Knowledge Retrieval and Semantic Systems

Abstract Abstract

Introduction: The aim of this research is to examine the effects of organizational commitment and trust on knowledge sharing and knowledge application among employees of public library institutions in Iran.

Methodology: The present research method is descriptive and survey-based and serves its purpose. The statistical population of this study includes managers, administrative staff and district managers of the country's public libraries. The research sample consists of 218 individuals selected through cluster sampling. The data collection tools for this research are as follows: For knowledge sharing, the questionnaire of Chai et al. (2007); for engagement, the questionnaire from Ouakouak & Ouedraogo (2019); for trust, the Yatg and Peng (2009) questionnaire; and the questionnaire from Ouakouak & Ouedraogo (2019) for knowledge application. The Kolmogorov-Smirnov test was used to check the normality of the data and Cronbach's alpha coefficient was used to assess reliability using SPSS26 software. Data analysis was performed using descriptive statistical indicators such as frequency distribution and inferential statistics, as well as structural equation modeling with Smart PLS.

Results: The results showed that professional trust and affective commitment have a positive and significant influence on the knowledge sharing variable, whereas continuous commitment and personal trust have no influence on knowledge sharing. The knowledge exchange variable has a positive and significant influence on knowledge application.

Conclusion: The results showed that knowledge sharing acts as a mediating variable in the relationship between affective commitment and knowledge application; and between professional trust and knowledge application.

Abstract The present study was conducted with the aim of investigating investigating the effect of knowledge sharing and organizational intelligence on organizational entrepreneurship with the mediating role of organizational citizenship behavior among school teachers in Galedar city. In terms of purpose and nature, the current research is applied, and in terms of data collection, it is descriptive of the type of correlation based on structural equation modeling. The statistical population of the research included all the teachers of Galhdar city in the academic year of 2022-2023, numbering 702 people. The size of the sample was considered to be 248 people according to the statistical population and using proportional stratified random sampling method and Morgan's table. To collect data, the standard questionnaires of knowledge sharing by Wang et al. (2008), Albrecht's organizational intelligence (2002), organizational citizenship behavior (1998) and Margaret Hill's organizational entrepreneurship (2003) were used. The validity of the questionnaires was confirmed by face and content validity methods and the reliability coefficient was estimated by Cronbach's alpha method 0.83, 0.75, 0.88 and 0.72 respectively. The results showed that knowledge sharing (β=0.73), organizational intelligence (β=0.85) and organizational citizenship behavior (β=0.55) have a direct, positive and significant impact on organizational entrepreneurship have. Also, knowledge sharing (β=0.47) and organizational intelligence (β=0.39) have a direct, positive and significant effect on organizational citizenship behavior. Sharing organizational knowledge and intelligence through the mediation of organizational citizenship behavior has an indirect effect on organizational entrepreneurship.

Abstract Organizations can leverage knowledge by utilizing their information through value-added human elements such as vision, entrepreneurship, and experience. In this context, social capital is recognized as a key factor in the effective implementation and management of knowledge processes. The primary objective of this study is to investigate the impact of relational and structural social capital on knowledge transfer and sharing through the knowledge management process. This research is applied in purpose and descriptive-correlational in methodology. The statistical population includes 175 employees of Samen Al-A'emmeh Hospital in Galogah, Iran, who were actively employed during the questionnaire distribution period. Using Morgan's table, a sample size of 120 was determined, and questionnaires were distributed and collected randomly. The data collection tool was a Likert-scale questionnaire with five response options. The questionnaire’s validity was confirmed by expert review, and its reliability was verified through Cronbach’s alpha coefficient. The research hypotheses were tested using structural equation modeling (SEM) in the PLS software, and the model’s fit was evaluated. Findings revealed that relational and structural social capital have a significant positive impact on knowledge sharing and transfer. Additionally, the knowledge management process acts as a mediator in these relationships. These results underscore the importance of social capital in strengthening knowledge management and enhancing knowledge transfer and sharing. Ultimately, this study demonstrates that by fostering social capital—particularly in its structural and relational dimensions—organizations can improve their knowledge management processes, thereby boosting productivity and innovation.

Abstract Introduction
With the outbreak of the COVID-19 pandemic and the closure of universities, it seemed more necessary than ever to take a deeper look at online education. In such a context, Iranian universities, like those in other countries, made use of online education. Online education, due to its nature, has a strong dependence on information and communication technologies. Furthermore, not having enough previous experience with online education has resulted in various problems and challenges. Considering these problems, the main goal of the present study was to investigate the effect of knowledge sharing on the metacognition of Teaching English as a Foreign Language (TEFL) instructors, with creativity as a mediator, in the era of COVID-19.
Regarding the relationship between knowledge sharing, creativity, and metacognition, no research has been carried out so far; however, there have been several studies related to the effect and relationship between knowledge sharing and creativity, as well as the relationship between metacognition and creativity. In a study, Rezapasand et al. (2016) addressed the significant effect of knowledge sharing on creativity among employees. The findings showed that knowledge sharing has a significant effect on employees’ creativity. Similarly, Rahoo et al. (2020) studied the effect of knowledge management on the creativity of library employees. The results indicated that the creation, implementation, storage, and sharing of knowledge have a significant effect on employees’ creativity.
Regarding the relationship between creativity and higher thinking, especially metacognition, the research literature has mostly addressed the effect of metacognition on creativity (VanTassel-Baska & MacFarlane, 2009; Jia, Li, & Cao, 2019), and the influence of creativity on higher thinking and metacognition has been considered less. Meanwhile, Ramirez and Ganaden (2008) investigated the effect of creative activity on students’ higher thinking and reported that creative activities have no effect on higher thinking. Considering the lack of research on this issue and taking into account the importance of knowledge sharing for metacognition, creativity can play the role of a mediator between the two variables. Therefore, this study investigated whether knowledge sharing affects the metacognition of TEFL instructors through the mediation of creativity in the era of COVID-19.
Research Questions
1. Does knowledge sharing have the ability to predict the variable of creativity?
2. Does knowledge sharing have the ability to predict the variable of metacognition?
3. Does creativity have the ability to predict the variable of metacognition?
4. Does creativity have the ability to mediate the effect of knowledge sharing on metacognition?
Methodology
In terms of purpose, the study was applied, and in terms of methodology, it was survey‑based. The statistical population of the research included TEFL faculty members teaching in state and private universities in Iran. Out of the 450 questionnaires sent to professors’ emails, 300 were returned, of which 288 were selected. Therefore, the sample size was considered to be 288 participants according to the available sampling method. The first questionnaire was the knowledge‑sharing scale prepared by Yi (2009) for non‑university environments. Ramayah et al. (2014) modified the questionnaire for the academic environment. This questionnaire has 28 questions and four subscales. The second questionnaire was the creativity questionnaire compiled by Khany and Boghayeri (2014). This questionnaire has 43 items and three subscales. The third questionnaire was the metacognition scale developed by Balcikanli (2011). This questionnaire has 24 items and six subscales.The results of Cronbach’s alpha showed that the reliability of the knowledge‑sharing questionnaire was 0.793, the creativity questionnaire was 0.921, and the metacognition questionnaire was 0.752, which indicates acceptable reliability of the scales. Data analysis was conducted using descriptive statistics, multiple regression, and path analysis with the help of SPSS 23 and AMOS 21 software.
Results
Demographic analysis showed that out of the total of 288 participants in this research, 150 (52.1%) were females and 138 (47.9%) were males. In terms of academic rank, 39 (14.4%) were instructors, 201 (74.4%) assistant professors, 24 (8.9%) associate professors, and 6 (2.2%) professors.
The first hypothesis examined whether knowledge sharing can explain the variance of the creativity variable. To answer this hypothesis, multiple regression was used. The results showed that the obtained R value was 0.558. The R² coefficient showed that the four variables together explained 31% of the variance of the creativity variable. Considering the standardized beta (β) coefficients, participation in writing (β = 0.266), organizational communication (β = 0.244), personal relationships (β = 0.184), and group activity (β = 0.235) could explain changes related to creativity. The correlation coefficients showed that participation in writing explains 8.8%, organizational communication 7.56%, personal relationships 4%, and group activity 9.16% of the variance of creativity.
The second hypothesis explored whether knowledge sharing can explain the variance of the metacognition variable. The results of the multiple regression test showed that the obtained R value was 0.170. The R² coefficient showed that the four variables together explained 2.9% of the variance of the metacognition variable. Considering the standardized beta (β) coefficients, the coefficient for participation in writing (β = 0.133) indicated that this variable could explain changes related to metacognition. However, the other variables (organizational communication, personal relationships, and group activity) did not contribute significantly in this research. The proportional correlation coefficient showed that participation in writing explained 69.1% of the variance of metacognition.
The third hypothesis explored whether creativity can explain the variance of the metacognition variable. The results showed that the obtained R value was 0.234. The R² coefficient indicated that creativity explains 5.5% of the variance of the metacognition variable. Considering the standardized beta coefficient (β = 0.234), creativity can explain the changes related to metacognition. The parametric correlation coefficient showed that creativity explains 47.5% of the variance of metacognition.
Regarding the question of whether there is a relationship between the knowledge sharing subscales and metacognition, and considering the mediating role of creativity, the results of the path analysis showed that the variable of participation in writing does not directly affect metacognition, although in the regression analysis this variable directly affected metacognition. Therefore, this variable was removed from the model. In general, the fit indices of the model were favorable. Although the presented model had a good fit, the question remained whether the subscales of knowledge sharing have a significant effect on metacognition through creativity as a mediating variable. The results indicated that all subscales of knowledge sharing, through creativity, were able to affect metacognition.
Conclusion
The general conclusion indicated that university instructors who have higher levels of knowledge sharing are more creative in teaching, and this may help develop metacognition. Based on the findings, it is suggested that universities develop their infrastructures and train faculty members to become involved in knowledge management processes, as this may enhance the creativity of university teachers.

