Can Universities Encourage Students' Continued Motivation for Knowledge Sharing and How Can This Help Organizations?

Autor/in	Shoemaker, Nikki
Titel	Can Universities Encourage Students' Continued Motivation for Knowledge Sharing and How Can This Help Organizations?
Quelle	In: Journal of College Teaching & Learning, 11 (2014) 3, S.99-114 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1544-0389
Schlagwörter	Undergraduate Students; Knowledge Management; Sharing Behavior; Student Motivation; Incentives; Accounting; Administrator Education; Business Administration Education; Teamwork; Student Projects; Rewards; Self Determination; Predictor Variables + Suchen Sie Ihr Suchwort? Wissensmanagement; Schulische Motivation; Anreiz; Abrechnung; Buchführung; Buchhaltung; Schulprojekt; Reward; Belohnung; Selbstbestimmung; Prädiktor
Abstract	Both practitioners and researchers recognize the increasing importance of knowledge sharing in organizations (Bock, Zmud, Kim, & Lee, 2005; Vera-Muñoz, Ho, & Chow, 2006). Knowledge sharing influences a firm's knowledge creation, organizational learning, performance achievement, growth, and competitive advantage (Bartol & Srivastava, 2002; Bock & Kim, 2002; Vera-Muñoz et al., 2006). However, an individual's natural tendency is to hoard knowledge rather than to share knowledge (Davenport, 1997; Ruggles, 1998). So, how can knowledge sharing be encouraged? Extrinsic rewards are believed to effectively motivate desired behaviors (Bartol & Locke, 2000). Under certain environmental conditions, extrinsic rewards are also believed to develop a more sustained motivation, called "self-determined motivation," for these behaviors (Deci & Ryan, 1991). These ideas raise the following questions: (a) Do extrinsic rewards motivate students to share knowledge? and (b) How can universities encourage individuals to develop the self-determined motivation to take part in desired behaviors such as knowledge sharing? This study investigates the effect of extrinsic rewards on knowledge sharing in a team setting. It also examines whether universities can facilitate individuals' continued or self-determined motivation to share knowledge using certain environmental conditions. To examine these questions, I perform an experiment with 113 undergraduate students from accounting and management classes who are working on team projects. Results suggest that specifically rewarding knowledge sharing can increase individuals' knowledge-sharing behaviors and, in the right environment, their internalization of the motivation to share knowledge. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10