Contributing factors in knowledge sharing for performance of university students in teachers’ training programs
| DOI | https://doi.org/10.1108/LM-09-2016-0067 |
| Pages | 496-506 |
| Published date | 14 November 2016 |
| Date | 14 November 2016 |
| Author | Syed Rahmatullah Shah,Khalid Mahmood |
| Subject Matter | Library & information science,Librarianship/library management,HR in libraries,Library strategy,Library promotion |
Contributing factors in knowledge
sharing for performance of
university students in teachers’
training programs
Syed Rahmatullah Shah and Khalid Mahmood
University of the Punjab, Lahore, Pakistan
Abstract
Purpose –The purpose of this paper is to study stated effects of independent variables of trust, social
networks, and information and communication technologies (ICTs) on explicit and tacit knowledge.
Further, it explained contributions of explicit and tacit knowledge to performance in academic environment.
Design/methodology/approach –This study is based on research model of hypothetical
relationships of various criterion and predictor variables. Structural equation model was used in which
research model was analyzed by using confirmatory factor analysis.
Findings –Some criterion variables were observed for predictor variables of explicit and tacit knowledge.
It was observed that explicit knowledge contributed indirectly and tacit knowledge contributed directly to
overall performance. Current research explained explicit and tacit knowledge as contributors for
performance. It also explained effects and patterns ofexplicitandtacitknowledge toward performance.
Originality/value –This research highlighted that the effects of contributing factors for explicit and
tacit knowledge have variations in response to socio-economic and geo-political circumstances. These
variations can be expected from other issues like use and access of ICTs. But contributing pattern of
knowledge for performance remains same.
Keywords Explicit knowledge, Tacit knowledge, Knowledge sharing, Knowledge,
Knowledge performance, Student’s learning model
Paper type Research paper
Introduction
Knowledge is accepted as intangible asset for creating and sustaining competitive
advantage (Loureiro et al., 2015). Growing importance of knowledge has convinced
many organizations to preserve their intellectual assets by taking initiatives of
knowledge management as a full fledge system (Becerra-Fernandez and Sabherwal,
2014). Knowledge sharing is a major issue in organizational knowledge managemen t
(Levine et al., 2013). Like other organizations, learning, research, and continuous
development are core functions in academic institutions. Therefore, knowledge sharing
has key role for performance in all academic institutions and particularly in universities
(Tabish and Syed, 2015). Knowledge sharing helps in performance of all academic
programmes as an unending process (Njenga and Fourie, 2010).
Universities offer teacher training programmes for fresh graduates and in-service
teachers for quality education to new generations. The purpose of these programmes is to
equip future teachers with “state-of-the-art”techniques, methods, and procedures to deliver
knowledge, skills, and habits to coming generations (Hargreaves and Fullan, 2012).
Universities share professional knowledge and competencies to their enrolled students
(Gribble et al., 2015). These students also share their understandings and techniques of
various things among themselves (Tasca et al., 2010). Thus, knowledge sharing takes place
on two ends; between institution and its students, and among students. These sharing
of knowledge have ultimate effect on performance (Rahman et al., 2014). The research area
Library Management
Vol. 37 No. 8/9, 2016
pp. 496-506
©Emerald Group Publishing Limited
0143-5124
DOI 10.1108/LM-09-2016-0067
Received 3 September 2016
Revised 12 October 2016
Accepted 5 November 2016
The current issue and full text archive of this journal is available on Emerald Insight at:
www.emeraldinsight.com/0143-5124.htm
496
LM
37,8/9
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