Abstract Introduction Knowledge has become one of the most valuable intangible assets and a critical source of competitive advantage for contemporary organizations. Effective knowledge management enables organizations to acquire, store, share, and apply knowledge to improve performance and ensure long-term sustainability. Among knowledge management processes, knowledge sharing is considered a fundamental component because knowledge that is not shared has limited organizational value. However, knowledge sharing is not an automatic process; rather, it requires individual motivation, organizational support, appropriate culture, and technological infrastructure. Knowledge sharing is particularly important in knowledge-based organizations such as public libraries, where employees possess valuable explicit and tacit knowledge gained through professional experiences. The National Library and Public Libraries Institution of Iran has accumulated extensive organizational experiences; however, the lack of systematic mechanisms for transferring knowledge, documenting lessons learned, and preserving employees’ expertise may result in knowledge loss due to retirement, employee turnover, and organizational changes. Therefore, identifying the factors influencing knowledge sharing and developing an appropriate model can contribute to improving organizational learning and knowledge sustainability. The present study aims to identify the key indicators affecting knowledge sharing implementation in the National Library and Public Libraries Institution of Iran, prioritize these indicators, and develop a comprehensive knowledge-sharing model. Research Questions 1. What are the dimensions and indicators of knowledge sharing in the National Library and Public Libraries Institution of Iran? 2. How are the effective indicators of knowledge sharing in the National Library and Public Libraries Institution of Iran ranked? 3. What is the knowledge-sharing model in the National Library and Public Libraries Institution of Iran? Literature Review Previous studies have demonstrated that knowledge sharing is influenced by multiple dimensions, including technological, organizational, cultural, and individual factors. Research has shown that organizational trust, management support, employee participation, motivation, and organizational culture play significant roles in encouraging knowledge-sharing behaviors. Trust among employees facilitates the exchange of both tacit and explicit knowledge, while supportive leadership creates an environment in which employees are more willing to share their expertise. Furthermore, information technology provides essential infrastructure for knowledge storage, communication, and dissemination. However, technology alone cannot guarantee successful knowledge sharing unless it is supported by appropriate organizational processes and a knowledge-oriented culture. Studies conducted in libraries and other knowledge-intensive organizations emphasize the importance of developing structured processes, employee training, and incentive systems to promote knowledge-sharing practices. Despite previous research, limited studies have focused on developing a comprehensive knowledge-sharing model specifically for public libraries. Therefore, this study attempts to fill this research gap by identifying and integrating the major dimensions and indicators of knowledge sharing in the context of public libraries. Methodology This study employed a mixed-methods research design to identify, prioritize, and model knowledge-sharing indicators in the National Library and Public Libraries Institution of Iran. In the qualitative phase, a meta-synthesis approach based on the seven-step model of Sandelowski and Barroso was conducted. Relevant studies published from 1990 onward were reviewed through international and national databases. From 189 identified sources, 43 articles were selected after applying quality assessment and screening criteria. Based on the extracted indicators, an expert-based questionnaire was developed. Twenty-eight experts, including managers, administrative employees, provincial directors, and specialists from the National Library and Public Libraries Institution, participated in the study. The indicators were evaluated using the Delphi method and prioritized through the Analytic Hierarchy Process (AHP). Subsequently, Interpretive Structural Modeling (ISM) was applied to develop the knowledge-sharing model, and Structural Equation Modeling (SEM) using SmartPLS was employed to validate the final model. Results The findings revealed that 80 initial indicators were identified and categorized into four main dimensions: technological, organizational, cultural, and individual factors. After expert evaluation and Delphi analysis, 12 key indicators remained. The technological dimension included information technology management; the organizational dimension consisted of knowledge transfer processes, knowledge-sharing expertise, internal processes, strategic processes, and performance processes. The cultural dimension included management support, employee participation, and organizational belonging, while the individual dimension included employee understanding and awareness, employee and managerial expertise, and human resource motivation. The AHP results indicated that the cultural dimension had the highest importance in implementing knowledge sharing, followed by individual, organizational, and technological dimensions. The ISM analysis demonstrated that organizational processes, strategic processes, internal processes, and organizational belonging were among the most influential factors. The SEM results confirmed the appropriate fit and predictive capability of the proposed model. Discussion The results highlight that successful implementation of knowledge sharing requires more than technological solutions. Although information technology provides important support for knowledge exchange, organizational culture and human factors have a stronger influence on knowledge-sharing behaviors. The dominant role of cultural factors indicates that management support, trust, employee involvement, and organizational commitment are essential for creating an environment where knowledge sharing becomes part of daily organizational practices. Moreover, individual factors such as motivation, expertise, and employees’ understanding of the value of knowledge sharing significantly contribute to knowledge exchange. Managers should therefore develop incentive mechanisms, training programs, and communication opportunities to encourage employees to share their experiences. Organizational factors, including documentation processes, knowledge repositories, and strategic planning, are also necessary to ensure the sustainability of knowledge-sharing activities. For public libraries, where employees hold valuable professional knowledge and experiences, establishing systematic knowledge-sharing mechanisms can prevent knowledge loss and improve service quality. Conclusion This study developed a comprehensive model for implementing knowledge sharing in the National Library and Public Libraries Institution of Iran. The findings demonstrate that knowledge sharing is a multidimensional process influenced by cultural, individual, organizational, and technological factors. Among these dimensions, organizational culture and management support represent the most critical foundations for successful implementation. The proposed model can assist policymakers and managers in designing effective knowledge-sharing strategies, preserving organizational knowledge, and improving organizational performance. Future research may examine the effectiveness of this model in other knowledge-based organizations and investigate the long-term outcomes of knowledge-sharing initiatives.

Abstract Introduction Knowledge is one of the key factors in the success of organizations. The use of knowledge management in organizations is to quickly adapt to environmental changes. The continuous change in knowledge creates a new state of imbalance for organizations. In this situation, only organizations that can maintain their competitive advantage can survive, and maintaining competitive advantage and the survival of the organization is possible by using knowledge management. Knowledge management consists of the processes of creating, collecting, organizing, disseminating, constantly refining, and exploiting knowledge. By using modern technologies and systems, if we are not able to achieve all goals, such as increasing employee efficiency, increasing the level of organizational knowledge, updating knowledge, optimizing production, increasing the ability to solve organizational problems and issues, and other positive goals, we can achieve important parts of these goals. They may be technical or scientific and must be provided. Implementing knowledge management in any organization requires the existence of foundations that may be technical or scientific and must be provided. These technical fields can include computers and communication networks, and scientific fields can include the process of collecting and storing the knowledge needed by the organization. However, examining and studying these fields in order to create a knowledge management system and creating knowledge management is one of the initial steps. This research was conducted to assess the feasibility of implementing knowledge management in the Islamic Publicity Organization, based on the framework of the Asian Productivity Organization. Research Question(s) The main question is about the level of readiness of the Islamic Publicity Organization to establish knowledge management. Other questions are as follows: 1) What is the level of readiness of the Islamic Publicity Organization in terms of leadership? 2) What is the level of readiness of the Islamic Publicity Organization in terms of organizational processes? 3) What is the level of readiness of the Islamic Publicity Organization in terms of individuals? 4) What is the level of readiness of the Islamic Publicity Organization in terms of technology? 5) What is the level of readiness of the Islamic Publicity Organization in the dimension of knowledge processes? 6) What is the level of readiness of the Islamic Publicity Organization in the dimension of learning and innovation? 7) What is the level of readiness of the Islamic Publicity Organization in the dimension of knowledge management results? Literature Review Sadeghi et al. (2019) conducted a study in Iranian universities and found that information technology and leadership support are the most important factors in the success of knowledge management. In another study, Asgari et al. (2021) showed that senior managers and organizational culture play an important role in the success of knowledge management in Iranian technology-based companies. Also, continuous training and creating motivation for knowledge sharing improve organizational performance. Henz and Oliveira (2024) used the content analysis method for a systematic literature review on knowledge management implementation. Key findings indicate: (a) a need for more research into strategies, practices, and technology for aiding KM implementation and evaluation; and (b) the potential for testing models and frameworks in diverse contexts (country, sector, and size). In response to the analysis, a KM implementation roadmap was formulated, encompassing five stages: diagnosis, design, implementation, implementation improvement, and evaluation. Methodology The study was applied in nature and employed a descriptive–survey methodology, where theoretical information was collected through library studies and practical data were obtained using the standardized Knowledge Management Readiness Assessment Questionnaire developed by the Asian Productivity Organization, which holds confirmed validity and reliability. The Asian Productivity Organization (APO) is an intergovernmental organization committed to improving productivity in the Asia Pacific region. Established in 1961, the APO contributes to the sustainable socioeconomic development of the region through policy advisory services, acting as a think tank, and undertaking smart initiatives in the industry, agriculture, service, and public sectors. The statistical population consisted of experts and specialists from the Islamic Publicity Organization, and a sample of 131 individuals was selected using Morgan’s table. Results Results indicated that the organization’s readiness across all seven indices of the model was at the initial level: leadership (15.51), process (15.51), people (14.54), technology (17.57), knowledge processes (15.27), learning and innovation (14.75), and knowledge management outcomes (14.34). The highest level of readiness was observed in the technology dimension, suggesting easier and faster implementation. The total score of 107.49 confirmed that the organization as a whole is at the beginning stage of knowledge management readiness. Discussion Results indicate that all seven criteria, with slight differences from each other, are at the same level of readiness for implementing knowledge management in the Islamic Publicity Organization, and therefore, there is a relative balance between these criteria. Therefore, implementing knowledge management in the aforementioned organization will be easier than in organizations that differ significantly from each other in the seven criteria. Conclusion These findings demonstrated that despite this initial level, the organization possesses the potential to pursue implementation, and prioritizing the improvement of weaker dimensions may accelerate the process.

