The role of leadership in knowledge sharing of the university teachers

ĐẠI HỌC QUỐC GIA HÀ NỘI KHOA QUẢN TRỊ VÀ KINH DOANH - VŨ THỊ KIM OANH THE ROLE OF LEADERSHIP IN KNOWLEDGE SHARING OF THE UNIVERSITY TEACHERS: A CASE STUDY AT THE NGUYEN TRAI UNIVERSITY VAI TRÒ CỦA SỰ LÃNH ĐẠO TRONG CHIA SẺ TRI THỨC CỦA CÁC GIẢNG VIÊN ĐẠI HỌC: TRƯỜNG HỢP NGHIÊN CỨU TẠI ĐẠI HỌC NGUYỄN TRÃI LUẬN VĂN THẠC SĨ QUẢN TRỊ KINH DOANH Hà Nội - 2017 ĐẠI HỌC QUỐC GIA HÀ NỘI KHOA QUẢN TRỊ VÀ KINH DOANH - VŨ THỊ KIM OANH THE ROLE OF LEADERSHIP IN KNOWLEDGE SHARING OF THE UNIVERSITY TEACHERS: A CASE STUDY AT THE NGUYEN TRAI UNIVERSITY VAI TRÒ CỦA SỰ LÃNH ĐẠO TRONG CHIA SẺ TRI THỨC CỦA CÁC GIẢNG VIÊN ĐẠI HỌC: TRƯỜNG HỢP NGHIÊN CỨU TẠI ĐẠI HỌC NGUYỄN TRÃI Chuyên ngành: Quản trị kinh doanh Mã số: 60 34 01 02 LUẬN VĂN THẠC SĨ QUẢN TRỊ KINH DOANH NGƯỜI HƯỚNG DẪN KHOA HỌC: PGS.TS NGUYỄN NGỌC THẮNG Hà Nội - 2017 DECLARATION The author confirms that the research outcome in the thesis is the result of author’s independent work during study and research period and it is not yet published in other’s research and article The other’s research result and documentation (extraction, table, figure, formula,and other document) used in the thesis are cited properly and the permission (if required) is given The author is responsible in front of the Thesis Assessment Committee, Hanoi School of Business and Management, and the laws for above-mentioned declaration Date: April, 20, 2017 i ACKNOWLEDGEMENT I have gained huge knowledge, skill and insights from my MBA course The course raises my capacity of administration and management up to the next level I am now very confident in my position of management I would like to extend my sincerest thanks and appreciation to all those who have made this Thesis to be possible I woud like to express my great gratitude to my supervisor Nguyen Ngoc Thang for his useful comments, remarks and engagement during my process of doing this master thesis Also, xin chân thành cảm ơn đồng nghiệp, lãnh đạo trường đại học Nguyễn Trãi, hỗ trợ việc cung cấp thông tin, số liệu, trả lời câu hỏi khảo sát đưa nghiên cứu, để hồn thiện nghiên cứu Sincere thanks are extended to the Faculty of International Training - Vietnam National University, Hanoi for equipping me with huge knowledge and skills through various interesting and practical subjects I also would like to thanks my classmates for their friendship and reciprocal encouragement to make our class time to be unforgettable time Lastly, I would like to give my great thanks to my husband, my kids, and my family who always standby me during the past two years and encourages me to keep moving from the beginning of my study ii The role of leadership in knowledge sharing of the university teachers: A case study at the Nguyen Trai University Summary of the results In the educational environment, the issue of knowledge sharing is extremely important and has practical implications for the addition of professional knowledge, practical knowledge, enhancing teaching capacity and the quality of lecturers Therefore, the NUT also pay attentision on the sharing knowledge among faculty by organizing seminars and science activities at the school However, due to not more concern the importance of the role of the leadership in knowledge sharing activities, the results of the knowledge sharing activities at NUT are still limited Thus, the author studies the role of leadership in knowledge sharing at NUT To carry out this study, the author has systematized the theoretical foundation for knowledge sharing, factors that affect knowledge sharing, and choice of research models From that, based on the results of the survey, analyze the status of knowledge sharing and clarify the impact of factors on knowledge sharing at the NUT The results show that the factors of Trust in leader; Leader – follwer relationship and Leaders behavior have positive effect on knowledge sharing Based on this analysis, the author proposes a group of solutions to enhance knowledge sharing in NUT in the future Applicability in practice With the results of the study, from the assessment of the situation and proposed solution based on regression results, combined with the opinions of the lecturers, NUT’s leaders, the author believes that, if the solutions are synchronized implemented, it will contribute significantly to improving the efficiency of knowledge sharing among the lecturers of the NUT Further research orientations Research will be improved further if additional factors can be added to knowledge sharing (such as factors belong to the lectuers, management policies, etc.) Therefore, the direction of the next study needs to explore more factors to make more detailed conclusions At the same