Knowledge sharing among non-academic staff in Ghanaian technical universities: social identity perspective

Abstract

Purpose Knowledge sharing promotes organizational learning and innovation. Thus, the aim of this study is to investigate knowledge sharing among university administrators (nonacademic members) from the social identity perspective. This study specifically explores the effect of shared vision, friendship, perceived organizational memberships and supervisors on employees’ knowledge sharing behavior. Design/methodology/approach Questionnaires were used to collect data from 232 administrators at two Ghanaian Technical Universities. Multiple regression was used to analyze the data collected. Findings The results of this study showed that shared vision and friendship have a positive significant relationship with knowledge sharing. However, the relationship between perceived organizational memberships and supervisors and knowledge sharing was not supported. Research limitations/implications While this study may contribute in terms of the unique sampling frame, the responses from administrators in academic communities may limit the generalization of the findings of this study outside of the general business perspective. Future studies should consider collecting data from other nonacademic institutions for comparison. Practical implications Academic managers should provide clear and desirable goals which would motivate employees to share their knowledge. In addition, administrators (nonacademic members) should be involved in committees and other university activities to feel part of the organization. Originality/value This study explores how shared vision, friendship, perceived organizational membership and supervision influence organizational knowledge sharing from the social identity perspective. In addition, this study uniquely examines knowledge sharing among administrators (nonacademic members) in the academic community where knowledge sharing behavior may be different from those in the business arena.