Abstract 1. Introduction

In today's organizational world, different generations of employees work and engage in activities alongside each other. Generations that differ from each other mainly in terms of knowledge, values, and skills, and these differences have also affected their behaviors. Some believe that the existence of intergenerational differences in organizations can be a source of tension and conflict and have a negative impact on organizational performance. However, studies show that today, a successful organization is one that is able to manage the diversity of generations in the organization and create an environment of cooperation by creating an intergenerational culture and responding to the diverse needs of each generation of employees. Intergenerational culture means creating values and beliefs among people in an organization that enable them to tolerate people of different ages from different generations, so that they can respect each other's opinions, interact and communicate positively, and use each other's abilities to improve organizational work and activities. Innovation is an important and vital factor for organizations to create value and sustainable competitive advantage in today's complex and changing environment. It seems that one of the effective factors in the emergence of innovation is knowledge and information, which can be created in various ways, including knowledge sharing. Knowledge sharing should occur between employees of different generations. Generations that are mainly different from each other in terms of knowledge, values, and skills, and effective interaction between them requires the existence of an intergenerational culture in the organization. Therefore, due to the importance of the subject, the present study seeks to answer the question: Does the intergenerational culture of the organization affect innovation with the mediating role of knowledge sharing among Shiraz University employees?

2. Literature Review

So far, various studies have been conducted on each of the variables studied in the study, and some of the most important ones have been briefly mentioned. Research by Cohen (2006) and Ropes (2011) showed that dimensions of intergenerational culture have a positive and significant effect on the growth of individuals' innovation. Also, Chen et al. (2014) and Li and Hong (2014) concluded in their research that knowledge sharing has a positive and significant effect on individuals' innovation. Sivén and Ivantsova (2017), Brčić and Mihelič (2015), Harvey (2012), and Burris (2012) found that different dimensions of intergenerational culture can have a positive and significant impact on knowledge sharing. The findings of Al-Ahmad, Easa, and Mostapha (2020) indicate that there is a positive and significant relationship between knowledge sharing and knowledge and innovation in production and process.

3. Methodology

The research method is a descriptive correlation type. The statistical population of the research included all the employees of Shiraz University, a total of 700 people, of which 248 people were selected using a simple random sampling method. The tools of this research included the intergenerational culture questionnaire of King and Brandt (2017), knowledge sharing by van den Hoof and de Ryder (2004), and Holman et al.'s (2012) innovative behavior. The content validity of the questionnaires was approved by the experts, and the reliability of the questionnaires was estimated by Cronbach's alpha method as 0.91, 0.81 and 0.84, respectively. Data analysis was done at two descriptive and inferential levels, including the Pearson correlation coefficient and the structural equation model.
 

4. Results

The results of the research showed that the existence of an intergenerational constructive culture has a positive and significant effect on the growth of knowledge-sharing behavior. In addition, knowledge-sharing behavior also has a positive and significant effect on the growth of employees' innovation. Also, intergenerational culture in the university has a positive but insignificant effect on employee innovation. Therefore, the intergenerational culture in the university can influence the innovation of the employees due to the knowledge-sharing behavior.

5. Discussion

Today, in organizations, different generations of employees with different beliefs and values work together. Failure to properly manage such differences can cause disruption and create tension and conflict in organizations. However, the existence of a correct intergenerational culture in the organization can not only prevent such conflicts from occurring, but can also guide such diversity in organizations in a way that leads to improved work and organizational activities. Based on the results obtained, intergenerational culture has a positive and significant effect on the development of knowledge-sharing behavior. This finding means that the more the values and beliefs among the organization's people tend toward tolerance of people of different ages and generations, respect for each other's opinions, positive interaction and communication between different generations, avoidance of intergenerational stereotypes, and creating a platform for the growth, promotion, and retention of employees from different generations, the more the platform for constructive interaction and knowledge sharing between individuals is provided. Another finding of this research is the positive and significant impact of knowledge-sharing behavior on the growth of employee innovation. Therefore, knowledge sharing can provide the basis for creating and implementing new ideas and benefiting the organization by providing individuals with a set of necessary and up-to-date knowledge and information. Another finding of this research is the positive but insignificant effect of intergenerational culture in the university on employee innovation. Based on this and other research findings, although intergenerational culture can have a positive impact on the innovation of university employees, this impact is not direct but occurs indirectly through knowledge sharing. The reason for this finding may be in the nature of innovation, because innovation requires up-to-date knowledge and information. Therefore, knowledge sharing can facilitate this. However, knowledge sharing also requires cooperation and interaction between individuals and their willingness to share their knowledge with others, which can also be influenced by the existence of an intergenerational culture.

6. Conclusion

Considering the above, it can be concluded that the existence of an intergenerational culture in the university, i.e. a culture in which respect for the values and beliefs of all generations, intergenerational interactions and collaborations, acceptance and promotion of employees of different generations, and retention are valued, can pave the way for the growth of knowledge sharing behavior and have a positive and meaningful impact on knowledge sharing. Also, the growth of knowledge-sharing behavior among university employees can have a positive and significant impact on the emergence of innovation among employees. In addition, intergenerational culture in universities can affect the growth of innovation through knowledge-sharing behavior.
Acknowledgments
We are grateful for the kindness and cooperation of the staff of Shiraz University, who paved the way for this research with their mutual understanding and support.
 

Abstract 1. Introduction

The success and profitability of organizations depend on the presence of competent and capable people. For this reason, organizations try to identify the factors that affect the strengthening of human resources and make the necessary planning. In this regard, “knowledge sharing” is mentioned as one of the effective factors for strengthening human resources. Lin (2007) believes that knowledge sharing leads to the formation of new ideas and strengthening human resources in a knowledge-based economy. Accordingly, organizations and companies that are constantly involved in providing quality goods and services also try to pay attention to the basic components of strengthening the culture of knowledge sharing. Knowledge sharing refers to the process through which knowledge is shared among the employees of an organization. During knowledge sharing, competent employees try to share experience-based knowledge with stakeholders (including colleagues, managers or customers) so that they can also perform better. Of course, persuasion and attention to the factors (material and spiritual) that affect knowledge sharing have always been one of the main challenges of human resource management in organizations. In knowledge sharing, individuals must provide others with the knowledge that is the result of their years of effort and experience, while this knowledge may be one of the key factors of their individual advantage in the organization. Therefore, it is natural that they must have strong incentives or motivations to do this. The level of participation of individuals in various knowledge sharing processes in the organization can be affected by their perception of the potential benefits that they may gain as a result. Studying and identifying factors that facilitate knowledge sharing behavior (including emotional intelligence) among employees has long been of interest. Of course, based on the results of numerous studies, the relationship between emotional intelligence and other variables (including media literacy, communication skills, psychological climate, job satisfaction, organizational citizenship behavior, emotional organizational commitment, subjective well-being, and employee attitudes) has also been confirmed. Emotional intelligence, which is the ability to control and effectively use defined emotions, contributes to performing rational behaviors and effective communication with others (Taboli, 2013). In other words, the higher the emotional intelligence of individuals, the more rational their behavior will be. Emotional intelligence is related to the ability to communicate with others and social media literacy. People with higher emotional intelligence will avoid emotional and irrational behaviors in different environments. Having communication skills will lead to rational behaviors with others. Communication skills can be defined as the ability to effectively send and receive information, thoughts, feelings, and attitudes. Social media literacy also refers to the correct and intelligent use of social media (such as Instagram and Telegram). Social media literacy enables individuals to move beyond being illiterate listeners and consumers of information (true or false) and to act proactively. Due to the Internet and the expansion of the use of virtual networks, the general public is exposed to a wealth of information. This has led to a greater need for intelligent individuals to behave logically and intelligently in virtual environments. It seems that the variables of emotional intelligence and communication skills have additional importance among librarians, because they can act as essential and influential elements in attracting and retaining patrons to public libraries. Today, public libraries - whose philosophy of existence is to serve the community, due to having patrons from different classes, tastes and cultures, must have literate, intelligent and communication-skilled individuals in their service. A deficiency or gap in these areas and a decrease in patron satisfaction can further damage the acceptability of libraries and pose a more serious challenge to their existential philosophy, especially in the present era. The present study was conducted in the public library environment of East Azarbaijan Province, a province with linguistic and cultural diversity, and attempts to study the relationship between emotional intelligence and knowledge sharing with the mediating role of social media literacy and communication skills among librarians.
Research hypotheses

