Scientific Knowledge Sharing in Ethiopian Public Universities: A Predictive Model Based on the Theory of Planned Behavior

Habteselassie, Elizabeth Ayalew (2015) Scientific Knowledge Sharing in Ethiopian Public Universities: A Predictive Model Based on the Theory of Planned Behavior. PhD thesis, Addis Ababa University.

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Abstract

This research report captures a detailed exposition of an investigation on Knowledge Sharing Behavior (KSB) of academics in Ethiopian public universities. The investigation was motivated by a need to study variables that cause the behavior of sharing knowledge among faculty while they are engaged in scientific research. The theoretical framework of the study emanates from the Theory of Planned Behavior (TPB) - an influential theory that helps explain and predict human behavior. In the TPB, KSB is predicted by faculty’s intention towards sharing which in turn would be predicted by attitude towards sharing, the Subjective Norm (SN) about sharing and the Perceived Behavioral Control (PBC) over sharing knowledge. Based on the understanding that Knowledge Sharing (KS) is a key enabler of Knowledge Management (KM) activities, and with due recognition to the role that individuals have in KS, this study analyses how individual-based variables determine the behaviour of sharing in academia. Various empirical studies which have adopted the TPB are presented in chapter 2 of this report. Arising from the identified gaps in KS literature, this study sets a purpose to contribute to the limited previous research in the domain by profiling the TPB constructs of Ethiopian academics as well as some other factors that might be expected to impact KS. Thus, the investigation was guided by two major research questions as discussed in chapter 1 of this report: how KS can be explained by the TPB, and how additional variables (reward, trust, communication competence and information technology competence) come into the scene to construct the major variables of the TPB. In answering these research questions, the researcher identified twelve research hypotheses in line with the findings established from the KS literature. A questionnaire-based survey which employed the conceptual framework, developed mainly from the extant literature, was used to gather data from 618 academics in 8 universities in Ethiopia. A quantitative approach of study - Structural Equation Modelling (SEM) - was employed for analysis using the Smart-PLS 2.0 statistical tool. As a result, findings (as presented in chapter 5) indicated that all the antecedents of intention - attitude, subjective norm and perceived control over sharing - together positively influenced intention to share. However, the research model poorly explained the variance in the dependent variable - KSB. One interesting finding of this study is that, unlike common practice, respondents were not motivated by extrinsic rewards to share their knowledge. In contrast, they had positive attitudes towards sharing motivated by their belief that KS will improve and extend their relationships with colleagues, enhance their own sense of self-worth and offer opportunities to help one another when in need. It was also found out that the subjective norm they have developed about sharing was highly influenced by the interpersonal trust they have developed. They also believe that their communication as well as information technology competencies influence their control over sharing knowledge. While attitude and norm directly influence their behavior of sharing through intention, their perceived control over sharing was weakly mediated by intention; instead it directly affected KS. Moreover, additional model analysis has demonstrated that certain demographic variables, like gender, age, field of study, academic rank and institution type, affect prediction results. The intention-action gap that was observed in the model for total population was not an issue when analysis was done for some homogeneous groups. Thus, the TPB model explained the behavior of scientific knowledge sharing for senior university faculty and for only one out of the 8 sample universities. The implication of these findings is that the sharing behavior is not under complete volitional control. Academics are likely to share what they know depending on the extent to which they perceive they have the necessary resources and opportunities. In line with this finding, post-hoc analysis of data showed that among all the constructs used in the model, PBC and information technology competence were rated as the two most important constructs that performed poorly in the model. Therefore, they are given due consideration in improving the behavior of sharing. As a result, the study proposed theoretical and practical recommendations that would enhance the sharing of knowledge between and among academics based on the results obtained regarding these two constructs. Therefore, it is suggested, among other possible areas of focus, future studies need to consider using other theories or modify the TPB with other variables that are relevant to the people/human dimension to explore into the intention - action gap.

Item Type:	Thesis (PhD)
Subjects:	H Social Sciences > H Social Sciences (General) Q Science > Q Science (General) Z Bibliography. Library Science. Information Resources > Z665 Library Science. Information Science Z Bibliography. Library Science. Information Resources > ZA Information resources > ZA4050 Electronic information resources
Divisions:	Africana
Depositing User:	Selom Ghislain
Date Deposited:	29 Jun 2018 09:34
Last Modified:	29 Jun 2018 09:34
URI:	http://thesisbank.jhia.ac.ke/id/eprint/6090

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