Charting the Course: Strategic Planning for Knowledge Mobilization in Research-Intensive Universities

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Despite the pivotal function of knowledge sharing for enterprises in today’s highly competitive and ever-changing economic environment, the mechanism about how ethical leadership impacts employees’ knowledge sharing remains a largely unexplored domain in the literature. Drawing on the social exchange theory and social learning theory, this study examines how ethical leadership helps to encourage followers’ knowledge sharing behavior considering the dual-mediating effects of positive reciprocity and moral efficacy. A questionnaire-based survey is used to collect data in China. And structural equation modeling techniques are used to analyze the collected data in order to test the proposed hypothesis. Results show that ethical leadership has positive impact on followers’ knowledge sharing. It is also found that both positive reciprocity and moral efficacy play significant mediating effects, and they are equally important in accounting for the impact of ethical leadership on followers’ knowledge sharing. Based on the analysis results, this paper further discusses theoretical and practical implications.

Introduction: Knowledge mobilization: The new research imperative Prof Tara Fenwick and Prof Lesley Farrell Part 1: Considering the Issues and Players 1. Theory, Research and Practice in Mobilizing Research Knowledge in Education Ben Levin and Amanda Cooper 2. Exploring Strategies for Impact: Riding the Wave with the TLRP Andrew Pollard 3. 'User Engagement' and the Processes of Educational Research Anne Edwards Part 2: Politics in Knowledge Flows: Research Meets Policy 4. Affairs of the Smart: How Researchers and Decision-makers Became Bedfellows in Education Charles Ungerleider 5. Knowledge Stocks and Flows: Research Meets Policy Jenny Ozga 6. Art, Community and Knowledge Flows Margaret Somerville 7. Fighting for the Role of the Nation State in Knowledge Mobilisation and Educational Research: An Autoethnography of a Mobile Vietnamese Scholar Phan le Ha Part 3: Languages and Enactments of Knowledge Mobilization 8. Finding Common Perspectives: Knowledge Mobilization in a Transnational Museum Project Ian Dyck 9. Bridging Journalistic-Academic Divides to Promote Democratic Dialogue and Debate Deirdre Kelly and Michelle Stack 10. Ethics and Experimennts with Art in Mobilizing Educational Research Tara Fenwick 11. Balancing Knowledge Management and Knowledge Mobility in the University Chris Chesher and Sarah Howard Part 4: Responsibilities and Rights in Mobilizing Knowledge 12. Regulating Knowledge in the Global Knowledge Economy Michael Fraser 13. Scholarly Publishing, Knowledge Mobility and Internationalisation of Chinese Universities Rui Yang 14. Explicating a Shared Truth about a Colonial Past: Knowledge Mobilization, Coalition Building, Aboriginal Literature and Pedagogy Dolores van der Wey 15. Deparochializing Educational Research Three Critical Illustrative Narratives Bob Lingard, Ian Hardy and Stephen Heimans

Scholars across all disciplines have long been interested in how knowledge moves within and beyond their community of peers. Rapid environmental changes and calls for sustainable management practices mean the best knowledge possible is needed to inform decisions, policies, and practices to protect biodiversity and sustainably manage vulnerable natural resources. Although the conservation literature on knowledge exchange (KE) and knowledge mobilization (KM) has grown in recent years, much of it is based on context-specific case studies. This presents a challenge for learning cumulative lessons from KE and KM research and thus effectively using knowledge in conservation and natural resources management. Although continued research on the gap between knowledge and action is valuable, overarching conceptual frameworks are now needed to enable summaries and comparisons across diverse KE-KM research. We propose a knowledge-action framework that provides a conceptual roadmap for future research and practice in KE/KM with the aim of synthesizing lessons learned from contextual case studies and guiding the development and testing of hypotheses in this domain. Our knowledge-action framework has 3 elements that occur at multiple levels and scales: knowledge production (e.g., academia and government), knowledge mediation (e.g., knowledge networks, actors, relational dimension, and contextual dimension), and knowledge-based action (e.g., instrumental, symbolic, and conceptual). The framework integrates concepts from the sociology of science in particular, and serves as a guide to further comprehensive understanding of knowledge exchange and mobilization in conservation and sustainable natural resource management.

Digital transformation has become a strategic imperative for micro and small enterprises (MSEs) in emerging economies, yet the mechanisms linking digitalization to performance outcomes remain underexplored. This study examines how the strategic emphasis on digital transformation and the breadth of technology adoption influence firm performance among MSEs in Bhutan. Drawing on an integrative theoretical framework combining diffusion of innovations theory, the resource-based view, and institutional theory, survey data from 217 MSEs were analyzed using regression and interaction modeling techniques. The findings indicate that firms with stronger digital strategic emphasis adopt a broader range of technologies and achieve superior performance. However, unstructured or excessive knowledge sharing negatively moderates these relationships, potentially creating cognitive overload and impeding digital strategy execution. Furthermore, tourism enterprises exhibit significantly higher levels of digital engagement compared to non-tourism counterparts, highlighting the role of sector-specific institutional pressures. By uncovering the systemic dynamics between strategic orientation, technology adoption, and knowledge flows, this study contributes to a deeper understanding of how digital transformation processes can be optimized in resource-constrained environments. These findings not only offer practical insights for enhancing digital readiness and organizational resilience among small enterprises but also contribute to the broader theoretical discourse on how strategic orientation and contextual moderators shape the effectiveness of digital transformation in emerging markets.

