Abstract
Students' knowledge-withholding behavior is an obstacle to social knowledge construction in the context of management education. Although prior studies have explored the factors that influence knowledge-sharing intention, few studies have investigated the factors that affect the intention to withhold knowledge. This study aims to investigate the factors that affect students' knowledge-withholding intention in the context of undergraduate management education by integrating the concepts of the Big Five personality traits, social identity theory, and social exchange theory. Data collected from 365 undergraduate management students in Taiwanese universities were tested against the research model using the structural equation modeling approach. The results indicate that perceived social identity, expected rewards, and expected associations directly affect knowledge-withholding intention, and that extraversion, conscientiousness, neuroticism, and openness to experience indirectly influence knowledge-withholding intention through the mediation of perceived social identity. In addition, expected associations enhance the negative effect of perceived social identity on knowledgewithholding intention. The findings provide several important theoretical and practical implications regarding students' knowledge-withholding behaviors in the context of management education.
| Original language | English |
|---|---|
| Pages (from-to) | 547-568 |
| Number of pages | 22 |
| Journal | Academy of Management Learning and Education |
| Volume | 13 |
| Issue number | 4 |
| DOIs | |
| Publication status | Published - 2014 Dec 1 |
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All Science Journal Classification (ASJC) codes
- Education
- Organizational Behavior and Human Resource Management
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What drives students' knowledge-withholding intention in management education? An empirical study in Taiwan. / Wang, Yi Shun; Lin, Hsin Hui; Li, Ci Rong; Lin, Shin Jeng.
In: Academy of Management Learning and Education, Vol. 13, No. 4, 01.12.2014, p. 547-568.Research output: Contribution to journal › Article
TY - JOUR
T1 - What drives students' knowledge-withholding intention in management education? An empirical study in Taiwan
AU - Wang, Yi Shun
AU - Lin, Hsin Hui
AU - Li, Ci Rong
AU - Lin, Shin Jeng
PY - 2014/12/1
Y1 - 2014/12/1
N2 - Students' knowledge-withholding behavior is an obstacle to social knowledge construction in the context of management education. Although prior studies have explored the factors that influence knowledge-sharing intention, few studies have investigated the factors that affect the intention to withhold knowledge. This study aims to investigate the factors that affect students' knowledge-withholding intention in the context of undergraduate management education by integrating the concepts of the Big Five personality traits, social identity theory, and social exchange theory. Data collected from 365 undergraduate management students in Taiwanese universities were tested against the research model using the structural equation modeling approach. The results indicate that perceived social identity, expected rewards, and expected associations directly affect knowledge-withholding intention, and that extraversion, conscientiousness, neuroticism, and openness to experience indirectly influence knowledge-withholding intention through the mediation of perceived social identity. In addition, expected associations enhance the negative effect of perceived social identity on knowledgewithholding intention. The findings provide several important theoretical and practical implications regarding students' knowledge-withholding behaviors in the context of management education.
AB - Students' knowledge-withholding behavior is an obstacle to social knowledge construction in the context of management education. Although prior studies have explored the factors that influence knowledge-sharing intention, few studies have investigated the factors that affect the intention to withhold knowledge. This study aims to investigate the factors that affect students' knowledge-withholding intention in the context of undergraduate management education by integrating the concepts of the Big Five personality traits, social identity theory, and social exchange theory. Data collected from 365 undergraduate management students in Taiwanese universities were tested against the research model using the structural equation modeling approach. The results indicate that perceived social identity, expected rewards, and expected associations directly affect knowledge-withholding intention, and that extraversion, conscientiousness, neuroticism, and openness to experience indirectly influence knowledge-withholding intention through the mediation of perceived social identity. In addition, expected associations enhance the negative effect of perceived social identity on knowledgewithholding intention. The findings provide several important theoretical and practical implications regarding students' knowledge-withholding behaviors in the context of management education.
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UR - http://www.scopus.com/inward/citedby.url?scp=84919974285&partnerID=8YFLogxK
U2 - 10.5465/amle.2013.0066
DO - 10.5465/amle.2013.0066
M3 - Article
AN - SCOPUS:84919974285
VL - 13
SP - 547
EP - 568
JO - Academy of Management Learning and Education
JF - Academy of Management Learning and Education
SN - 1537-260X
IS - 4
ER -