There is a significant relationship between emotional intelligence and "social media literacy".
There is a significant relationship between emotional intelligence and librarians' communication skills.
There is a significant relationship between social media literacy and librarians' knowledge sharing.
There is a significant relationship between librarians' communication skills and knowledge sharing.
There is a significant relationship between emotional intelligence and librarians' knowledge sharing.
There is a significant relationship between emotional intelligence and knowledge sharing mediated by librarians' "social media literacy".
There is a significant relationship between emotional intelligence and knowledge sharing mediated by communication skills.
2. Literature Review

Literature review goes here. Direct citations of 40 words and more must be separated into a block quote, without quotation marks:

3. Methodology

This research is based on the nature and general characteristics, quantitative, and based on the research and data collection method, it is a description of the correlation type based on structural equation modeling. The statistical population of the research was the librarians of the public libraries of East Azarbaijan province in 1401 (n=401). Four standard questionnaires, including the Schutte emotional intelligence questionnaire (1998), Zadboud et al., communication skills questionnaire (2022), Mojaradi social media literacy questionnaire (2014), and Ajzan knowledge sharing questionnaire (2006) were used to collect data. The reliability of the questionnaire was determined by the Cronbach alpha coefficient, which was equal to 0.89, 0.86, 0.81, and 0.79, respectively. Using SPSS and Amos software, data analysis was performed at both descriptive and inferential levels.

4. Results

Based on the findings, there is a positive and significant correlation between emotional intelligence, communication skills, and social media literacy with knowledge sharing, at 0.688, 0.701, and 0.544, respectively. Findings showed the fit of the conceptual model presented regarding the relationship between emotional intelligence, communication skills, social media literacy, and knowledge sharing among librarians (RMSEA=0.78, CFI=0.94, GFI=0.98). Also, it is recommended that in the educational system of Iran and by the Iran Public Libraries Foundation, necessary planning should be done to strengthen the mentioned variables, especially emotional intelligence.

5. Discussion

In knowledge sharing, individuals must provide others with the hidden knowledge that is the result of their years of hard work and experience. While this knowledge may be one of their superior advantages in the organization. For this reason, the willingness of individuals to share knowledge without expecting a corresponding reward from others may not seem very logical. The findings showed that there is a positive and significant relationship between emotional intelligence and librarians' knowledge sharing. It seems that people with high emotional intelligence think that if they share their useful experiences with others, they will be encouraged (verbally or financially) by their colleagues or managers more; for this reason, they share knowledge with this assumption, so the existence of a relationship between these two variables also seems to be somewhat reasonable.

6. Conclusion

According to the findings of the present study, it can be claimed that the emotional intelligence variable has the ability to influence the communication skills, social media literacy, and knowledge sharing of librarians. Accordingly, it is likely that weakness in communication skills and social media literacy can also have a negative impact on the indirect effect of emotional intelligence on knowledge sharing behavior.

Abstract 1. Introduction
Librarians in public libraries who possess low levels of information literacy may inadvertently provide incomplete or inaccurate information to users, resulting in errors and wasted time—consequences that can lead to broader organizational challenges. Investigating the relationship between information literacy and factors such as professional ethics, knowledge sharing, and social capital enables the identification of existing deficiencies and facilitates long-term strategic planning to address them. Despite the significance of these interconnected variables, previous studies have not examined them collectively, nor have they assessed the specific role of public libraries within this context. Consequently, a comprehensive understanding of these dynamics in public libraries remains lacking.
The present study seeks to evaluate the extent to which librarians in the selected public libraries demonstrate information literacy and engage with professional ethics, knowledge sharing, and social capital. The overarching aim is to explore the occupational implications of information literacy for librarians working in public libraries and to examine its influence on the aforementioned dimensions.
Research Question(s)
What is the relationship between information literacy and professional ethics, knowledge sharing, and social capital in public libraries of East Azerbaijan Province?

2. Literature Review

Moradi and Bahraminia (2019), in their study titled "The Impact of Librarians' Information Literacy on the Organizational Growth of Public Libraries", found that information literacy —specifically the ability to locate, evaluate, and use information effectively—was present at a relatively acceptable level among librarians in Kermanshah’s public libraries.
Hossein Tabar and Berimani (2019), in "The Relationship between Information Literacy and Social Capital with Students' Academic Satisfaction", reported a significant positive correlation between students' information literacy and social capital and their academic satisfaction. Moreover, each dimension contributed differently to predicting satisfaction outcomes.
Gharibzadeh, Moeinikia, and Maqbal Sarband (2019), in their research titled "Investigating the Influence of Teachers' Ethical Decision-Making on Managers' Professional Ethics Based on the Mediating Role of Information Literacy", concluded that there is a direct, positive, and statistically significant association between teachers' information literacy and their professional ethical standards in Urmia District 2.
Wojciechowska (2020), in the international study "Social Capital, Trust, and Social Activity among Librarians: Results from 20 Countries", reported that while librarians demonstrated moderate levels of individual social capital, their trust in others was relatively high.
Kshirsagar (2018), in "Study of Professional Ethics of Librarians of Faculties Affiliated to Saint George Baba University of Amravati", found that over 95% of librarians were aware of ethical norms and practices in librarianship.
Hemmati (2017), in "The Relationship between Information Literacy and Knowledge Management among Students and Faculty Members of Shiraz University", demonstrated a significant link between information literacy and the four core components of knowledge management: creation, storage, sharing, and application.
A review of existing databases and monographs reveals that the combined exploration of all four variables—information literacy, professional ethics, knowledge sharing, and social capital—has not been previously conducted. Most prior studies have examined these dimensions in isolation or in pairs.

3. Methodology

This study employs a descriptive-correlational design, with data collection structured around structural equation modeling (SEM). In the proposed analytical framework, information literacy serves as the exogenous variable, while professional ethics, knowledge sharing, and social capital function as endogenous variables.
The statistical population comprises all librarians employed in public libraries across East Azerbaijan Province—370 individuals as of 2018. Data were collected using a questionnaire containing 67 items rated on a five-point Likert scale (ranging from "strongly agree" to "strongly disagree"). A simple random sampling technique was used to select a representative sample of 250 participants, determined based on Morgan’s sample size table. The collected data were analyzed using SPSS version 20.

4. Results

The structural model analysis revealed a chi-square value of 13.548, indicating the linearity of relationships among the latent constructs. This value, obtained at a significance level of p < 0.01, suggests that the empirical data align well with the hypothesized model.
According to model fit indices, the degrees of freedom (DF) are 2.20, the Comparative Fit Index (CFI) is 0.90, the Goodness-of-Fit Index (GFI) is 0.87, the Incremental Fit Index (IFI) is 0.90, the Non-Normed Fit Index (NNFI) is 0.89, and the Root Mean Square Error of Approximation (RMSEA) is 0.08. Collectively, these metrics indicate a satisfactory level of model fitness.
Analysis of the structural paths shows that information literacy has its strongest effect on social capital, with a standardized path coefficient of β = 0.56 and t = 6.40. The next strongest relationship is between information literacy and knowledge sharing (β = 0.67, t = 6.07).
Furthermore:
- The relationship between employees’ information literacy and professional ethics is statistically significant, with β = 0.54 and t = 5.75 (p < 0.01).
- The relationship between information literacy and knowledge sharing is confirmed with β = 0.67 and t = 6.07 (p < 0.01).
- The impact of information literacy on social capital is affirmed with β = 0.56 and t = 6.40 (p < 0.01).
These findings demonstrate that higher levels of information literacy among librarians correlate positively with their professional ethics, knowledge-sharing behavior, and social capital.

5. Conclusion

Improving information literacy levels among librarians significantly enhances their professional ethics, knowledge sharing, and social capital within public libraries. As such, library administrators should prioritize the development of information literacy competencies to foster ethical behavior, collaborative culture, and social cohesion among staff.
Information-literate librarians possess the intellectual framework necessary to locate, evaluate, and utilize information effectively. They play a critical role in the creation, dissemination, and application of knowledge. Moreover, they exhibit strong moral responsibility and professional integrity, fostering mutual trust, active social interaction, and a shared sense of collective identity within their institutions

Abstract 1.Introduction
Knowledge management, as a critical organizational asset, plays a vital role in success and competitiveness (Abbas et al., 2021). Organizational success increasingly depends on employees’ behaviors, particularly knowledge sharing (Chopra & Gupta, 2019). Sustaining organizational knowledge is essential for digital transformation and sustainable development (Di Vaio et al., 2021; Steiner, 2018). Consequently, knowledge management has become a strategic priority, offering tools to balance business objectives and competitive advantages (Al-Kurdi et al., 2018). The primary challenge is developing knowledge management strategies, such as intra-organizational knowledge sharing, that address the dynamics of the organizational knowledge base (Nadason et al., 2017). To achieve this, organizations must foster a culture that encourages knowledge-sharing behaviors (Halisah et al., 2021; Fattahian et al., 2022). Knowledge is recognized as a factor of production alongside land, labor, and capital (Sasmita, 2023). Each individual possesses unique knowledge shared through learning and experience (Goswami, 2023). Knowledge sharing is a powerful tool for human development and social progress (Yasir, 2023) and is defined as the exchange of experiences and insights to gain a deeper understanding (Mapionaya, 2005). This process benefits both the sharer and the recipient (Adamseged, 2018). Knowledge management has evolved into a scientific discipline, considered a natural activity in academic institutions, particularly universities (Javaid, 2020; Hasirchi et al., 1399). Knowledge sharing is essential for institutional growth and societal development, enhancing organizations’ ability to respond to business opportunities (Hussain & Nasiura, 2011). In higher education, faculty members play a pivotal role in transferring knowledge to students and society (Adamseged, 2018). Given the constant evolution of knowledge due to technology and innovation, sharing knowledge among faculty is critical for its preservation and dissemination (Javaid, 2020).
Motivating knowledge sharing is a global priority in knowledge management (Salehi & Alanbari, 2023). Organizational culture and work motivation are key to encouraging this behavior (Iman et al., 2023; Bawik et al., 2018).
 
