The Effect of Knowledge Sharing on Innovative Work Behaviour at Higher Education Institutions

IF 2.3 Q1 EDUCATION & EDUCATIONAL RESEARCH HIGHER EDUCATION QUARTERLY Pub Date : 2024-10-16 DOI:10.1111/hequ.12574

Juhee Kim, Agyemang Amofa Prempeh, Emmanuel Kyeremeh Addai, Elizabeth Wargo

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Abstract

This study delves into the impact of knowledge sharing on innovative work behaviour within higher education institutions in Ghana, utilising data gathered from 285 participants. Employing a quantitative approach and utilising a descriptive-correlational research design, this research reveals a consistently high level of innovative work behaviour. All dimensions of innovative work behaviour, including idea promotion, idea generation, and idea implementation, received notably high scores. Likewise, the sub-components of knowledge sharing, namely the community of practice, organisational communication, personal interaction, and written contribution, were rated as high within these institutions. The study establishes a significant positive correlation between knowledge sharing and innovative work behaviour (β = 0.88, p = 0.00). The study advocates for promoting knowledge-sharing mechanisms within higher education institutions, fostering an environment that facilitates seamless knowledge exchange amongst all members.

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知识共享对高校创新工作行为的影响

本研究利用来自285名参与者的数据，深入研究了加纳高等教育机构中知识共享对创新工作行为的影响。采用定量方法并利用描述性相关研究设计，本研究揭示了始终如一的高水平创新工作行为。创新工作行为的所有维度，包括创意推广、创意产生和创意实施，都获得了很高的分数。同样，知识共享的子组成部分，即实践社区、组织沟通、个人互动和书面贡献，在这些机构中被评为很高。研究发现知识共享与创新工作行为之间存在显著的正相关关系（β = 0.88, p = 0.00）。该研究提倡在高等教育机构内促进知识共享机制，营造一个促进所有成员之间无缝知识交流的环境。

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来源期刊

HIGHER EDUCATION QUARTERLY EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

4.50

自引率

9.10%

发文量

期刊介绍： Higher Education Quarterly publishes articles concerned with policy, strategic management and ideas in higher education. A substantial part of its contents is concerned with reporting research findings in ways that bring out their relevance to senior managers and policy makers at institutional and national levels, and to academics who are not necessarily specialists in the academic study of higher education. Higher Education Quarterly also publishes papers that are not based on empirical research but give thoughtful academic analyses of significant policy, management or academic issues.