THE PROPOSED MODEL OF KNOWLEDGE SHARING BEHAVIOR AMONG LECTURERS IN BUSINESS AND MANAGEMENT STUDY PROGRAM

• Main Author: Indriati D L, Fibria
• Format: Dissertations
• Language: Indonesia
• Online Access: https://digilib.itb.ac.id/gdl/view/62071
• Institution: Institut Teknologi Bandung

Knowledge sharing among lecturers is an essential activity in university to achieve academic common goals. Even though it is important, the knowledge sharing among lecturers is not easy to be implemented, because sometimes knowledge hoarding could be more predominant in university. There are many factors influence lecturers to engage in knowledge sharing activities. This research aims to reveal the antecedents (drivers and barriers) of lecturers’ knowledge sharing behavior. This study also explores the actual knowledge sharing behavior among lecturers in universities and construct the lecturers’ knowledge sharing behavior model. The scope of study is business and management study program which are located in Jakarta, Bogor, Depok, Tangerang, Bekasi and Bandung. This study was conducted using mixed method approach with sequencing strategy. The qualitative and quantitative approach were used to achieve the research objectives. Qualitative approach is applied to explore the drivers and barriers and lecturers’ behavior regarding to knowledge sharing. The data was collected using semi-structured interviewed to 22 informants representing four academic ranks and structural level in four universities in Jakarta, Depok, Bogor and Bandung. Besides, qualitative approach also applied to explore the knowledge sharing behavior among lecturers and develops the basic model of knowledge sharing among lecturers. Quantitative approach was used to construct and validate lecturers’ knowledge sharing behavior model. Validity and reliability of research instrument was tested using pre test survey data. The pre-test survey data were gathered using a self-administered questionnaire that distributed to 32 lecturers from three universities in Jakarta and Bandung. The test of hypotheses were using data from survey, which were gathered using questionnaire, that were distributed to 154 lecturers at Jakarta, Bogor, Depok, Bekasi and Tangerang (Jabodetabek). NVIVO 10 Data Management System was used as data management in the qualitative approach. Meanwhile, Smart PLS 3.0 was applied as data processing in the quantitative approach. This study found that in order to engage in knowledge sharing, lecturers must have willingness or intention to perform knowledge sharing behavior. The intention is ii influenced by motivational factors (attitude toward knowledge sharing and subjective norm) and behavior factor (perceived behavioral control). The motivational and behavior factors are influenced by some antecedents. There are nineteen antecedents that are found in this study which can be acted as drivers or barriers to knowledge sharing. Those antecedents are classified into four contexts: personal, organizational, social and infrastucture and opportunity contexts. Among those antecedents, there are four drivers and barriers that are mostly mentioned by informants that influence lecturers’ intention to perform knowledge sharing behavior. Those are trust, communication from personal context; organizational culture and leadership from organizational context. In addition, this study also found that communal sharing, equality matching, authority ranking and reward orientation are the mediating factors between personal and organizational contexts and motivational factors of knowledge sharing behavior among lecturers. Meanwhile, the infrastructure and opportunity context influence lecturers’ perceived behavioral control. In this study, it was also found that there are three types of lecturer’ knowledge sharing behavior: reluctance, compliance and commitment behaviors. The occurrence of those behavior depends on the drivers and the barriers that are existed in the particular circumstances and situation in organization. Hypotheses testing shows that trust, communication, communal sharing, equality matching, attitude, perceived behavioral control and behavioral intention influence lecturers’ actual knowledge sharing behavior positive and significantly. Meanwhile the organization culture, leadership, authority ranking, reward orientation and subjective norm do not significantly influence lecturers’ knowledge sharing behavior. It means that in the existing model of knowledge sharing behavior among lecturers, there is less role of organization to stimulate or endorse lecturers to engage in knowledge sharing. The knowledge sharing among lecturers is conducted based on the lecturers’ commitment and awareness of knowledge sharing. But it does not mean that organization context (organization culture and leadership) is not needed to enhance knowledge sharing behavior among lecturers. Indeed, the organization culture and leadership are required to enforce and persuade lecturer to engage in the knowledge sharing. Those are also needed so that the knowledge sharing process can be organized and internalized in lecturers mindset so that the flow will be no longer exclusive, separately or sporadic. To organize, stimulate and elevate knowledge sharing behavior among lecturers, there are some strategies that organization can develop. The strategies can be such as creating knowledge sharing envionment and applying an organizational justice in organization culture that show the accountability and transparency of the organization. In term of leadership, the implementation of appreciative leadership style in organization can stimulate knowledge sharing behavior among lecturers.