Research Question(s)
This study aims to explore the motivations for intra-organizational knowledge sharing among faculty members of Payame Noor University, focusing on two questions:
What is the process of creating motivation for faculty participation in knowledge sharing?
What are the influencing and influenced conditions (causal, contextual, intervening, strategies, and outcomes) of knowledge-sharing motivation?

2.Literature Review

Attitudes toward knowledge sharing reflect individuals’ positive or negative feelings, which can be instrumental (useful or harmful) or affective (enjoyable or unpleasant) (Wu et al., 2023). Sharing knowledge may reduce individual power within an organization, posing a barrier to participation. Prior studies fall into two categories:
Research addressing knowledge-sharing motivation.
Studies exploring the role of knowledge sharing in universities and among faculty.
Domestic studies, such as Goldasteh et al. (2022), found a significant relationship between organizational climate, attitudes, and knowledge sharing. Fattahian et al. (2022) confirmed a positive relationship between influencing factors and attitudes toward knowledge sharing. Hasirchi et al. (2020) identified components for extracting expert knowledge. International studies, such as Nguyen et al. (2022) and Yu & Meng (2021), emphasize the role of intrinsic motivation in enhancing knowledge sharing. However, no qualitative study has directly explored knowledge-sharing motivation in universities.

3.Methodology

This qualitative study adopted an interpretive approach with a developmental-applied goal, conducted cross-sectionally with an exploratory strategy. Data were collected through library studies and semi-structured interviews. The population consisted of Payam-e Noor University faculty in human resource management and organizational behavior, with associate or assistant professor ranks and over 5 years of experience, from 8 provinces. Purposive sampling continued until theoretical saturation (16 participants). Validity and reliability were ensured using acceptability (participant review) and confirmability (retest with over 80% similarity).
Data analysis followed the grounded theory approach with open, axial, and selective coding (Corbin & Strauss, 2008). Data were categorized and developed into a theoretical model.

4.Results

Demographic Characteristics: 87.5% male, 12.5% female; 62.5% assistant professors, 37.5% associate professors.
Open Coding: 120 conceptual codes were extracted. For example, organizational injustice leads to knowledge hoarding, while recognition and rewards enhance motivation.
Axial Coding: Main categories included:

Causal Conditions: Strategic alignment, managerial factors, individual factors, content creation.
Contextual Conditions: Sharing environment, educational aspects, evaluation, technical issues, infrastructure, information issues.
Intervening Conditions: Faculty personality factors, organizational culture instability.
Strategies: Transformation, growth orientation, organizational context, organizational strategies.
Outcomes: Organizational dynamism, social outcomes, structural development, learning organization.

Paradigm Model: Designed based on Corbin and Strauss (2008).
 
5.Discussion

The findings indicate that strategic alignment, managerial factors, individual factors, and content creation influence knowledge-sharing motivation, aligning with Nguyen et al. (2019) and Gaiodenko (2021). Social networks facilitate knowledge sharing. Contextual conditions, such as the sharing environment, educational aspects, and technical infrastructure, are essential for accelerating knowledge sharing (Alrehbi, 2022; Ade, 2021). Managers should promote activities like knowledge flow, participatory decision-making, and smart systems, though Payam-e Noor University’s geographic dispersion makes this process time-consuming and costly. Intervening conditions, such as faculty personality (e.g., extroversion or introversion) and organizational culture instability, are key barriers. Workplace health, faculty involvement, and bureaucracy impact motivation. Strategies like transformation, growth orientation, and strengthening organizational context (e.g., social education, decision-making involvement, infrastructure) enhance knowledge sharing. Outcomes include organizational dynamism, improved social interactions, structural development, and a learning organization, which elevate the university’s status and student recruitment.

6.Conclusion

Payam-e Noor University can enhance knowledge-sharing motivation through managerial support, rewards, teamwork, and human resource empowerment. Addressing challenges like personality factors and cultural instability removes barriers. Technology use and precise planning are essential to overcome geographic dispersion. Outcomes such as enhanced sharing culture, reduced social tensions, and a learning organization can improve the university’s quality. Recommendations include leveraging technology, providing technical and administrative support, planning for knowledge retention amid retirements, fostering interpersonal relationships, and replicating the study with other disciplines and universities. Knowledge sharing is a prerequisite for successful organizational systems, and by removing barriers and boosting motivation, effective knowledge management and organizational development can be achieved.

Abstract 1.Introduction

In today’s knowledge-driven economy, knowledge is considered a fundamental organizational asset, yet its value is only realized through effective sharing across individuals and teams. Particularly in knowledge-based organizations such as academic libraries, knowledge sharing enhances innovation, task performance, and employee satisfaction. As Artificial Intelligence (AI) technologies continue to evolve—especially with the rise of generative tools like ChatGPT, they are increasingly integrated into library workflows, transforming how information is managed, disseminated, and utilized. This study explores the relationship between AI capabilities and employee performance, with a focus on the mediating role of knowledge sharing among staff in medical science libraries under the Ministry of Health and Medical Education in Tehran. AI offers powerful tools for automating routine tasks, facilitating content creation, and improving decision-making processes, which in turn may foster greater knowledge exchange among employees. By examining these dynamics, the research aims to shed light on how AI-driven knowledge sharing can contribute to enhanced service quality and organizational effectiveness in academic library environments.
Research Question(s)
Artificial intelligence has a positive and significant relationship with the performance of librarians.
Artificial intelligence has a positive and significant relationship with knowledge sharing among academic librarians.
Knowledge sharing has a positive and significant relationship with the performance of librarians.
Knowledge sharing plays a mediating role in the relationship between artificial intelligence and performance.

2.Literature Review

Previous studies have highlighted the significant impact of Artificial Intelligence (AI) on organizational performance and knowledge management. Abayomi et al. (2021) found that AI enhances the job performance of academic librarians. Malik et al. (2021) showed that AI-driven systems promote knowledge sharing, improving job satisfaction and reducing turnover. Nguyen and Malik (2022) demonstrated that knowledge sharing enhances service quality, moderated by AI system quality. Hussain (2023) identified barriers to AI adoption in libraries, including budget constraints and technical skills. Barsha and Munshi (2024) emphasized AI's potential in improving library services in developing countries. Femi Olan et al. (2024) argued that AI combined with knowledge sharing boosts employee performance and creativity, while Wirawan et al. (2024) confirmed AI's role in talent management. Despite these findings, further research is needed to explore AI's impact in medical library settings, which this study addresses by examining the relationship between AI capabilities, librarian performance, and knowledge sharing in Tehran’s medical science libraries.

3.Methodology

This applied study employed a descriptive-correlational design using a quantitative approach to examine the relationship between artificial intelligence and employee performance, with knowledge sharing as a mediating variable. The statistical population included managers, administrative staff, and heads of medical science libraries affiliated with the Ministry of Health in Tehran. Due to the limited population size, a census sampling method was used, resulting in 176 participants. Standardized questionnaires were utilized to collect data: a 22-item AI questionnaire by Chen et al. (2022), a 12-item knowledge sharing scale by Damaj et al. (2016), and a 12-item employee performance scale by Stephen (2005). Responses were measured using a five-point Likert scale. Convergent and discriminant validity were applied to confirm the instrument's validity. Structural equation modeling (SEM) was conducted using Smart PLS software to test the conceptual model and hypotheses.

4.Results

The results of the structural equation modeling (SEM) confirm the significance of the mediating role of knowledge sharing in the relationship between artificial intelligence (AI) and employee performance. Specifically, the Z-values for all tested hypotheses exceeded the critical value of 1.96, indicating statistical significance at the 95% confidence level (P ≤ 0.05). The Variance Accounted For (VAF) value was calculated to be 0.849, which exceeds the 80% threshold, suggesting full mediation. Further analysis showed that knowledge sharing had a significant and positive effect on employee performance (β = 0.766, t = 12.104, P ≤ 0.05), implying that a one-unit increase in knowledge sharing corresponds to a 0.766 standard deviation increase in employee performance. Similarly, AI had a significant direct impact on employee performance (β = 0.739, t = 9.986, P ≤ 0.05), indicating a strong positive relationship between these variables. Additionally, AI significantly influenced knowledge sharing (β = 0.642, t = 8.572, P ≤ 0.05), suggesting that the adoption and integration of AI technologies foster a more effective knowledge-sharing culture within organizations. Overall, the findings provide robust empirical evidence supporting the theoretical model and affirm that knowledge sharing fully mediates the relationship between AI and employee performance. These results highlight the importance of fostering a knowledge-sharing environment to fully leverage the potential benefits of AI in enhancing organizational effectiveness, particularly in knowledge-intensive sectors such as academic and medical libraries.