This study seeks to investigate whether, how, and when leaders can facilitate knowledge sharing by leading ethically. Drawing on social learning theory, we hypothesize that ethical leadership can promote knowledge sharing through inducing organizational concern among employees. However, impression management climate will nullify the effect of ethical leadership on organizational concern and the consequent knowledge sharing. Two-wave data were collected from 567 employees and their supervisors from 73 teams in China. Mediation and moderated mediation hypotheses were examined using multilevel modeling. The results show that ethical leadership is positively related to knowledge sharing and that organizational concern significantly mediates the relationship. Moreover, impression management climate neutralizes the effect of ethical leadership on organizational concern and the resulting knowledge sharing. Our research suggests that leaders can enhance knowledge sharing by aligning their followers with the collective interest and generating genuine concern among them for the organization. To ensure the effectiveness of ethical leadership, organizations are recommended to put less emphasis on impression management and avoid linking performance appraisal and rewards with personal image. Employees’ concern about self-interest represents a great barrier to knowledge sharing. This study is among the first to shed light on the role of ethical leadership in facilitating knowledge sharing; ethical leadership motivates employees to go beyond self-interest and show concern for the organization. We also highlight the potentially negative effect of the group climate and enrich our knowledge of impression management.

Purpose: Effective knowledge sharing within national libraries is crucial for enhancing organizational learning and service delivery. This study investigates the role of storytelling in promoting knowledge sharing among staff at the Kenya National Library Service (KNLS). Despite its potential, knowledge sharing at KNLS has faced challenges, particularly in leveraging storytelling effectively. The purpose of this study was to evaluate how storytelling can enhance knowledge sharing among staff members. Methodology: Guided by Social Learning Theory and the Technology Acceptance Model, the research employed a descriptive research design. The study was conducted at KNLS headquarters in Nairobi and its key branches in Mombasa, Kisumu, Nakuru, and Eldoret. The target population comprised 223 librarians, technical staff, administrative personnel, and management, with a sample size of 123 participants selected through stratified random sampling. Data collection tools included surveys and interviews, and validity was ensured through content, construct, and face validity, with reliability measured using Cronbach's alpha. Data were analyzed using both descriptive and inferential statistics for quantitative data and thematic analysis for qualitative data. Results: The study found that storytelling significantly enhances knowledge sharing by fostering a more collaborative environment and improving staff performance. Conclusion: The major conclusion is that integrating storytelling into knowledge management practices can address existing gaps and improve overall organizational learning at KNLS. The study recommends that KNLS implement structured storytelling initiatives and training programs to optimize knowledge sharing. The responsibility for this action lies with the KNLS management team and the training department. The value of this study lies in its demonstration of storytelling as a practical and effective strategy for improving knowledge sharing in a national library context. This research contributes to the literature by highlighting the application of storytelling in a specific organizational setting and provides actionable insights for enhancing knowledge management practices.

Recognizing the importance of knowledge sharing, this study adopted social learning and social exchange perspectives to understand when employees may engage in knowledge sharing. Using data collected from 192 employees in various South Korean organizations, the findings demonstrate that there is a positive relationship between supervisor knowledge sharing and employee knowledge sharing. As employees perceive a high level of supervisor knowledge sharing, they are likely to engage in knowledge sharing based on social learning and social exchange theories. Furthermore, the study explores the moderating effects of learning goal orientation and affective organizational commitment in the relationship between supervisor knowledge sharing and employee knowledge sharing. The result supports the hypothesis that the relationship between supervisor knowledge sharing and employee knowledge sharing is strengthened when there is a high level of affective organizational commitment. Employees who obtain valuable knowledge from their supervisors are likely to engage in knowledge sharing when they are emotionally attached to their organization. However, in contrast to the hypothesis, the positive relationship between supervisor knowledge sharing and employee knowledge sharing was stronger at the lower levels of learning goal orientation (LGO) than at the higher levels of LGO.

Fisheries knowledge exchange and mobilization through a network of policy and practice actors

The current research investigated the extent to which leaders can encourage knowledge sharing by carrying it out ethically. We hypothesize that servant leadership has the ability to encourage the sharing of knowledge, drawing on the principles of social learning theory. Furthermore, social learning theory demonstrates that organizational citizenship behavior (OCB) as a mediator and trust as a moderator can boost knowledge sharing among employees in private organizations. In the private organization’ KP, Pakistan, we collected data from 340 managers and employees in three phases. Furthermore, the analysis tool SPSS was used to evaluate the model and investigate the effects of mediation and moderation. The findings indicate that servant leadership has a positive association with knowledge sharing, and this relationship is strongly mediated by OCB. Moreover, trust positively moderates this relationship. Our research suggests that servant leaders can foster knowledge sharing via OCB and employee trust.