time, I would like to express my sincere thanks to my colleagues and leaders of Nguyen Trai University for providing me information, documents, surveys and suggestions to help me complete this research iii TABLE OF CONTENT DECLARATION .i ACKNOWLEDGEMENT ii TABLE OF CONTENT iv LIST OF TABLES vii LIST OF FIRGURES viii INTRODUCTION CHAPTER 1: THEORICAL FRAMEWORK AND ASSESSMENT MODEL OF THE ROLE OF LEADERSHIP ON THE KNOWLEDGE SHARING 11 1.1 The knowledge definition 11 1.2 The definition of knowledge sharing 12 1.3 Factors affecting knowledge sharing 13 1.3.1 Belief 13 1.3.2 Communication 13 1.3.3 Leadership 14 1.3.4 Cohesion 14 1.3.5 Reward and incentive system 15 1.3.6 Information technology 15 1.4 The concept of leadership and the expression of the leadership 16 1.4.1 Concept 16 1.4.2 Expression of leadership 16 1.5 The role of leadership in knowledge sharing 17 1.6 Some empirical research model 18 1.6.1 The Billy Whisnant & Odai Khasawneh (2014) model 18 1.6.2 The Mansor Kenny model (2013) 19 1.6.3 The Phuong, T.T.L and Thuy, N.N (2011) Model 21 1.6.4 Research model of Pham Anh Tuan (2013) 22 1.6.5 Research model of Lin 23 1.7 Proposed research model 24 1.8 Technical quantitative analysis 26 1.8.1 Adjustment and test the fit 26 iv 1.8.2 Regression analysis 27 CHAPTER 2: CURRENT STATUS OF ROLE OF LEADERSHIP IN KNOWLEDGE SHARING OF TEACHERS AT NGUYEN TRAI UNIVERSITY 28 2.1 Overview of Nguyen Trai University 28 2.1.1 History and development 28 2.1.2 Structure and cultural characteristics 29 2.1.3 Scale of training and the quality of training these years 31 2.1.4 Characteristics of the leadership and lecturers of the university 36 2.2 The role of the leadership to share knowledge in the lecturers of Nguyen Trai University 37 2.2.1 Design scales 37 2.2.2 Adjustment and test the suitability of the scale 38 2.2.3 Some basic statistics 43 2.2.4 OLS regression analysis 52 2.2.5 Hypothesis test and the meaning 53 2.3 Group of promoting and inhibiting factors to the role of leaders to the knowledge sharing of the lecturers in the Nguyen Trai University 54 2.3.1 The promoting factors and causes 54 2.3.2 The inhibiting factors and causes 55 CHAPTER 3: SOLUTION TO PROMOTE KNOWLEDGE SHARING OF THE TEACHERS AT NGUYEN TRAI UNIVERSITY 57 3.1 Declaration of mission, vision and development orientations of Nguyen Trai University 57 3.2 Solutions to promote knowledge sharing among the lecturers of Nguyen Trai University 58 3.2.1 The basis for the proposed solution 58 3.2.2 Solutions for enhancing the role of the leader in the knowledge sharing 60 3.3 Recommendations 65 3.3.1 Recommendation to the Government and Ministry of Education and Training 65 3.3.2 Recommendation for the BOD of the NTU 65 CONCLUSIONS, CONTRIBUTIONS AND LIMITATIONS OF RESEARCH 66 REFERENCES 68 v ANNEX 70 Annex 01: Questionnaire 70 Annex 02: Code 76 Annex 03: Survey results 77 vi LIST OF TABLES Table 2.1 Scale of the training 32 Table 2.2 Code and study scales content 37 Table 2.3 Test the realiability of the scales on factor "Trust in Leaders" 39 Table 2.4 Test the realiability of the scales on factor "Leader - Follower relationship" 39 Table 2.5 Test the realiability of the scales on factor "Leader behavior" 40 Table 2.6 Test the realiability of the scales on factor " Knowledge sharing " 40 Table 2.7 Test on factor " Independent variables" 41 Table 2.8 Matrix rotation of independent variables 41 Table 2.9 Test on factor " Dependent variables" 42 Table 2.10 Matrix rotation of "dependent variables" 43 Table 2.11 Statistics on characteristics of respondents 43 Table 2.12 Evaluation of " Trust in Leaders" 46 Table 2.13 Evaluation of Leader - Follower relationship 48 Table 2.14 Evaluation of Leader Behavior 49 Table 2.15 Evaluation of knowledge sharing activities 51 Table 2.16 Parameter regression model 52 Table 2.17 Variance testing of the model 52 Table 2.18 Regression coefficient 53 Table 3.1 Basis for the proposed solution 58 vii LIST OF FIRGURES Firgure 1.1: Theoretical model of knowledge sharing 19 Figure 2.2: The Mansor and Kenny model 21 Figure 2.3: The Phuong, T.T.L and Thuy, N.N model 22 Figure 2.4: The Pham A, T model 23 Figure 2.5: The Lin model 24 Figure 2.6: The proposed research model 26 Digram 2.1 Organizational Structure of Nguyen Trai University 29 Chart 2.1 Areas of NTU 34 Chart 2.2 Application oriented model 34 Chart 2.3 Graduation rate 35 viii INTRODUCTION Rationale The 21st century, after the era of information technology, human has entered the era of innovation thinking and knowledged economy Today, it is quite simple if someone wants to learn about a specific field or certain information However, receiving information, and making that information, skill to become their own knowledge is not easy