Knowledge Management
reza karimi; Fatemeh Eshaghi Macconi
Abstract
Background and Objectives: The aim of this research, content analysis of elementary school textbooks is based on the level of attention to knowledge management concepts. This research in terms of approach is quantitative, and in terms of purpose is applied.for this study was used Content analysis method, ...
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Background and Objectives: The aim of this research, content analysis of elementary school textbooks is based on the level of attention to knowledge management concepts. This research in terms of approach is quantitative, and in terms of purpose is applied.for this study was used Content analysis method, there have been Pages (Text, Exercise, Image, Footer) analysis unit done with reading studies, images, exercises and activities.
Methodology: The present study is a descriptive research of content analysis type. Sarmad et al. (2022) consider content analysis to have three main stages: preparation and organization, message examination, and data processing. The focus of this research was on the third stage of analysis, data processing. In this study, the content of elementary school textbooks, including text, images, and exercises, was analyzed based on knowledge-sharing components (tacit and explicit) and both group and individual aspects. The entire text was analyzed, and the recording unit included the "entire text and images" of the textbooks of the six elementary grades. This study aimed to process data using a new method derived from systems theory, known as Shannon’s entropy. In information theory, entropy is an index for measuring uncertainty expressed through a probability distribution. This theory, known as the compensatory model, classified the content of elementary school textbooks in terms of attention to knowledge-sharing components (tacit and explicit). The statistical population of this study included all elementary school textbooks, authored and published by the Textbook Planning and Compilation Office. The sample consisted of all textbooks through census sampling: 5 books for the first grade, 6 books for the second grade, 7 books for the third grade, 7 books for the fourth grade, 7 books for the fifth grade, and 9 books for the sixth grade. The main content analysis tool in this research was a researcher-made content analysis checklist for elementary school textbooks, designed based on knowledge-sharing components. This checklist was developed based on knowledge management theories by Nonaka & Takeuchi (1995) and Alavi & Leidner (2001).
Findings: First, the obtained concepts were placed in knowledge sharing (implicit and objective) and group and individual; The data collection tool includes a researcher-made checklist. The research population includes all the published elementary school textbooks, including 41 books, and sampling was omitted. In all the analyzed textbooks, 946 components were identified. Then, the collected data was analyzed with the help of Excel software and using descriptive statistics indicators in Shannon's entropy analytical process. The results showed that the component of group activity (implicit knowledge) has the highest frequency and the lowest component is related to the component of art and entertainment (implicit). Also, among the textbooks, the book of experimental sciences has paid more attention to the concepts of knowledge sharing than other books. Among the textbooks, the normalized data according to the books, the highest coefficient of importance among the different subjects of the elementary course is related to the Persian book, and solutions were presented to improve the status of knowledge sharing and achieve the goals.
Discussion: The results of the study indicate that the attention given to knowledge-sharing components in elementary school textbooks is not balanced, with the sixth grade receiving the most focus. Additionally, the textbooks of Experimental Sciences, Persian, and Work and Technology pay the most attention to knowledge sharing. Although tacit knowledge sharing is prominent in the textbooks and helps develop students' skills, converting it into explicit knowledge remains a significant challenge. To improve this situation, it is necessary for the Textbook Planning Office to ensure a balanced distribution of knowledge-sharing components across all grades, teachers should use active teaching methods, and schools should create an appropriate environment to enhance student interactions and convert tacit knowledge into explicit knowledge. These actions can prepare students for effective participation in knowledge-based organizations in the future.
Knowledge Management
Saifeallah Khosravi; Atefeh Zarei; Behrooz Bayat; Zarrin Zarrinabadi
Abstract
Background and Objectives: Knowledge sharing involves the exchange of information among individuals across various groups and divisions within or between organizations. It includes conveying knowledge to colleagues through internal and external communication processes. This study aims to present a model ...
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Background and Objectives: Knowledge sharing involves the exchange of information among individuals across various groups and divisions within or between organizations. It includes conveying knowledge to colleagues through internal and external communication processes. This study aims to present a model for knowledge-sharing behavior among nurses.Methodology: This applied research adopts a mixed-methods approach, beginning with a qualitative phase followed by quantitative analysis. The qualitative phase involved thematic analysis of the primary and secondary components of the Theory of Planned Behavior and Homans' Social Exchange Theory, derived from scientific works published between 2000 and 2024 in indexed online databases. Data were collected through library research in a virtual environment using the PRISMA flowchart, and themes were extracted using networked thematic analysis. n the first phase, keywords related to the research objectives were identified through a review of Medical Subject Headings (MeSH) and consultation with experts. The identified keywords were: ("Theory of Planned Behavior") AND ("nurses' knowledge sharing" OR "nurses' information sharing"). ("Homans' Social Exchange Theory") AND ("nurses' knowledge sharing" OR "nurses' information sharing" OR "nurses' information exchange"). In the second phase, the literature search was conducted using national databases such as IranDoc, Magiran, Noormags, and SIKA, as well as international databases including ScienceDirect, ProQuest, Web of Science, and PubMed. In the third stage, inclusion and exclusion criteria were established: (1) studies predicting users' knowledg sharing behavior using Ajzen's Theory of Planned Behavior and Homans' Social Exchange Theory, either separately or combined; (2) studies published as full texts with accessible files; and (3) studies published between 2000 and April 2024 in online databases. In the fourth stage, 375 retrieved sources were screened using the PRISMA flow diagram. During the initial screening, titles and abstracts were reviewed based on the study's objectives and inclusion criteria, resulting in 80 remaining sources. In the second screening phase, 44 sources were excluded after full-text reviews due to non-compliance with the study goals and criteria, leaving a total of 36 sources for further review and data extraction. In the fifth and sixth stages, bibliographic details were recorded, and themes were extracted from the source texts through thematic analysis and coding. The quantitative Research phase employed a survey-analytical method using a researcher-developed questionnaire consisting of 27 questions across nine components derived from the qualitative phase. These components include attitude, subjective norms, perceived behavioral control, intention, rewards, reciprocal relationships, risk, reputation perception, and knowledge-sharing tools. Responses were measured on a five-point Likert scale ranging from "strongly disagree" (1) to "strongly agree" (5). The statistical population comprised nurses from six selected teaching hospitals of Kermanshah University of Medical Sciences. Based on the structural equation modeling guidelines of 5Q<n<27Q, a sample size of 280 participants was determined using proportional quota-random sampling. To validate the questionnaire items, a checklist assessing the Content Validity Index (CVI) and Content Validity Ratio (CVR) was distributed among 34 faculty members and specialists in information science and knowledge studies affiliated with the Ministry of Health and the Ministry of Science, Research and Technology. The average CVR and CVI coefficients were reported as 84% and 69%, respectively. The reliability of the questionnaire was assessed using Cronbach's alpha, with a pre-test reliability of R=0.873 and a post-test reliability of R=0.915 based on a sample of 36 individuals from the statistical population. Structural equation modeling was employed to test the research hypotheses, and Friedman's test was used to prioritize the components.Findings: The qualitative analysis identified nine key components: attitude, rewards, mutual benefits, reputation, subjective norms, perceived behavioral control, intention, risk, and knowledge-sharing tools. Descriptive statistics indicated that, from the nurses' perspective, attitude, rewards, mutual benefits, reputation, and subjective norms had above-average means and significantly influenced knowledge-sharing behavior. However, inferential statistics revealed that only attitude, perceived behavioral control, and rewards had a significant impact on knowledge-sharing behavior.Discussion: The components of attitude, perceived behavioral control, rewards, mutual benefits, reputation, and subjective norms play significant roles in the knowledge-sharing behavior model of nurses.
Knowledge Management
leyli taherkhani; safiyeh tahmasebi limooni; Mitra Ghiasi
Abstract
Background and Objectives: To explain the effect of web knowledge sharing on knowledge entrepreneurship according to the mediating role of information technology acceptance based on the TOE model among the employees of the Iran Public Librarries Foundation.
Methodology: In terms of purpose, the present ...
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Background and Objectives: To explain the effect of web knowledge sharing on knowledge entrepreneurship according to the mediating role of information technology acceptance based on the TOE model among the employees of the Iran Public Librarries Foundation.
Methodology: In terms of purpose, the present research is applied, and in terms of data collection, it is a descriptive survey of the correlation type. The statistical population of the research consists of all the librarians of the public libraries of the country in the number of 7000 people, and 364 people were selected as a sample using Cochran's formula. To collect information from questionnaires Web knowledge sharing, Taherkhani, Tahmasbi and Ghiasi (2022), Knowledge Entrepreneurship (Skrzeszewski, 2006) and information technology acceptance (Chandra and karippurnanda, 2018) were used. The face, content and construct validity of the instrument was confirmed and their reliability was also calculated and confirmed using Cronbach's alpha coefficient. SPSS22 and PLS3.8 software were used to analyze the results.
Findings: The findings of the research showed that the coefficient of influence of web knowledge sharing on employee knowledge creation and acceptance of information technology is 0.554 and 0.415, respectively; The coefficient of the adoption of information technology on the knowledge entrepreneurship of employees was calculated as 0.887 and the coefficient of the adoption of information technology in the relationship between web knowledge sharing and knowledge entrepreneurship was calculated as 0.583. It has become bigger than 1.96. Also, the findings showed that web knowledge sharing has a positive and significant effect on knowledge creation and information technology acceptance based on the TOE model of employees, and the mediating role of information technology acceptance based on the TOE model in the effect of web knowledge sharing on knowledge creation of employees is confirmed.