5.Conclusion

The purpose of this study was to examine the relationship between artificial intelligence (AI) and employee performance, with knowledge sharing playing a mediating role, among managers, administrative staff, and library directors of medical sciences libraries affiliated with the Ministry of Health, Treatment, and Medical Education in Tehran. The study aimed to address a research gap by providing valuable insights into the impact of AI on employee performance in this important sector. The results showed that AI has a positive and significant impact on the performance of employees in medical sciences libraries. This finding is consistent with previous research, which emphasized that AI and machine learning enhance organizational performance by eliminating human productivity limitations and reducing repetitive tasks. The study also found that effective use of AI algorithms in big data analysis improves employee retention and attracts new users. Additionally, AI accelerates daily library tasks, reducing time and cost, while enhancing librarian productivity and improving job performance by reducing human errors. Furthermore, the study demonstrated that knowledge sharing has a positive and significant impact on employee performance, with a strong emphasis on how fostering a culture of knowledge sharing can promote innovation, teamwork, and organizational efficiency. The research also revealed that AI positively impacts knowledge sharing among employees by providing digital platforms and advanced tools, facilitating data analysis, and enabling quick access to valuable resources. The findings indicated that knowledge sharing mediates the relationship between AI and employee performance, confirming that a combination of AI and knowledge sharing strategies provides a more sustainable approach to improving organizational performance. The study suggests that medical sciences libraries should invest in AI technologies, provide specialized training, and create a collaborative culture to enhance employee performance and facilitate knowledge sharing, ultimately leading to improved organizational efficiency and productivity.

Acknowledgments
The author expresses sincere gratitude to all those who contributed to this research.

Abstract Introduction

The main purpose of the present research is to study the relationship between the cultural collectivism dimension and knowledge sharing among graduate students of Tabriz University. The necessity of the current research stems from the fact that the relationship between cultural collectivism and knowledge sharing has not been discussed in domestic research, and in a sense, a kind of research gap is felt in this field, and this deficiency can be seen even in foreign studies.
 
Research Question(s)
1. What is the level of knowledge sharing among graduate students?2. What is the relationship between the acquisition of knowledge and cultural collectivism?

Literature Review

Many thinkers such as Bahagat et al. (2002) use the cultural individualism-collectivism dimension as a main feature in identifying how different societies analyze social behaviors and information processes. Bhagat argues that cultural individualism and collectivism apply to what information people prefer and provide for processing (Liu, 2010:162). Triandis (1988) introduced the dimensions of person-centeredness-type-centeredness along with individualism and collectivism. Triandis (1988) introduced the dimensions of person-centeredness-type-centeredness along with individualism and collectivism. In this regard, Triandis (1995) summarized four key features in this spectrum: self-concept, goal relationships, relative importance of attitudes and norms, and emphasis on relationships. Bahagat et al. (2002) grouped the horizontal and vertical characteristics in the sense of understanding how different national cultures are processed through the representation of individualism and collectivity. They examined the role of horizontal and vertical individualism and horizontal and vertical collectivism in the transfer of organizational knowledge. They argued that while people in individualistic societies consider information and knowledge independent of its context, collectivist cultures emphasize the context in which information and knowledge exist. According to the term knowledge in action, collectivists are sensitive to context-based information, while individualists focus on knowledge as it relates to individual characteristics. In addition, according to the opinion of Bahagat et al. (2002), collectivist culture emphasizes the importance of tacit knowledge and information, and on the contrary, individualist culture prefers rational analyses based on coded written information. Finally, vertical cultures tend to process information and knowledge based on a hierarchical system in organizations, and horizontal cultures do not focus on hierarchies in processing and organizing knowledge and communication flows (Michilova and Hutchings, 2004).

Methodology

The current research method is a survey and the statistical population includes all graduate students of Tabriz University in the academic year of 2016-2017, whose number is 5589 using Cochran's formula and proportional stratified sampling method (according to faculties), 650 people were selected as the sample size. The unit of analysis in this research is the individual. In this research, to accurately determine the components of Cochran's formula, a preliminary test was used to obtain the variance of the dependent variable (knowledge sharing) as one of the components of Cochran's formula. In order to measure the independent and dependent variables in order to obtain validity, the final modification of the items was done by conducting a pre-test using face validity and Cronbach's alpha. Based on the final evaluation results of the experts, the items have sufficient validity and also the results of the reliability analysis were estimated using Cronbach's alpha to separate the variables. The reliability coefficients for cultural collectivism (0.776), horizontal collectivism (0.765), vertical collectivism (0.768), horizontal individualism (0.780), vertical individualism (0.746) and research dependent variable is 0.812. This indicates that the selected items were suitable for measuring the research variables.

Results

Correlation test results show a positive and significant relationship between cultural collectivism and student's knowledge sharing. There is also a positive and significant relationship between cultural collectivism components with knowledge sharing. The results of the correlation test indicate that vertical individualism has a negative and significant relationship with knowledge sharing. T-test results show that knowledge sharing does not have a significant difference based on the gender of students. The results of the regression show that the horizontal collectivism and horizontal individualism components of cultural collectivism explain 24% of knowledge-sharing variance.

Conclusion

The purpose of this article is to investigate the relationship between cultural collectivism and knowledge sharing among graduate students. For some reasons, this research can be beneficial to related studies in this field, firstly, few foreign researches have been conducted regarding cultural collectivism and knowledge sharing, and domestic researches have not investigated the relationship between these two variables. Second, theoretically, this research provides many insights for researchers regarding the study of the relationship between cultural collectivism and knowledge sharing. The results of the correlation test show that cultural collectivism has a positive and significant relationship with knowledge sharing at a high level and in a direct direction. The results also indicate that the dimensions of cultural collectivism, i.e. the horizontal and vertical dimensions, have a positive and significant correlation with the five dimensions of knowledge sharing. It means that the more the graduate students belong to the collectivist culture, the more the amount of knowledge sharing among them increases. It should be noted that horizontal collectivism plays a prominent role in explaining knowledge sharing. This type of collectivism emphasizes equality in relationships and participation. In fact, it can be concluded that there are necessary grounds and conditions for the implementation of a knowledge-sharing culture among graduate students of Tabriz University. This finding is in agreement with the research results of Arpasi and Baloglu (2016), who in their study found a positive and significant role of cultural collectivism on mental attitudes and norms, taking into account the sharing of knowledge, and also aligned with the results of the studies of Michilova and Hutchings (2004) and Sandhu and Ching (2014), Ardicioli et al. (2006). Therefore, universities and higher education centers in order to achieve success in the sharing of knowledge among graduate students in their policies and plans should pay special attention to strengthening the students' group and team working skills.
Acknowledgments
Considering the current research method and the need to complete the questionnaire, all the students participating in the research are appreciated and thanked.

Abstract Introduction

In the modern business environment, the importance of knowledge as a strategic asset has significantly increased, as organizations recognize its crucial role in achieving efficiency and competitive advantage. Knowledge sharing, a fundamental aspect of knowledge management, is greatly enhanced by the use of information technology (IT). IT improves the speed and accuracy of knowledge dissemination both within and between organizations. Inter-organizational knowledge-sharing systems are essential for fostering collaboration among organizations. However, these systems face challenges not only from individual and organizational factors but also from social, technical, and political factors that span across organizational boundaries. The effective use of IT in knowledge sharing allows organizations to leverage their collective expertise and resources, thereby improving decision-making processes and innovation capabilities. Furthermore, the integration of IT systems in knowledge sharing facilitates real-time communication and collaboration, enabling organizations to respond swiftly to changes in the market and other external environments. This underscores the strategic importance of developing robust inter-organizational knowledge-sharing systems that can navigate the complexities of various influencing factors.

Literature Review

Existing research on inter-organizational knowledge sharing has primarily concentrated on specific contexts such as supply chains, virtual organizations, and multinational corporations. These studies have provided valuable insights into the mechanisms and benefits of knowledge sharing in these settings. For example, in supply chains, effective knowledge sharing can lead to improved efficiency, reduced costs, and enhanced customer satisfaction. In virtual organizations, it supports seamless collaboration despite geographical distances. In multinational corporations, it helps in harmonizing operations across different regions and cultures. However, these studies have largely overlooked the dynamics of knowledge sharing within collaborative processes where organizations work together towards shared objectives. This research aims to address this gap by exploring the factors influencing knowledge sharing in collaborative settings. By focusing on collaborative processes, this study seeks to uncover the underlying dynamics and identify the key factors that can enhance or hinder effective knowledge sharing among organizations working towards common goals.

Methodology

This research is quantitative with correlational techniques, conducted within the "Namad" inter-organizational communication system. The target population includes all users of the Namad system in Alborz Province, with a sample size of 338 out of 2800 users, calculated using Cochran’s formula. Stratified proportional sampling was employed, with questionnaires distributed to randomly selected members from various groups. Questionnaire content validity was ensured by expert review, and reliability was confirmed with a Cronbach's alpha above 0.7. The SRMR index was 0.091, indicating model fit, and confirmatory factor analysis and structural equation modeling were performed using SmartPLS version 3. This methodological approach ensures a comprehensive analysis of the factors influencing knowledge sharing and provides robust and reliable results that can be generalized to similar contexts.

