高校教师隐性知识共享意愿研究:一个整合的分析框架

Research on College Teachers' Desire for Tacit Knowledge Sharing: An Integrated Analysis Framework

隐性知识共享是增进高校教师专业能力、提升高校核心竞争力的一种重要组织行为。要想让高校教师自觉主动地参与隐性知识共享活动,首先必须使其具有强烈的共享意愿。基于计划行为理论分析思路,文章提出了一个高校教师隐性知识共享意愿的影响因素整合框架模型。研究发现:影响高校教师隐性知识共享意愿的态度因素包括人际信任、心理所有权和知识感知价值;主观规范因素包括领导支持感和创新型校园文化,知觉行为控制因素包括自我效能感和条件便利性感知。

Tacit knowledge sharing is an important organizational behavior which can improve the college teachers＇ professional ability and the college＇ s core competence. To let college teachers participate in tacit knowledge sharing activities consciously and actively, it＇ s necessary first of all to let them have strong desire for knowledge sharing. Based on the analysis of the theory of planned behavior, this paper proposes an integrated framework model of influencing factors of college teachers＇ desire for tacit knowledge sharing. The research discovers that the attitude factors affecting their desire for tacit knowledge sharing include interpersonal trust, psychological ownership and perceived knowledge value; the subjective factors consist of perceived leadership support and creative campus culture; the perceived behavioral control factors involve with perceived self-efficacy and convenient conditions.