Knowledge Sharing Mediating Information Technology Student Innovation

2021 ◽  
pp. 645-663
Author(s):  
James Kiarie Ngugi ◽  
Leilani Goosen
Keyword(s):  
Information Technology ◽  
Knowledge Sharing ◽  
Undergraduate Students ◽  
Structural Equation ◽  
Course Design ◽  
Equation Model ◽  
Self Regulated Learning ◽  
Design Characteristics ◽  
Indirect Relationship ◽  
Sharing Behavior

Research has identified factors promoting innovative behavior (IB) among employees in organizations. However, the effect of knowledge sharing behavior (KSB), self-regulated learning (SRL), and course design characteristics (CDCs) in developing IB among information technology (IT) students in universities is not well understood. The purpose of the study was developing a structural equation model (SEM) of the drivers of IB among IT students. As very little research simultaneously explores the determinants of undergraduate students' IB, one of the study objectives is to plug the literature gap by examining how SRL and CDCs act as antecedents of IB, via the mediating action of KSB. The findings are summated in a KSB-IB SEM. The results largely support all the hypotheses and suggest a significant indirect relationship between SRL and IB, fully mediated by KSB. The indirect relationship between CDCs and IB was significantly and fully mediated by KSB. The results of the study reveal that both CDCs and SRL act as drivers of KSB and IB among IT students.

Innovation, Entrepreneurship, and Sustainability for ICT Students Towards the Post-COVID-19 Era

2021 ◽  
pp. 110-131
Author(s):  
James K. Ngugi ◽  
Leila Goosen
Keyword(s):  
Structural Equation ◽  
Course Design ◽  
Equation Model ◽  
Future Research ◽  
Self Regulated Learning ◽  
Knowledge Sharing Behavior ◽  
Information And Communication ◽  
Future Research Directions ◽  
Design Characteristics ◽  
Sharing Behavior

The purpose of the study reported on in this chapter was to develop a structural equation model (SEM) of the drivers of innovation for information and communication technology (ICT) students. Against a background of research on entrepreneurship and sustainability towards the post-COVID-19 era, factors had previously been identified, which promoted innovation among employees. A literature review, however, also revealed issues, controversies, problems, and challenges related to the effects of knowledge sharing behavior (KSB), self-regulated learning (SRL), and course design characteristics (CDCs) on developing innovative behavior (IB) among ICT students at universities. Solutions and recommendations are provided for managers involved at universities on leveraging attributes of KSB, SRL and CDCs to sustainably trigger innovation and entrepreneurship among ICT students towards the post-COVID-19 era. Future research directions are also considered. In conclusion, a discussion of the overall coverage of the chapter and concluding remarks are provided.

Investigating the Effect of Information Technology and Key Determinants on Knowledge Sharing and Arriving at Employee Creativity

2021 ◽  
pp. 121-144
Author(s):  
Mahendra Kumar Sharma ◽  
Dilip Kumar
Keyword(s):  
Information Technology ◽  
Organizational Culture ◽  
Structural Equation Modeling ◽  
Knowledge Sharing ◽  
Structural Equation ◽  
Equation Modeling ◽  
Employee Creativity ◽  
Knowledge Sharing Behavior ◽  
Sharing Behavior

The chapter aims to investigate the influence of information technology, trust, rewards, leadership, and organizational culture on the knowledge sharing behavior of the employees that ultimately drives employee creativity. Drawing from the literature on employee creativity, knowledge sharing, and its influencing variables, this paper proposed a model comprising all such prominent variables and tested it quantitatively. For this purpose, 405 questionnaires were collected at Indore, India, and structural equation modeling was used to test the hypotheses. The findings show that organizational culture followed by leadership was the prominent factor affecting the knowledge sharing behavior of employees. Information technology, trust, and rewards followed next, respectively. Employee creativity was found to be significantly affected by knowledge sharing behavior. The study augments the research on employee creativity and knowledge sharing.