matter as the Enter button on the Google search It is natural hat, it depends on the capacity of the learners ( on every levels) and skills, sharing conditions of the teachers ( in all fields) in which, the sharing of knowledge is the key "In recent years, the important role of the factors to receive and share knowledge with others in organizations, businesses and the whole of modern society is acknowledged by many researchers"1 Obviously that, for an organization with a high level of knowledge, such as universities, research institutes, educational institutions knowledge sharing is even much more important In the higher educational environment, quality of education is always the decisive factor of success, reputation and development In this regard, the educational managers and scientific researchers have acknowledged the role of strategic vision, infrastructure, platform trainers and especially knowledge sharing The sharing of knowledge is not only the viewing angle from the faculty to the students but also to other teaching staffs in the faculty together, in which, the role of leadership is highly valued in this process2 So how to process knowledge sharing effectively, what factors affect the knowledge sharing? That is a question that many scientific researchers and educational administrators in the world try to find the answers However, with each different object, in different conditions and at different stages, the answers also have many interesting differences In the current status of education in Viet Nam, the stable development and existence in the severe competitive environment of the universities depend heavily on the level of knowledge using in the organizations Many previous studies show that, the knowledge management system totally depends on technical features (information technology, infrastructure, supported equipments ) without concerned to other important Quote part in the study of PGS Dr Nguyen Van Thang Managing Director of Institute of Asia - Pacific, National Economics University Lu, L., Leung, K., and Koch, P.T (2006) Managerial Knowledge Sharing The role of individual, interpersonal and organizational factors Managemetn and Organization Review, 2(1), 15-41 factors The modern knowledge management model absolutely needs the cooperation of staffs and opening environment of knowledge discussion and sharing, especially in universities In addition, the role of incentive regulations and leadership are major factors that would help promoting the knowledge sharing Knowledge sharing just be the best effective in the case of strictly relation to the organization and be encouraged to develop Therefore, knowledge sharing is very important for the universities Because, though many teachers (lecturers) have professional skills, rich of experiences of teaching content, teaching methods should be encouraging them to share for young teachers, quickly improvement the qualification level and skills, access to knowledges and experiences of the older generation In addition, updating new knowledge and sharing knowledge within teachers is neccesary to create a dynamic higher educational environment At Nguyen Trai University - an young profession - oriented higher education university, improving the quality of education, qualifications, knowledge of the lecturers (teachers-in general) is a top priority task in the University's development To this, teachers must implement effectively knowledge sharing among high - qualified lecturers with teaching staffs nearby Because, with uneven team qualifications (teaching experiences, knowledges and professional skills ), when the process of sharing knowledge between teachers effectively takes place, the quality of the teaching staff will be enhanced And from there, the quality of education will soon achieve such statement by the Chairman of the Board " the biggest dream of my life is to help students succeed faster than their teachers"3 In recently years, at the Nguyen Trai University, there was lack of seminars, conferences, discussions to sharing knowledge This actual status is very worried situation that needs to be more consideration of all the lecturers, department leaders and university manager board To solve this current status, the manager board of the Nguyen Trai university specially needs critical evaluation informations, of which the role and impact of leadership factor is the most concerned Since then, the search for solutions to promote the knowledge sharing activities on a regular basis, more effective and step by step to set up it as a specific culture of the Nguyen Trai university Hence, finding out the factors that influence the process of knowledge sharing in the teaching staffs of the university will help