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dc.contributor.advisorLi, Zhongwuth
dc.contributor.authorXu, Lingth
dc.date.accessioned2022-08-15T09:29:08Z
dc.date.available2022-08-15T09:29:08Z
dc.date.issued2021th
dc.identifier.otherb213872th
dc.identifier.urihttps://repository.nida.ac.th/handle/662723737/6003th
dc.descriptionThesis (Ph.D. (Management))--National Institute of Development Administration, 2019th
dc.description.abstractNowadays, China has entered the era of knowledge economy. As the most important resource element for the survival and development of organizations, knowledge is the key source for individuals and organizations to acquire their core competitiveness. As the gathering place of a large number of advanced knowledge and knowledge-based talents, as well as the cradle of knowledge creation and innovation, colleges and universities are the bases of knowledge exchange, knowledge dissemination, knowledge sharing, knowledge application and personnel training, and are the most typical knowledge-based organizations. As senior intellectuals, the individual and overall knowledge level of teachers in colleges and universities largely determines the stock of knowledge resources and knowledge management level of a college or universities. The tacit knowledge of teachers in colleges and universities is an important part of knowledge management in colleges and universities. How to effectively improve the tacit knowledge sharing level among teachers in colleges and universities is the core proposition of knowledge management. Tacit knowledge sharing among teachers in colleges and universities is the key link to effectively improve teachers' knowledge level and realize the promotion of knowledge management between teachers and school organizations. In view of the influencing factors of tacit knowledge sharing behavior of teachers in colleges and universities, this paper uses literature survey, questionnaire survey and empirical research methods to study the following five aspects: The first part is the introduction. This paper mainly introduces the research background, research problems, research purpose and significance, core concepts, research framework. The second part is theoretical basis and literature review. This part mainly introduces the important theoretical basis on which this research is based, such as the theory of planned behavior, knowledge transfer and knowledge sharing motivation. Then, it makes a literature review on tacit knowledge, tacit knowledge sharing, tacit knowledge sharing behavior influencing factors of teachers in colleges and universities, and then puts forward the research hypothesis of this paper. The third part is research method. Firstly, the research scope and object of this paper are defined, and then the measurement dimensions and methods of variables such as tacit knowledge sharing behavior, knowledge sharing intention, sharing attitude, motivation and policy perception are put forward. Finally, the pretest data of tacit knowledge sharing among teachers in colleges and universities are analyzed by data analysis method. The fourth part is empirical analysis. By means of questionnaire survey and empirical statistical research, the main factors that affect the tacit knowledge sharing among teachers in colleges and universities and their mechanism are found out. By means of descriptive analysis, reliability analysis, validity analysis, normality analysis, correlation analysis, path analysis and mediation effect analysis, the hypothesis proposed in this paper is verified, and the research results are further discussed in depth. The fifth part is conclusion. The main research results of this paper are further discussed and summarized, and the theoretical contribution and management enlightenment are summarized, and the future research direction and proposition are further prospected. To sum up, in order to effectively improve the performance of tacit knowledge sharing and knowledge management level of teachers in colleges and universities, this paper puts forward a research framework of influencing factors of tacit knowledge sharing behavior of teachers in colleges and universities based on the theory of planned behavior and knowledge transfer theory, and focuses on the influencing mechanism of tacit knowledge sharing intention, attitude, motivation and policy perception on tacit knowledge sharing behavior of teachers in colleges and universities, with a view to further enriching and expanding relevant theories and achievements in the field of knowledge management of teachers in colleges and universities.th