An Explanatory Model of Problematic Internet Use of Southern Spanish University Students

2021 ◽  
pp. 089443932199865
Author(s):  
José-María Romero-Rodríguez ◽  
José-Antonio Marín-Marín ◽  
Francisco-Javier Hinojo-Lucena ◽  
Gerardo Gómez-García
Keyword(s):  
University Students ◽  
Undergraduate Students ◽  
Internet Addiction ◽  
Structural Equation ◽  
Internet Use ◽  
Sociodemographic Factors ◽  
Equation Model ◽  
Problematic Internet Use ◽  
Moderate Degree ◽  
Cross Sectional

The problematic Internet use (PIU) has become a topic of special relevance since it is a problem that affects the whole world. It has been detected that the population at greatest risk is university students along with adolescents. At the same time, Spain is one of the countries with the highest PIU rate. The purposes of this article were to analyze the presence and degree of Internet addiction among university students and to check the sociodemographic factors that influence the PIU. To this end, 13 hypotheses were put forward and contrasted using a structural equation model. The study adopted a cross-sectional approach by applying the Internet addiction test to a sample of undergraduate students in southern Spain ( n = 1,013). The results indicated a prevalence of PIU among students of almost 12.5% and with a moderate degree of addiction. In turn, the following hypotheses that had a significant effect on the PIU were supported: gender; field of knowledge; living in the parents’ home; Internet daily use for leisure; Internet daily use for academic purposes; number of social networks; sexual orientation; marital status. Finally, the main findings of the study were reviewed, and the main recommendations and implications for mitigating the negative effects of technology and enhancing the positive ones were established.

Knowledge management strategies for sustaining Lesson Study

2019 ◽  
Vol 9 (2) ◽  
pp. 167-178
Author(s):  
Eric C.K. Cheng
Keyword(s):  
Information Technology ◽  
Knowledge Management ◽  
Hong Kong ◽  
Knowledge Sharing ◽  
Lesson Study ◽  
Structural Equation ◽  
Explicit Knowledge ◽  
Relative Effectiveness ◽  
Management Strategies ◽  
Content Type

Purpose The purpose of this paper is explore the relative effectiveness of people-based and information technology-based knowledge management (KM) strategies as implemented by principals in Hong Kong schools to facilitate and sustain Lesson Study for teachers’ knowledge sharing and internalization. Design/methodology/approach Data from 184 principals in Hong Kong were collected by a cross-sectional quantitative survey. Confirmatory factor analysis and reliability tests have been used to examine the constructed validity and reliability of the instrument. A structural equation model was applied to confirm the predictive effect of people-based and information technology-based KM strategies on teachers’ knowledge sharing and internalization through Lesson Study. Findings Results show that people-based KM strategy predicts knowledge sharing and internalization by and among teachers. However, while information technology-based knowledge management strategies predict teachers’ knowledge sharing, they do not predict how effectively they internalize knowledge. Practical implications Cultivating communities of practice, professional learning communities and mentoring schemes in schools can nurture a knowledge-sharing culture to facilitate and sustain Lesson Study for teacher learning. Institutionalizing an information technology system can help teachers to retrieve, share and store the school’s explicit knowledge. Originality/value The paper not only suggests school management strategies and practices for school leaders to facilitate and sustain Lesson Study, but also brings a new research dimension, KM, to the research area.

The Hexaco-60, the Dark Triad and Scholastic Cheating

2020 ◽  
pp. 003329412096107
Author(s):  
Yuen Kiu Cheung ◽  
Vincent Egan
Keyword(s):  
Undergraduate Students ◽  
Associate Degree ◽  
Structural Equation ◽  
Equation Model ◽  
Dark Triad ◽  
Online Questionnaire ◽  
Postgraduate Students ◽  
Personality Predictors ◽  
Academic Qualification ◽  
One Way Anova

Previous studies have found inconsistent results regarding the personality predictors of scholastic cheating. This study investigated whether personality was a predictor of scholastic cheating using the HEXACO-60 personality inventory and the Dark Triad (DT). A sample of 252 students completed the online questionnaire. Results from a one-way ANOVA showed that scholastic cheating was more common in associate degree/diploma/foundation students and undergraduate students than postgraduate students. Year of study or student status (local or international students) had no effect on scholastic cheating. MANOVA showed that academic qualification, year of study, and student status had no effect on reasons for cheating. A structural equation model (SEM) found that scholastic cheating was positively predicted by unmitigated achievement and psychopathy. Psychopathy emerged as the strongest significant predictor of scholastic cheating. These results supported the view that dark personality is relevant for understanding scholastic cheating.

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