Discussion: According to the findings of the research, it can be concluded that the development of knowledge entrepreneurship requires the creation and strengthening of infrastructures such as web knowledge sharing and information technology, and they should be viewed as an interconnected process. And it is necessary to be taken seriously by libraries.
Knowledge Management
hamid faramarzi; Gholam Hossein maktabi; morteza omideyan; ali reza hajiyakhchali
Abstract
Background and Objectives: This study's primary objective was to employ canonical analysis to examine the relationship between behavioral, normative, and control beliefs and their influence on the propensity to share knowledge with attitudes, subjective norms, behavioral intentions, and perceived behavioral ...
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Background and Objectives: This study's primary objective was to employ canonical analysis to examine the relationship between behavioral, normative, and control beliefs and their influence on the propensity to share knowledge with attitudes, subjective norms, behavioral intentions, and perceived behavioral control among middle school teachers in the city of Karaj.Methodology: This study adopted a descriptive correlational design. The statistical population for this research comprised all secondary school teachers in the city of Karaj. To this end, a sample of 350 individuals was randomly selected from this population using a simple random sampling technique. The Knowledge Sharing Questionnaire developed by Chennamaneni and Raja (2012) and the Reasoned Action Questionnaire by Fishbein and Ajzen (2002) were used to evaluate the variables. Canonical correlation analysis served as the primary statistical technique for the data analysis.Findings: Following the collection of research data and subsequent analysis using canonical correlation analysis, a significant linear relationship, with a 5% significance level, was observed between all variables examined. These findings supported the research hypothesis by demonstrating the predictability and significance of the relationship between behavioral, normative, and control beliefs and the propensity to share knowledge with attitudes, subjective norms, behavioral intentions, and perceived behavioral control. Among the criterion variables, behavioral intention (0.67) emerged as the most influential, whereas normative beliefs (0.41) indicated the highest significance among the predictor variables. The analysis of Wilks' lambda value (p < 0.001, F = 18.868, λ = 0.461) revealed a significant canonical correlation between the two sets of variables, with a 99% probability. However, it should be noted that Wilks' lambda represented the unexplained variance in the model. In this analysis, the effect size of the two canonical functions was 0.539, representing the shared variance between the two sets of variables the model could explain. With an effect size of 0.539, the obtained model suggested the existence of a common source of variance that explains the overlap between the two variable sets. Furthermore, the results of the F-test indicated that only one of the canonical functions was statistically significant (F = 18.868, p < 0.001, λ = 0.461). The second function (F = 0.503, p > 0.873, λ = 0.987), third (F = 0.456, p > 0.768, λ = 0.955), and fourth function (F = 0.072, p > 0.789, λ = 0.999) were not statistically significant. This study considered and calculated four canonical dimensions, but only one demonstrated statistical significance.Discussion: This study found a significant canonical correlation and a substantial overlap (53%) between behavioral, normative, and control beliefs and the propensity to share knowledge with attitudes, subjective norms, behavioral intentions, and perceived behavioral control. These findings indicated that attitudes, subjective norms, behavioral intentions, and perceived behavioral control could be predicted and have a significant relationship based on behavioral, normative, and control beliefs and the propensity to share knowledge. Specifically, In the first canonical function, all four predictor variables (behavioral, normative, and control beliefs, as well as the propensity to share knowledge) were identified as significant contributors to the relationship. These variables were more predictive of attitudes, subjective norms, behavioral intentions, and perceived behavioral control than those in the second function. The study's findings suggested that teachers' knowledge-sharing behavior was influenced by their propensity to share knowledge. This propensity was influenced more by teachers' normative and control beliefs than by their behavioral beliefs and attitudes. Drawing upon the results of this study, several key individual motivations for teachers to engage in knowledge-sharing with their colleagues can be identified. These motivations include the enjoyment of helping others, group participation and collaboration, personal responsibilities, encouragement, and rewards. Considering the influence of individual factors on the formation of behavioral beliefs, it can be inferred that the positive or negative perception of knowledge sharing (behavioral beliefs) among teachers is influenced by several key factors. These variables include their enjoyment of helping others, their understanding of the benefits associated with knowledge sharing, and their perception of the difficulty or ease associated with knowledge sharing. When considering the role of behavioral, normative, and control beliefs in determining the propensity to share knowledge, it can be concluded that teachers who hold positive behavioral beliefs about knowledge-sharing are more likely to engage in knowledge-sharing activities. Furthermore, teachers who demonstrated significant self-control were more likely to share their knowledge. Moreover, the research findings indicated a positive correlation between teacher attitudes and knowledge sharing.
