Individual motivation and knowledge sharing: the hindering effect of perceived costs in higher education

Abstract

ABSTRACT Knowledge sharing among academic staff allows universities to foster innovation and achieve competitiveness in the higher education industry. Based on the Theory of Planned Behavior, this study developed an integrated model to investigate the impact of individual motivation on academics’ attitudes and intentions to share knowledge, incorporating both perceived costs (loss of knowledge power, time and effort) as well as benefits (expected association, enjoyment in helping others) associated with knowledge sharing. Data was collected from 532 faculty staff in higher education institutions in China through an online questionnaire and analyzed using partial least squares structural equation modeling. The findings indicated that loss of knowledge power as well as time and effort negatively impacted academics’ attitudes toward knowledge sharing while expected association and enjoyment in helping others positively impacted attitudes. Additionally, attitudes significantly contribute to enhancing academics’ intentions to share knowledge. The study contributes to the extant literature by highlighting the hindering role of perceived costs in developing positive attitudes toward knowledge sharing which have not been empirically verified in previous studies. In addition, the study provided recommendations on how knowledge sharing can be encouraged among academics by minimizing costs while maximizing benefits associated with knowledge sharing.