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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.

This issue is a selected bibliography covering the subject of leadership.

This study aims to explore the impact of personality traits on self-perceived employability (SPE) and test if the associations are mediated by knowledge sharing (KS) through online learning during the COVID-19 pandemic. In addition, the moderation effect of trust in the relationship between KS and SPE was examined.

Based on Big Five Personality Trait Model and KS model, the authors proposed and tested the research framework with 341 samples collected from university students who experienced online learning during the social distancing caused by the COVID-19 pandemic. The measurement model was assessed to confirm the validity and reliability of the structure, then hypothesis testing was performed with the partial least square-structural equational model (PLS-SEM).

The results showed that extraversion and agreeableness positively affected SPE through KS. Moreover, trust played a moderating role on the effect of KS on SPE.

Based on the research findings, the authors suggest that academic institutions, especially universities, should provide opportunities for students to explore their personality traits. Second, the university should organize specific activities that promote knowledge sharing among students. Third, the university should encourage the creation of platforms aimed at sharing knowledge in a reliable way that increases trust in responsiveness.

The present study contributes to the literature on SPE by presenting immediate empirical evidence on the relationship between personality traits and SPE, along with mediating and moderating effects. These findings provide meaningful implications for higher education institutions that implement online learning during challenging circumstances.