Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Contributing factors in knowledge sharing for performance of university students in teachers’ training programs
University of Borås, Faculty of Librarianship, Information, Education and IT.ORCID iD: 0000-0003-1247-1582
University of the Punjab, Lahore, Pakistan.
2016 (English)In: Library Management, ISSN 0143-5124, E-ISSN 1758-7921, Vol. 37, no 8/9, 496-506 p.Article in journal (Refereed) Published
Abstract [en]

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 of explicit and tacit knowledge 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.

Place, publisher, year, edition, pages
2016. Vol. 37, no 8/9, 496-506 p.
Keyword [en]
Explicit knowledge, Tacit knowledge, Knowledge sharing, Knowledge, Knowledge performance, Student’s learning model
National Category
Information Studies
Identifiers
URN: urn:nbn:se:hb:diva-11339DOI: 10.1108/LM-09-2016-0067ScopusID: 85001977437OAI: oai:DiVA.org:hb-11339DiVA: diva2:1055545
Available from: 2016-12-12 Created: 2016-12-12 Last updated: 2016-12-22Bibliographically approved

Open Access in DiVA

No full text

Other links

Publisher's full textScopushttp://www.emeraldinsight.com/doi/full/10.1108/LM-09-2016-0067

Search in DiVA

By author/editor
Shah, Syed Rahmatullah
By organisation
Faculty of Librarianship, Information, Education and IT
In the same journal
Library Management
Information Studies

Search outside of DiVA

GoogleGoogle Scholar

Altmetric score

Total: 12 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf