نوع مقاله : مقاله پژوهشی
نویسندگان
1 استادیار، گروه مدیریت دولتی، دانشگاه پیام‌نور، تهران، ایران
2 کارشناسیارشد مدیریت دولتی، دانشگاه پیام‌نور، تهران، ایران
چکیده
هدف پژوهش حاضر کاوش انگیزه برای مشارکت در به اشتراک‌گذاری دانش درون‌سازمانی بود که بر اساس پارادایم تفسیری و با رویکرد کاربردی توسعه‌ای به‌صورت کیفی انجام شد و برای جمع‌آوری داده‌ها از مصاحبه‌های نیمه ساختاریافته استفاده شد. جامعه آماری این پژوهش، اعضای هیئت‌علمی دانشگاه پیام‌نور بودند که 16 نفر به‌صورت هدفمند بر اساس معیارهایی انتخاب شدند. روایی و پایایی داده‌های به‌دست‌آمده از مصاحبه‌ها با استفاده از معیارهای مقبولیت و قابلیت تائید و باز آزمون بررسی شد. تجزیه‌وتحلیل داده‌ها با استفاده از روش داده‌بنیاد و فرایند کدگذاری در سه مرحله کدگذاری باز، محوری و انتخابی انجام شد. کدگذاری‌ها در هر سه مرحله تشریح و مدل انگیزه به اشتراک‌گذاری دانش درون‌سازمانی برای اعضای هیئت‌علمی دانشگاه پیام‌نور بر اساس روش داده‌بنیاد ترسیم شد. یافته‌های پژوهش نشان داد که چهار مقوله هم‌راستایی راهبردی اشتراک دانش، عوامل مدیریتی، عوامل فردی و ایجاد محتوا عوامل تأثیرگذار در انگیزة اشتراک‌گذاری دانش بوده؛ همچنین، محیط اشتراک، جنبه‌های آموزشی، ارزیابی، مسائل فنی، زیرساخت و مسائل اطلاعاتی، عوامل اصلی زمینه‌ای هستند و دو مقوله عوامل شخصیتی اعضا و بی‌ثباتی فرهنگ سازمانی به‌عنوان مقوله‌های مداخله‌گر شناسایی شدند و راهبردهای این پژوهش شامل چهار عامل تحول، رشدگرایی، بافت سازمانی و راهبردهای سازمانی است و بخش آخر مدل پژوهش، شامل پویایی سازمانی، پیامدهای اجتماعی، توسعه عوامل ساختاری و ایجاد سازمان یادگیرنده به‌عنوان پیامدهای ارتقای انگیزة اشتراک‌گذاری دانش در میان اعضای هیئت‌علمی دانشگاه پیام‌نور شناسایی شدند.
کلیدواژه‌ها
موضوعات
عنوان مقاله [English]
Exploring the Motivation to Participate in Intra-Organizational Knowledge Sharing
نویسندگان [English]
- Zohre Sharei 1
- Marzeyeh Dehghanizadeh 1
- Mohammad Hasanzadeh Odorji 2
1 Assistant Professor, Department of Management, Economics and Accounting, Payam Noor University, Tehran, Iran
2 Master of Public Administration, Payam Noor University, Tehran, Iran
چکیده [English]
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.
کلیدواژه‌ها [English]
- Grounded Theory
- Internal Knowledge
- Knowledge Sharing
- Motivation
- Participation
- Intra-Organizational
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