dc.description.abstractNowadays, China has entered the era of knowledge economy. As the most important resource element for the survival and development of organizations, knowledge is the key source for individuals and organizations to acquire their core competitiveness. As the gathering place of a large number of advanced knowledge and knowledge-based talents, as well as the cradle of knowledge creation and innovation, colleges and universities are the bases of knowledge exchange, knowledge dissemination, knowledge sharing, knowledge application and personnel training, and are the most typical knowledge-based organizations. As senior intellectuals, the individual and overall knowledge level of teachers in colleges and universities largely determines the stock of knowledge resources and knowledge management level of a college or universities. The tacit knowledge of teachers in colleges and universities is an important part of knowledge management in colleges and universities. How to effectively improve the tacit knowledge sharing level among teachers in colleges and universities is the core proposition of knowledge management. Tacit knowledge sharing among teachers in colleges and universities is the key link to effectively improve teachers' knowledge level and realize the promotion of knowledge management between teachers and school organizations. In view of the influencing factors of tacit knowledge sharing behavior of teachers in colleges and universities, this paper uses literature survey, questionnaire survey and empirical research methods to study the following five aspects: The first part is the introduction. This paper mainly introduces the research background, research problems, research purpose and significance, core concepts, research framework. The second part is theoretical basis and literature review. This part mainly introduces the important theoretical basis on which this research is based, such as the theory of planned behavior, knowledge transfer and knowledge sharing motivation. Then, it makes a literature review on tacit knowledge, tacit knowledge sharing, tacit knowledge sharing behavior influencing factors of teachers in colleges and universities, and then puts forward the research hypothesis of this paper. The third part is research method. Firstly, the research scope and object of this paper are defined, and then the measurement dimensions and methods of variables such as tacit knowledge sharing behavior, knowledge sharing intention, sharing attitude, motivation and policy perception are put forward. Finally, the pretest data of tacit knowledge sharing among teachers in colleges and universities are analyzed by data analysis method. The fourth part is empirical analysis. By means of questionnaire survey and empirical statistical research, the main factors that affect the tacit knowledge sharing among teachers in colleges and universities and their mechanism are found out. By means of descriptive analysis, reliability analysis, validity analysis, normality analysis, correlation analysis, path analysis and mediation effect analysis, the hypothesis proposed in this paper is verified, and the research results are further discussed in depth. The fifth part is conclusion. The main research results of this paper are further discussed and summarized, and the theoretical contribution and management enlightenment are summarized, and the future research direction and proposition are further prospected. To sum up, in order to effectively improve the performance of tacit knowledge sharing and knowledge management level of teachers in colleges and universities, this paper puts forward a research framework of influencing factors of tacit knowledge sharing behavior of teachers in colleges and universities based on the theory of planned behavior and knowledge transfer theory, and focuses on the influencing mechanism of tacit knowledge sharing intention, attitude, motivation and policy perception on tacit knowledge sharing behavior of teachers in colleges and universities, with a view to further enriching and expanding relevant theories and achievements in the field of knowledge management of teachers in colleges and universities.th
dc.description.provenanceMade available in DSpace on 2022-08-15T09:29:08Z (GMT). No. of bitstreams: 2 5932032001.pdf: 7888871 bytes, checksum: 121f9413562f4e1cea5f66970ccfab90 (MD5) license.txt: 202 bytes, checksum: b73cf3ce748735a79944aa8bb026b893 (MD5) Previous issue date: 3th
dc.format.extent282 leavesth
dc.format.mimetypeapplication/pdfth
dc.language.isoength
dc.publisherNational Institute of Development Administrationth
dc.rightsThis work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.th
dc.subjecte-Thesisth
dc.subject.otherKnowledge managementth
dc.subject.otherEducation, Higherth
dc.subject.otherTeacher collegesth
dc.titleInfluencing factors of tacit knowledge sharing behavior of teachers in colleges and universities based on the theory of planned behavior and knowledge transferth
dc.typeTextth
mods.genreDissertationth
mods.physicalLocationNational Institute of Development Administration. Library and Information Centerth
thesis.degree.nameDoctor of Philosophyth
thesis.degree.levelDoctoralth
thesis.degree.disciplineManagementth
thesis.degree.grantorNational Institute of Development Administrationth
thesis.degree.departmentInternational Collegeth


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