Recent development has witnessed the emergence of new economy where knowledge has become a valuable resource and asset (Jessica, Cheng and Lau, 2008). Also, the emergence of this knowledge-based economy has given rise to placing emphasis on knowledge management processes. Despite the increasing emphasis on knowledge management processes, knowledge sharing (KS) is considered the most crucial aspect (Bock and Kim, 2002). In the context of higher education, universities are considered as knowledge based organisations due to their role as the epitome of knowledge development and management. A clear example would be the sharing of knowledge among academic staff, which would enhance the capability and quality of research undertaken by the universities. It is a norm and culture in an academic institution that senior academic staff share knowledge and expertise with junior academics to improve the symbiotic processes of learning and teaching respectively (Goh and Sandhu, 2013). Like universities, polytechnics are regarded as knowledge based organizations because they engage in more or less similar activities to the former. This view is supported by Owolabi, Jimoh and Okpeh (2010), noting that polytechnics were established in Nigeria in the late 1970s as a way of providing Nigerians with another level of tertiary institutions besides the university system since the technical education helps produce middle-level human resources for the nation's economy (Telia, Owolabi, and Attama, 2008). In this way, polytechnics help in the quest for technological and economic growth (Attama, 2005). Hence, polytechnics which form another tier of higher education were therefore considered as knowledge based organisations in this study. Studies exist that have helped to buttress that any human activity can be explained by examining the effect of human behaviour on such activities. This is because individual behaviour can either encourage or inhibit certain actions in human beings. Therefore, knowledge sharing (KS) is one such activity that can be explained by looking at how behaviour affects it (Elogie, 2010). Thus, this study was based on the Theory of Planned Behaviour (TPB) of Ajzen (1991) to investigate knowledge sharing behaviour (KSB) of academics in The Polytechnic, Ibadan. That was in order to investigate the factors driving the academics to engage in knowledge sharing activity. The studies that had being carried out on KS among academics focused on universities and thereby providing inconclusive information about academics in knowledge based organizations. The flaw of those studies is that they present universities as the only knowledge based institutions where academics are found leaving out other educational institutions like polytechnics, mono-technics and colleges of higher education. To this end, this research work was set to carry out a study on the knowledge sharing of academics in a polytechnic--The Polytechnic, Ibadan.
Aim of the Study
The majoraim of this study was to investigate the knowledge sharing behaviour (KSB) of academics in The Polytechnic, Ibadan.
The primary data were collected through the administered questionnaires, responses were collected, and the results were analysed.
This study utilized a survey research design. It involved the systematic collection of information from the academics in all departments of the five faculties of The Polytechnic, Ibadan. Their opinions are expected to provide an understanding of the factors influencing knowledge sharing activities among the lecturers.
This study adopted complete enumeration survey also known as population survey or census survey because information was required for each and every unit in the domain of the study. Complete enumeration was considered the best for this study because the population under study was only a few number of unit which was approximately three hundred and forty-six (346) academics in The Polytechnic, Ibadan. This form of sampling had been selected for this study because every subject in all departments of the five faculties of The Polytechnic, Ibadan was targeted. The five faculties are Business and Communication Studies, Engineering, Faculty Environment Studies (FES), Financial Management Studies and Sciences. The researcher proposed to collect data from 100% of the targeted population.
The questionnaire was carefully designed and the questions were structured in sections based on the variables the study intended to measure. The questionnaire was segmented into two parts.The questionnaire was carefully designed and the questions were structured in sections based on the variables the study intended to measure. The questionnaire was segmented into two parts.
Part A: This captured the demographic information of the respondents
Part B: This part captured measures of attitude, subjective norms, perceive behavioural control, academics' intention to share knowledge, emotional factors and knowledge sharing behaviour.
Validity of the...