Contributing factors in knowledge sharing for performance of university students in teachers’ training programs

Abstract

Purpose

The purpose of this paper is to study stated effects of independent variables of trust, social networks, and information and communication technologies (ICTs) on explicit and tacit knowledge. Further, it explained contributions of explicit and tacit knowledge to performance in academic environment.

Design/methodology/approach

This study is based on research model of hypothetical relationships of various criterion and predictor variables. Structural equation model was used in which research model was analyzed by using confirmatory factor analysis.

Findings

Some criterion variables were observed for predictor variables of explicit and tacit knowledge. It was observed that explicit knowledge contributed indirectly and tacit knowledge contributed directly to overall performance. Current research explained explicit and tacit knowledge as contributors for performance. It also explained effects and patterns of explicit and tacit knowledge toward performance.

Originality/value

This research highlighted that the effects of contributing factors for explicit and tacit knowledge have variations in response to socio-economic and geo-political circumstances. These variations can be expected from other issues like use and access of ICTs. But contributing pattern of knowledge for performance remains same.

Citation

Shah, S.R. and Mahmood, K. (2016), "Contributing factors in knowledge sharing for performance of university students in teachers’ training programs", Library Management, Vol. 37 No. 8/9, pp. 496-506. https://doi.org/10.1108/LM-09-2016-0067