Results

The results confirm the impact of knowledge workers, peers, systems, organizations, and coalitions on knowledge sharing through inter-organizational knowledge-sharing systems. Among these factors, knowledge workers and peers had the most significant impact on inter-organizational knowledge sharing. Knowledge workers' influence is significantly shaped by their technical self-efficacy and mindset, while peers' impact is largely driven by trust and relationships. The analysis revealed that knowledge workers, due to their expertise and experience, play a crucial role in facilitating knowledge sharing. Their ability to effectively use IT tools and their willingness to share knowledge significantly contribute to the overall success of inter-organizational knowledge sharing. Similarly, peers influence knowledge sharing through established trust and strong interpersonal relationships. Trust between peers ensures the reliability and accuracy of shared knowledge, which is critical in collaborative environments.

Discussion

The analysis shows that knowledge workers have the most significant impact on inter-organizational knowledge sharing, influenced by factors like technical self-efficacy and mindset. Colleagues also play a crucial role, with trust and relationships being key. While trust is important, it has less impact in structured participatory processes. Systems for knowledge sharing are vital, as are organizational factors like infrastructure and leadership. Regulatory frameworks have the highest impact, while IT integration has the least, due to the use of a unified system by all members.

Conclusion

The findings highlight the necessity of prioritizing measures to enhance knowledge transfer functions within the system. Creating a supportive environment for knowledge workers and fostering peer interactions are vital for improving knowledge-sharing practices. By addressing these key factors, organizations can enhance their collaborative efforts and achieve better outcomes in delivering social services to students. This research provides valuable insights for both scholars and operational managers, contributing to the advancement of inter-organizational knowledge sharing in collaborative settings. The main recommendations of this research include training employees for effective use of the system, designing a user-friendly system, securing managerial support and utilizing reward systems, and obtaining legal and financial support through lobbying to facilitate knowledge sharing. These actions are expected to enhance the system's performance and increase collaboration between organizations.

Abstract 1.Introduction
Knowledge is the axis of value creation in today's organizations. Knowledge management as a strategic capital of an organization is considered the most important organizational advantage. On the other hand, the importance of sharing the experiences of librarians to each other in order to perform their professional duties, shows the role of knowledge transfer and sharing methods among librarians. These days, improving the performance of the organization is a response from an organization to face the challenges that arise from the rapid global transformations. From the organization's point of view, this challenge includes responding to the needs of customers and providing goods or services with a high degree of efficiency and in an efficient and effective manner. From the perspective of organizational members, this challenge includes improving the quality of work life. So that the organization is a pleasant and satisfying place for work and effort.
This paper examines the state of knowledge sharing among managers and librarians of public libraries in the city of Ahvaz. Every organization has its own culture, which is influenced by the culture of the organization's people. In this research, it has tried to measure the effect of culture on knowledge sharing in the form of components such as competition, motivation, support, cooperation, trust, etc.
Research questions are:

What is the culture of knowledge sharing among the employees (librarians and managers) of Ahvaz public libraries?
What are the different methods of sharing knowledge among the employees (librarians and managers) of public libraries in Ahvaz?
What is the status of information and communication technologies for sharing knowledge among public libraries in Ahvaz?


Literature Review

Literature review shows that there is a positive and significant relationship between organizational culture and knowledge sharing in many studies. For example, a study by Burnette (2017) aims to explore the nature of tacit knowledge (TK) sharing among library colleagues, with a focus on the characteristics of TK and contextual factors such as organizational culture or the mentor/mentee relationship. Three thematic areas emerged. First are the influence of organizational culture and the importance of trust in knowledge sharing behavior. Second, the value of teamwork and the significance of mentor/mentee roles surface as significant drivers of TK exchange. Last but not least is a better understanding of the nature of TK, as it relates to types of knowledge and characterizations of experience and expertise.

Methodology

This is an applied research and has been done by survey. The statistical population was all employees (managers and librarians) of public libraries in Ahvaz City and the implementation time was 2022. A researcher-made questionnaire was used to collect data, and the content validity of the questionnaire was obtained by experts' opinion and its reliability using Cronbach's alpha (0.90) and dividing it into two halves (0.85). In analyzing the questionnaire data, descriptive statistics techniques were used for demographics, and techniques such as one-sample t-test and Friedman's rank average test were used for the questionnaire's inferential questions.

Results

In terms of the components of sharing culture, the competition between employees for sharing knowledge with the highest average (3.16) has the best status, and the managers' motivation to share knowledge with other libraries is the lowest with an average of 2.70. Also, the state of knowledge sharing in terms of different methods of knowledge sharing shows that the most favorable state is related to courses and workshops with an average of 3.55, followed by the enterprise resource planning (ERP) with 3.51, as well as the quality of personal communication and informal among librarians with an average of 3.26. The findings show the status of knowledge sharing and communication technology from the point of view of the managers and librarians of public libraries in the city. For instance, while training courses and workshops and personal and informal communication between librarians, as well as administrative automation are good, other things such as employee performance and the culture of knowledge sharing are less favorable. Cases were found where there was a lack of awareness of the importance of knowledge sharing and a lack of organizational support.

Conclusion

The results of the current research show that information and communication technology and then knowledge-sharing methods are in a more suitable situation than the categories of employee behavior and knowledge-sharing culture. According to the findings regarding the knowledge-sharing methods, where Friedman's test was used, the highest average rating was given to the method of sharing and exchanging knowledge from courses and workshops with an average rating of 9.63 with a deviation of 0.78. The next ranks were administrative automation system with an average rank of 9.43 and personal and informal communication between librarians with an average rank of 8.46. Finally, the knowledge management system with an average rating of 5.36, publications and bulletins with an average rating of 5.30, and public libraries with an average rating of 4.67, have the lowest average, which should be used by examining the problem of the degree of its solution.
Overall, this study shows there is a need to improve information technology and the culture of knowledge sharing.

Abstract Today, due to unforeseen environmental and technological changes, it is necessary to pay attention to savings and increase innovation and flexibility for all types of businesses in order to gain a sustainable competitive advantage. In the meantime, what helps organizations increase their capabilities and meet challenges is creating and nurturing appropriate and effective teams of individuals. The purpose of this study is to investigate the effect of personality factors on the team cohesion of SNOWA employees with regard to the mediating role of knowledge sharing. The study is a descriptive correlational study through structural equation modeling (SEM). SNOWA company was collected in 1399 with a sample size of 278 people and SPSS and AMOS software were used to evaluate the proposed model. The results showed that there is a positive and significant relationship between four factors of personality (extraversion, agreement, conscientiousness, and openness to experience) and knowledge sharing with the team cohesion of employees; but there is no positive and significant relationship between personality factor (neuroticism) and team cohesion of employees. Indirect paths of personality factors are also significant through knowledge sharing with team cohesion in employees. Therefore, it can be said that personality factors along with other factors such as knowledge sharing play a key role in team cohesion, and the need to pay attention to these factors in training programs to strengthen team cohesion is useful.

Abstract The purpose of this study was to survey the effect of the role of willingness to share knowledge of the staff on the effective strategic areas of team sports federations. The method of the present study was descriptive and survey type which is applied based on the purpose. The statistical population of the study includes the employees of the national team sports federations (N = 350) and 183 people were selected as a statistical sample using the Morgan table and random sampling method. The collection tool of this research is based on the strategic areas questionnaires of Moghimi Organization (2015) and Taylor and Todd's (1995) Tendency to Share Knowledge Questionnaire. The reliability coefficient of both questionnaires was above 0.7, which indicates the acceptable reliability of the questionnaires used. Data analysis was performed using descriptive statistics indicators such as frequency distribution and inferential statistics and structural equation modeling with the partial least squares (PLS) approach. The results showed that the tendency to share employees' knowledge affects the strategic areas of team sports federations. The tendency of employees to share knowledge has a significant effect on culture with a path coefficient of 0.289, on infrastructure with a path coefficient of 0.370, on capability with a path coefficient of 0.457, on resources with a path coefficient of 0.459, on information with a path coefficient of 0.710. The findings also indicate that the value of GOF in this study is equal to 0.257, which indicates that the research model has a higher than average fit. According to the results, managers need to provide conditions in sports federations so that knowledge sharing is well developed among employees.

Abstract The purpose of this study was to investigate the relationship between transformational leadership and organizational learning culture and knowledge sharing. The statistical population includes 380 employees of Islamic Azad University of Tonekabon. Using Krejcie and Morgan table, 191 people were selected as the statistical sample. This research is applied in terms of purpose and descriptive-survey in terms of data collection. Data collection tools include the following questionnaires: transformational leadership, organizational learning culture, and knowledge sharing. Formal and content validity were used to determine the validity of the questionnaires and reliability measurement were confirmed by ronbach's alpha method. SPSS-22 statistical software was used to analyze the obtained data. Results: The findings showed that there was a positive and meaningful correlation between transformational leadership and knowledge sharing (r = 0.469) at 99%. Also, studies have shown that there is a positive and meaningful correlation between transformational leadership and organizational learning culture (r= 0.573) at 99%. Managers play an important role in the organization as transformational leaders and should strive to improve organizational performance by creating an organizational learning culture and applying knowledge-sharing programs.