Knowledge sharing is an interdependent process in which one gives something of value to the other and receives something of value from the other. It ranges from exploring new knowledge from outside to combining existing knowledge with others’ knowledge. Studies on knowledge sharing deal with the transfer of knowledge among social actors (whether individuals or organizations) or even among different fields. Capturing the activities on knowledge flow between social actors has also been widely studied in terms of knowledge transfer. In this sense, the terms of knowledge sharing and knowledge transfer have been used interchangeably. Yet, studies on knowledge sharing have focused on the activities that make knowledge accessible to various social actors. Accordingly, knowledge sharing includes a variety of social interactions between various social actors (within, between, and across organizations), and it doesn’t specify the direction of knowledge flow, including unidirectional, bidirectional, and multidirectional flow of knowledge. This implies that studies on knowledge sharing, as a combinatory term between an object (i.e., knowledge) and an action for it (i.e., sharing), revolve around which knowledge is shared or how a certain knowledge is shared. These two aspects of knowledge sharing can be further elaborated in terms of who takes the initiatives for this. That is, intraorganizational knowledge sharing (i.e., knowledge sharing between or among individuals within an organization) shows differentiated understandings from those of interorganizational knowledge sharing (i.e., knowledge sharing between organizations) or from those of population-level knowledge sharing (i.e., knowledge sharing across populations, industries, fields, or communities). Hence, we can further deepen our knowledge on knowledge sharing by specifying levels of analysis.

This article aims to provide a critical analysis of Social Cognitive Learning Theory, explore its relevance in the elementary school context, and explore the challenges and potential for its implementation in the basic education environment. This research uses a literature study method with a focus on critical analysis of social cognitive learning theory and its implementation in elementary schools. Identification of library sources is carried out through literature searches in academic databases such as PubMed, Google Scholar, and digital libraries. The search results show that the main concepts of social cognitive learning theory, such as observational learning and modeling, can be applied effectively in elementary schools. Adaptation of Concepts to Children's Learning Stages Based on literature searches, it shows that the main concepts of social cognitive learning theory can be adapted well to children's learning stages in elementary school. The use of peer modeling has also proven effective in creating an inclusive learning environment. Search results related to the main challenges in implementing social cognitive learning theory in elementary schools found resistance to change and limited teacher resources. From the results of literature searches and comparisons with related research, it can be concluded that social cognitive learning theory has great potential to be applied effectively in elementary schools. Key concepts can be adapted well, and their implementation provides both challenges and opportunities. To overcome these challenges, it is important to consider individual student differences, overcome resistance to change, and ensure adequate use of resources

In spite of the massive adoption of AI technologies in organizational settings, there is a mix of empirical evidence on how such technologies affect employee performance. Underpinned theoretically by social exchange theory, this study investigates how AI affects knowledge sharing and work engagement among employees. The present study also investigates the moderating role of perceived risk in the relationships between AI and knowledge sharing and work engagement. For analysis of the data collected from a sample of 447 Chinese workers, Structural Equation Modeling (SEM) was used. The results found a positive link between AI and both knowledge sharing and work engagement. It was also found that knowledge sharing and work engagement significantly influence employee performance. Moreover, the results suggest a positive correlation between knowledge sharing and work engagement. Additionally, the research has drawn attention to a fact that perceived risk moderates negatively the relationship between AI and knowledge sharing and work engagement. From these findings emanate important management implications for both management and employees on the strategic use of AI technology to enhance employee performance.

This chapter tests the empirical validity of social learning, social bonding, and self-control theories as explanations of adolescent substance use in a sample of urban adolescents in South Korea. Ronald L. Akers has argued that there is considerable conceptual overlap between concept of definitions favorable and unfavorable in social learning theory and the concept of belief in social bonding theory. The chapter examines the relative explanatory power of independent variables from each of the theories when all are placed in the same regression models. It examines how well social learning, social bonding, and self-control theories, proposed and developed by Western sociologists but tested mainly with samples of American youth, explains adolescent substance use in non-Western Asian society. The chapter concludes that the theories do apply in Korean society and in about the same way that they apply in American society. It shows that social learning theory has been consistently and substantially supported by research and can be taken globally.

This chapter elaborates a model of knowledge exchange as a collective, sustained process. Knowledge exchange is a shorthand term for the processes and practices through which academic research knowledge is designed to inform, shape, and change thinking, policy, and practice in the ‘real’ world. Communities of practice is a social theory of learning. It developed as a critique of static theories of learning, where instruction through pre-drafted curricula would take place in designated places: schools, colleges, universities, and workplaces. Brokering communities of practice, as a social theory of knowledge, interaction, and learning; and democratic under-labouring, as explication of the political role of the criminologist, are both exploring the relationship between knowledge and policy/practice, albeit from different vantage points and for different purposes. Loader and Sparks acknowledge and favour ‘vigorous pluralism’ of theory and method within criminology. Criminology is a diverse field comprising many types of specialist knowledge, which any single criminologist can only have mastered to varying degrees at best.