somewhat to raise the level of teaching staffs and Message from Chairman of the Management Board and mission announcement of NTU support the development of the Nguyen Trai university Therefore, the author select the research title of "The role of leadership in knowledge sharing of the university teachers: A case study at the Nguyen Trai University" to fulfillment the master thesis Literature review Contents of research on knowledge sharing and knowledge creation is an array of research is quite new in the world since the term "age of information technology" was gradually replaced by the term "time era of knowledge economy " However, the studies were carried out in recent years are extremely rich and become a source of qualified references for researchers, managers are interested in this field It can be classified according to the following directions: 2.1 Foundation research Among the research platform, Nonaka is regarded as the "father" of the theory and practice of innovation and knowledge sharing In his classic work 4, Nonaka establish a model of knowledge creation process, which is based on that, a series of experimental studies later inherit The process of knowledge creation of Nonaka be summarized into four stages are: Social communication (Socialization) Externalization process (Externalization) The process of combining (Conbination) The process of internalizing (Internationalization) Basically, Nonaka has designed innovative model called SECI as the above The results of this study are inherited thoroughly (and almost entirely) in future research It is a particularly point that, in this model the role of leadership is recognized of in every knowledge creation process (as well as sharing knowledge - a step in the creation of knowledge)5 2.2 The theoretical research and model of knowledge sharing assessment In this section, the author does not summarize all the theoretical researches have been done before This section is totally inherited from an essay of Seng Wang (2010) In this study, Seng Wang summed over 76 studies published since 1998 to 2010 The studies This work has been quoted on international magazines ISSN by more than 6000 other researchers See details in Nguyen Van Thang Nonaka's creative theory and applications in public organizations in Vietnam Institute of Southeast Asian Studies National Economics University 2014 were designed both by qualitative and quantitative methods to show the basic factors affecting knowledge sharing include: • Group Organizational factors include: organizational culture, structure, environment, perspective and style of management, rewards and incentives, facilities ) • Factors in a team: including team characteristics, diversification, social relations • Factors of the culture • Factors of the individual • Groups of motivation factors: trust, benefits received, the attitude The results summarized in the study by Seng Wang will be radically inherited in proposing the scale, adjust the scale, factor analysis in surveys and regression of the author in this study 2.3 Some typical quantitative research related intimately In 2015, the authors Abdur-Rafiu, M A and Opesade, A O (2015) performed a study titled " Knowledge Sharing Behaviour of Academics in The Polytechnic Ibadan" This study conducted on a sample size of 235 teachers (scholars) of different faculties of the Polytechnic Ibadan, based on behavioral theory (TPB-theory of planned behaviour) The study results showed that, the scholars of the Polytechnic Ibadan willing to share knowledge if both groups of factors promoting and hindering (inhibiting) are adequately addressed While behavioral and commitment is statistically to knowledge sharing, the variable attitudes, beliefs, and the contents are non-statistically significant However, limitations of this study is that the methods just is basic statistical This simple method may lead to biassed conclusion because regression analysis and correlation analysis on the modern regression model are not applied A similar study was conducted by Goh See Kwong (2013) in Malaysia The author has done a research with the title "Knowledge sharing among Malaysian academics: Influence of affective commitment and trust" The research was done with the sample of 545 frequencies that belong to 30 different universities across Malaysia Research models are also designed based on the theory of behavior (TPB) This study is more comprehensive than study by Abdur-Rafiu, M A and Opesade, A O That cited a the regression model with high reliability technic At the same time, the conclusion of this study is completely different with Abdur-Rafiu study, M A and Opesade, A O when author Goh See Kwong confirmed positive impact of the beliefs to knowledge sharing