Abstract Organizational creativity has always been influenced by various variables and factors. One of the affecting components on organizational creativity is the various processes of knowledge management and the phenomenon of organizational citizenship behavior. Thus the purpose of this research was study of relationship between knowledge sharing and organizational citizenship behavior with organizational creativity in Higher Education Institutions. Research type was descriptive correlative and statistical population consisted all of staff employees in University of Qom (N=344) that by using Cochran Formula and stratified randomized sampling, 260 ones were chosen as sample. To collect data, three standard questionnaires of knowledge sharing, standard questionnaire of organizational citizenship behavior and researcher-made questionnaire of organizational creativity were used. Content validity was used to measure questionnaires validity. Questionnaires reliability obtained through Cronbach alpha coefficient was equal to 0.91 for knowledge sharing, 0.82 for citizenship behavior and 0.85 for organizational creativity. Data analysis was performed at two descriptive levels (frequency, percentage, mean and standard deviation) and at the inferential level (sample t-test, regression coefficient and structural equation model) using SPSS software version 22 and Amos graphic. Finding showed mean of organizational citizenship behavior in different components was higher than average, and mean of knowledge sharing and organizational creativity was lower than average. Regression coefficient showed that both knowledge sharing and organizational citizenship behavior can predict employees' organizational creativity.

Abstract The purpose of this study was to investigate the impact of open import innovation on innovation performance by analyzing the mediating role of innovation strategy and knowledge sharing in in Mobarakeh Steel Company of Isfahan. The present research was descriptive-survey in terms of research method and applied in terms of purpose. The research instruments were based on standard questionnaires of Ghasemi (1396) innovation performance, Lichtentaller's re-entry innovation (2009), Rajabzadeh (1396) innovation strategy and Khosrojerdi (2015) knowledge sharing, which after measuring validity (convergent, divergent, CFA, EFA) and reliability (Cronbach's alpha and Composite), was performed with the participation of 98 managers of in Mobarakeh Steel Company of Isfahan, who were selected by random sampling method and Cochran's formula. Data analysis method was performed in two descriptive and inferential levels through "SPSS25" and "SmartPLS3" software. Findings showed that the highest beta coefficient (β = 0.736) was related to the path of open import innovation to knowledge sharing, also knowledge sharing and innovation strategy as a whole, the relationship between open import innovation and innovation performance directly (with (367), mediated indirectly (with a value of 0.381) and in general (with a value of 0.748); Therefore, the greater the amount of knowledge sharing and innovation strategy in the steel company, the more innovative innovation will have an impact on innovation performance.

Abstract The main purpose of research is to determine the relationship between organizational commitment and the tendency to share knowledge among the staff of public libraries in Khuzestan province.This research was applied and using descriptive-correlational method. The statistical population of this research was all staff of public libraries. Simple sampling method has been used to determine the sample size, of which 215 were selected as statistical sample. The data were gathered using questionnaires and analyzed using the software SPSS.21.The results of the study showed that organizational commitment (mean = 78.44) and its dimensions are higher than average. Also, knowledge sharing (104 = 28/28) and its dimensions are higher than average. Meanwhile, there is a significant relationship between organizational commitment and employees' tendency to share knowledge in public libraries of Khuzestan province (sig = 0/001 = 0 / r = 0/688). Regarding the moderating role of descriptive statistics on the relationship between organizational commitment and knowledge sharing, it was found that only education corrected the relationship between organizational commitment and knowledge sharing, and the rest of the variables did not modify this relationship. The consequence is that the more these conditions become, the greater the sense of belonging to the organization and individuals will tend to share their knowledge, experiences and skills with other members of the organization.

Abstract Abstract This article aimed to have a deep understanding of knowledge sharing behavior as a key element in the knowledge management process and the survival factor of organizations in the present era and tried to illustrate this point by analyzing applied theories in this field and to show how these theories have facilitated distinctive research on knowledge sharing. The present article is a narrative review and uses a library method to study a variety of articles that examine the motivational factors affecting knowledge sharing behavior in and out of the country, based on different theories. After extracting the theories from related articles, it became clear which of these theories belong to which disciplines and their applicability in this field was identified.Various motivational factors that influence individuals to engage in knowledge sharing behavior are examined by analyzing the theories in the fields of social psychology, economics, knowledge and information science and management that have been used in studies of this field.  It is found that theory of reasoned action, theory of planned behavior, Social exchange theory, balance theory, self-determination theory, costly signaling theory and regulatory focus theory from social psychology, resource dependency theory in economics, anomalous State of knowledge theory from knowledge and information science and organizational climate theory from management are applicable in the area of knowledge sharing behavior. In order to interpret the knowledge sharing behavior, it was necessary to analyze the theories applied and adopted from other disciplines in this field to provide a deep insight into the psychological, economic, organizational, as well as individual capabilities that influence the intentions of individuals to share knowledge. Knowledge sharing can gain much of its understanding of theories of social psychology. Concepts such as the attitude and behavioral intention of these theories affect knowledge sharing behavior.By understanding the recurrent relationships between different organizational and individual motivational factors, knowledge sharing behaviors and outcomes can understand how organizations can adapt knowledge sharing processes to performance improvement. Senior executives should pay serious attention to, and support, in providing facilities, building trust, encouraging and educating employees about sharing knowledge and its benefits. 

Abstract The purpose of this study was to investigate the structural relationship between team climate, empowering leadership and attitude towards knowledge sharing with knowledge sharing behavior. This research is cross-sectional as well as correlational and the population included those female teachers engaging in female pre-university classes in 6 districts of Isfahan education.  189 teachers were selected based on Krejcie and Morgan^,s’ (1970) tabulation and through cluster sampling. For data collection, four questionnaires were used for measuring the team climate (Arnold et al., 2000), empowerment (Buck et al., 2005), knowledge sharing behavior (Hsu et al., 2007) and attitudes toward knowledge sharing (Buck et al., 2005). SPSS and partial least squares were used for data analysis. The results indicated that team climate affected knowledge sharing behavior directly but not by affecting their attitude. Also empowering leadership significantly influence individuals’knowledge-sharing behavior but not by affecting their attitude. In addition empowering leadership significantly influence attitude and knowledge-sharing behavior but not by affecting their attitude toward knowledge sharing..The structural model of relationship between team climate, empowering leadership, attitude with knowledge sharing behavior had high composite reliability.

Abstract Aim: The subject of knowledge sharing is one of the important challenges in knowledge management. According to the Bandura theory, personal factors, environmental factors, and behavior are in reciprocal relations with each other. In this research, the impact of environmental and individual factors on the attitude of knowledge sharing and also the effect of educational variables as a moderator between knowledge sharing attitude and knowledge sharing behavior have been investigated.
Methodology: The method of this applied research is survey-correlation. The research population includes the staff of Allied Consulting Engineers Company, from which, 83 people were selected as sample based on simple sampling using Cochran's formula. The structural correlation validity, the research indicators with convergent and divergent validity models, and the reliability of the factor load indicators were valued at 0.8, while Cronbach's alpha coefficients and the reliability of the combinations were valued at 0.7.
Findings: The findings show that independent structures (environmental and personal factors) with t values higher than 1.96 affect the dependent structure (knowledge sharing attitude); education moderating variable of GOF=0.408 has had a reverse effect on knowledge sharing attitude and knowledge sharing behavior.
Conclusion:  The knowledge sharing approach influences the behavior of knowledge sharing, and the education variable, with respect to the signs of its factor load, inversely modulates behavior and suggests that the higher the education of the people, the less their willingness to share knowledge

Abstract The aim of this study is to investigate the relationship between knowledge sharing and the tendency towards organizational innovation in Amol University of Special Modern Technologies. The research method is descriptive-correlational. In terms of purpose, this study is applied. The statistical population includes the employees of Amol University of Special Modern Technologies. Based on the Cochrane formula, 132 personnel were selected using the random sampling method. The research instrument was a structured questionnaire. The data was analyzed by the Pearson correlation coefficient, and the multiple stepwise regression method using the SPSS21 software. The findings showed that there is a relationship between knowledge sharing and organizational innovation orientation. Also, the regression analysis showed that sharing behavior, willingness to share knowledge, and control beliefs predict the organizational innovation of personnel.

Abstract The main objective of the present research was to study the relationship of knowledge shar-ing and organizational commitment in Tabriz universities Librarians. (N=143), all of whom were selected as the sample based on the census sampling method. The number of returned question-naires was equal to 136 (95%). The required data and information were collected using the 13-item Wang and Wang Knowledge Sharing Questionnaire, and the 24-item Meyer and Allen’s Model of Organizational Commitment.. Cronbach’s alpha coefficient for knowledge sharing, and organizational commitment was obtained 0.81, and 0.72, respectively. For data analysis, descrip-tive and inferential statistical methods were used. Descriptive statistics was used for data classi-fication, summarization, and interpretation. In inferential statistics, Kolmogorov-Smirnov test and Pearson correlation coefficient, Spearman correlation coefficient and one-sample t-test were used. The study findings showed that there is a direct and significant positive relationship be-tween knowledge sharing (and its dimensions) and organizational commitment. The results re-vealed that mean scores of knowledge sharing for principals participated in this study were high-er than the average.