基于理性行为理论视角的高校教师隐性知识分享实证研究  

Empirical Study of University Teacher Tacit Knowledge Sharing Based on the Theory of Reasoned Action

作　　者：雷志柱[1] 雷育生[2] 

机构地区：[1]湖南科技学院,湖南永州425006 [2]装甲兵工程学院,北京100072

出　　处：《情报理论与实践》2010年第6期82-85,共4页Information Studies:Theory & Application

基　　金：湖南科技学院重点科研项目"基于TRA视角的高校教师隐性知识分享研究"的研究成果;项目编号:200915

摘　　要：隐性知识分享是高校知识管理的关键,然而高校教师对于隐性知识分享表现得并不积极。本文基于理性行为理论(TRA)分析框架,以知识分享意愿为中介变量,提出了高校教师隐性知识分享行为决定因素模型。研究结果表明,高校教师隐性知识分享行为取决于其知识分享意愿,而知识分享意愿又取决于感知管理支持、感知组织文化、人际信任、心理所有权和感知知识价值等因素。Tacit knowledge sharing is the key of university knowledge management,however,university teach-ers are not so active in tacit knowledge sharing.Based on the analysis framework of the Theory of Reasoned Action（TRA）,and with the knowledge sharing as the mediating variable,this paper constructs a university teacher tacit knowledge sharing behavior determinant model.The research results show that university teacher tacit knowledge sha-ring behavior depends on the teachers’will of knowledge sharing,while the teachers’will of knowledge sharing de-pends on perceived management support,perceived organizational culture,interpersonal trust,psychological owner-ship and perceived knowledge value.

关 键 词：大专院校 隐性知识 知识共享 实证研究 

分 类 号：G645.5[文化科学—高等教育学]