sector. However, this study must be extrapolated and empirically validated in other industry sectors. The research implications of this study are that it aided the authors in building theoretical background for student brand loyalty theory, student expectation theory and study loyalty theory. This study adds to the body of knowledge by contributing to theoretical concepts on students, knowledge culture, events, infrastructure and branding. Researchers can adopt the scales proposed in this study to build research models in higher education branding. This study acts as a catalyst for building theories in education services areas. Researchers can delve deep into proposed research aspects of campus infrastructure, knowledge infrastructure, campus knowledge culture, events design and events experience.

This study aids educators and brand managers to develop global education services and optimize their effort and budget. Administrators in the education services sector must focus on practical aspects of student perception, campus infrastructure, culture and events experience. Practically administrators can reorient their efforts based on this study to achieve global brand recognition.

This study highlights that students are not customers but are co-creators of value in the education sector. This study provides scales and dimensions needed to build co-creation frameworks and models.

Most research in higher education branding has not covered wider aspects of global brand building. Existing theories proposed in higher education and education services articles cover only narrower aspects of campus infrastructure, culture, events design and branding. This study presents a comprehensive list of critical factors that play a vital role in global knowledge brand building. This study highlights the constructs and scales integral to building a global education services brand.

This paper aims to assess the level of knowledge, attitudes and practices adopted among University of Sharjah (UOS) students toward sustainability efforts done by their university.

An online survey was emailed to students with the assistance of the UOS Sustainability Office. The survey consisted of four sections assessing knowledge, attitudes, practices and preferred media to obtain sustainability information. A total of 200 responses from male and female students, representing 4 levels of study in sciences and humanities colleges, were received. Research data is analyzed using the IBM SPSS Statistics (version 26). For assessing knowledge, eight items were developed to measure if the student knew about the university’s projects and activities in the field of sustainability. For assessing attitudes, six items were developed to indicate the level of agreement or disagreement toward main sustainability issues. For assessing practices, ten items were developed to measure the frequency of acting in a sustainable manner.

Survey results showed an advanced level of basic knowledge among university students regarding the programs and activities conducted by UOS, and a positive attitude toward these efforts and toward the importance of supporting sustainable practices. Most of the participating students disagreed with limiting the use of cars on campus – this may be because of a cultural aspect among young people in the Emirati society, who consider driving cars as an essential part of their daily life. Most students also indicated that they care about the behavior that supports sustainability in the university environment, such as rationalizing water consumption and using environment friendly products.

The study’s limitations are that it was applied to one university – UOS. The sample of the online survey was only 200 students from undergraduate students. Different universities may have their own sets of different environmental approaches, and because of this reason, university students may exhibit different levels of knowledge, attitude and practice toward sustainability in contrast to the findings from this study.

Findings from this research can give decision-makers a good picture of the university’s performance in accomplishing sustainability. The authors recommend that UOS sustainability communication programs should be more comprehensive, and not only limited to protecting the environment that some students perceive as the primary aspect of sustainability. These efforts must address all economic and social aspects emphasized by the United Arab Emirates 2030 Agenda for Sustainable Development.

To the best of the authors’ knowledge, the current study is considered one of the first studies addressing sustainability efforts in Emirati universities and seeking to assess the level of student knowledge, attitudes and practices toward sustainability issues in the country. The study is crucial in providing better insights such as the level of knowledge, attitude and practices toward UOS sustainability performance. As found in this study, even with sufficient knowledge, students still lack the drive to convert them into actions. So, future research could investigate deeper into the barriers of converting sustainable knowledge and attitudes into practices. The results represent an added value to the research literature concerned with sustainability issues in the Arab world and the Middle East region. This paper will also contribute to the sustainability literature that will be benefited by other various organizations.

Approaches to learning have the ability to influence knowledge acquisition, comprehension, retention and even motivation to learn. Previous work indicates that despite age, experience, or prior knowledge, students have a tendency to approach learning differently as a function of the presented content. The purpose of this study is to explore how context influences student approaches to learning science.

The authors adopt a question-asking methodology to evaluate if approaches to learning the same science content vary when presented within the context of Pure Science or the History of Science.

Results indicate that contextualizing the presentation of science content, shifts the approaches students take in attempting to learn science content as evidenced by the questions they ask to deepen their understanding. Additional variables of prior experience with each scientific concept, task persistence at a distractor task and later recall of the presented concepts were related to different inquiry strategies.

Implications for instructional design and pedagogy are discussed.

The framework in which scientific information is presented may impact how students modify existing and create a new schema, impacting their beliefs about scientific knowledge and the way in which students question, hypothesize and engage within the domain of science.

By studying the role of inquiry while students engage in science learning, the authors explore the role of context, content and knowledge retention.

The current study probes at the nature of student questioning and its reliance on the content, context and its relationship to outcome variables such as learning and, perhaps, even persistence as it relates to students’ prior knowledge within content areas which may, in turn, lead to varying levels of student self-efficacy.

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.

Describes the holistic approach to learning and teaching interaction which has been taught on undergraduate and postgraduate degrees and doctoral programmes. The holistic approach develops students to be critical, confident and independent; aims to make learning a process of self‐improvement that explicitly recognizes the self and the social context of learning and teaching, and recognizing the needs of the individual learner in the interaction. Its premise is that the social context of the interaction is significant. It recognizes that the exchanges that take place within this social action are the foundation for developing critical learners, thus including experiential knowledge of learners and teachers to improve the quality of the teaching situation and levels of achievement of learners. Kelly’s Personal Construct Theory is invoked to explain how the holistic approach leads to the development of learners as critical thinkers. The result of practising the holistic approach has been sustained high levels of student attendance at lectures and seminars, improved progression, and appreciative and satisfied cohorts.

This study aims to ascertain the relationship between trustworthiness and students’ attitudes toward knowledge sharing.

For this study, the authors used the survey research design technique. Data were collected from students pursuing a degree in Business and Administration. Convenience sampling technique was used to select the participants. A total of 400 students participated in the study. Multiple linear regression was used to analyze the data.

The results show that trustworthiness, integrity, benevolence and ability have a positive relationship with students’ attitudes toward knowledge sharing.

Studies investigating the relationship between trustworthiness and students’ attitudes toward knowledge sharing is rare, especially in Ghana.

The purpose of this paper is to investigate the impacts of absorptive capacity, learning motivation and acquired knowledge on knowledge transfer from business schools to business organizations, as it has been realized that in-service training business students can serve as a channel as well as a source in this type of knowledge transfer. The study also examines the mixed moderating role of job autonomy in the relationship between acquired knowledge and knowledge transfer.

A sample of 344 in-service training business students in Vietnam was surveyed to collect data. Confirmatory factor analysis was used to validate the measures, and structural equation modeling was used to test the hypotheses.

The findings reveal that absorptive capacity positively affects acquired knowledge but it does not have an effect on knowledge transfer. Learning motivation, however, has positive effects on both acquired knowledge and knowledge transfer. The findings also indicate that acquired knowledge is a determinant of knowledge transfer. Finally, job autonomy plays the role of a mixed moderator in the relationship between acquired knowledge and knowledge transfer.

This study signals the participating parties –business schools, business organizations and in-service training business students –that absorptive capacity, learning motivation, acquired knowledge and job autonomy are critical to the transfer of knowledge from business schools to business organizations.

This study contributes to the literature on university-to-industry knowledge transfer by providing empirical evidence for key determinants of knowledge transfer from business schools to business organizations through a new channel of knowledge transfer – in-service training business students.