intentions Additionally, authors reach a conclusion also extremely meaningful That is, scholars (lecturers) at private schools willing to share knowledge fewer than scholars in the public schools This conclusion is an interesting indication of future studies in my thesis Because, if this conclusion is true with university Nguyen Trai (knowledge sharing expectation in the Nguyen Trai University is low), then the University will have to a lot of solutions to promote this activity further However, this study has some given limitations at the research data (as the authors have pointed out) That is, the authors used only the data at a time of the respondents on the whole territory of Malaysia (cross sectional data) but not verifiable relationships based on time series data research A study of the authors Islam, Z M, Hasan I, Ahmed, S U, and Ahmed, S M (2011) with service organizations were conducted in Bangladesh in 2011 The authors have had many interesting conclusions such as: the system of rewards and incentives is absolutely no sense in terms of knowledge sharing6 Conversely, factors such as trust, connection between the staff and the role of leadership positively affect (positively) to share knowledge Conclusion of this research is quite unexpected However, it may be one of the study's limitations In fact, the authors conducted a survey with questionnaires to a large number of middle-level managers and senior (129 frequencies sample are satisfactory) This can be explained by differences in the conditions of individual knowledge sharing The senior managers (high-income) who have better social status of other employees According to Maslow's theory of needs, they obviously need social interaction and connection (rather than physical needs, financial needs) And therefore, reward or incentive would not the engine to share their knowledge On the other hand, the research model of the authors performed only with variables (4 fators) and therefore, there can be a lack of explanatory variables (and affected to the conclusions) In Vietnam, Dr Nguyen Van Thang (2014) is regarded as one of the leading researchers in this field In his study entitled "Theory of Knowledge Creation of Nonaka and applications in public organizations in Vietnam", the author has come to the conclusion: The sharing of knowledge has a direct impact on results of work of the staff in the public units in Vietnam In addition, the author Nguyen Van Thang said that the opportunity to experience the new job and formalize the instructor assignment of new staff This is one of the few researchers concluded no effect will increase knowledge sharing within the organization These conclusions are the basis for the expectation that, if finding out the specific impacts of the role of leadership in knowledge sharing at the University of Nguyen Trai, one may propose effective solutions for promoting knowledge sharing and improve the quality of education at the university, in general In a study from 2007, the author Lin, H.F proposed a fairly simple and efficiency model in the evaluation intent to sharing knowledge In the model of Lin, the author only factors proposed include: enjoy helping others, self-efficiency knowledge and support of senior managers, in which factors enjoy helping others has the greatest impact This suggests that a friendly working environment and equality will be a prerequisite for knowledge sharing within the organization Thus, there are many theoretical and practical researches on the content of knowledge sharing within the organization have been made in Vietnam and around the world However, as most authors state, in each a different period, different organizational characteristics, different environment then the impact of each factor is also very different In particular, the leadership factor (which appears in most studies) are oftenly mentioned as a major factor The leadership factor is reflected in three aspects including leadership behavior, staff - leader (leader - follower) relationship and the trust in leaders With Nguyen Trai University, author of this thesis assert that there unprecedented studies have been performed with the same content And so, with the urgency of the topic and planned research model, the author committed to the new and different of this study (in terms of subject research, scope, context, data, ) The specific contents of the model and scale will be detailed in future studies Here just briefly identification of the intended model: Research model In which, the variables are expected to be implemented under the survey and scales measured by Whisnant successor, B., & Khasawneh, O (2014) as follows: • The behavior of the leader (Leader behavior) + Judiciously decision + Wisdom + Towards the organization + Persuasive appointment (personnel) + Emotion healing • Leader-follower relationship + Strengthening informal conversation + Close relationships with employees + Responsibility sharing + Empathy together • Trust in leaders + Feeling confident because the leaders will understand the problems + Believe in the truth of the words of leaders + Believe that the leaders’ decision would benefit (good for staff) • Knowledge sharing + Believe that they can share the knowledge + The leaders will apply the knowledge that was shared in the best way + Trust that the leaders fully appreciate the shared knowledge + Feeling responsible to share knowledge + Ready to share knowledge, information + Ready collaborate to share knowledge, information + Constantly searching and mining information together Research objectives 3.1 Overall objective This study aims to determine the influence of the factors include: leader behaviour, relationship leader-follower and trust with leaders to the knowledge sharing within lecturers of Nguyen Trai University, as the basis for the orientation of practical solutions to promote this activity at Nguyen Trai University 3.2 Specific objectives • Overview the documents to specify the expression of knowledge, and knowledge sharing, the assessment model of knowledge sharing, the relationship between the leadership and knowledge sharing and select the research model; • Accurately assess the influence of the factors: leader behaviour, relationship of leader-follower and trust in the leaders to the knowledge sharing within lecturers of Nguyen Trai University, specifying the factors to promote or to limit the activity of knowledge sharing in Nguyen Trai University • Propose some solutions to support knowledge sharing activities within lecturers of Nguyen Trai University, improve the quality of teaching staffs and education quality of Nguyen Trai University Objects of research This research focus on the influence of the factors (selected) to the knowledge sharing within lecturers of Nguyen Trai University Scope of research Location: This study will be conducted at Nguyen Trai University in Hanoi Time: This study is inplemented basing on the secondary data of Nguyen Trai University since 2014 to 12/2016 Primary data is collected through surveys by email and direct interviews with lecturers in April and May 2017 The survey respondents are faculty lecturers, back - office staffs and university managers in different levels Research methodology Three main methods are used in this study include: • Qualitative methods: used in the research overview, orientation and scale factors, the proposed model selection, techniques and quantitative analysis selection • Statistical method: use in analyzing the basic information about the team, demographics, qualifications, income of the secondary data collected from Nguyen Trai University The secondary data include: information of lecturers, educational results, konwledge sharing data of Nguyen Trai university since 2014-12/2016 • Quantitative Approach: the main method in this study include: design and evaluation scale, exploring factor analysis (EFA), correlation analysis and regression analysis, using techniques OLS-based rules, SPSS 20.0 software The primary data is collected through surveys by email and direct interviews lecturers, faculty managers and university managers in April and May 2017 Sample size: This study using the EFA and linerity regerssion analysis, the model include variables (1 dependent variable, explanatory variables) with total 20 indicators Thus, as the principle of observations per indicator, the minimum sample size is 100 observations In addition, in order to fit with the reserch objectives and high representative of the sample, the sampling method is choosen as “Stratified Random Sampling method” Formula for sample size determination: Sample size formula: n= {(1/N + (N-1)/N* 1/(p(1-p) * (e/ Z1 - &/2) }-1 (*) In which: n is sample size; N is population size; Z is Z distributation (at 95% confidence interval, Z=1.96); e is random error (in general, accepted error about +/- 1% or +/-5 %); P is probability of choosing answer (best situation is 50%); N is the population (total lecturers and managers in Nguyen Trai university) The “stratified” refer to groups of: (1) long-term lecturers (by age, gender, experiences); (2) short-term lecturers; (3) visitting lecturers; (4) faculty managers; (5) university managers The minimum sample size as the (*) formula at least equal to 100 Scale: Use the Likert 5-levels scale to measure the criteria for the four variables (as indicated above) The criteria reflecting these four factors are inherited from Lin's 2007 study; Whisnant, B., & Khasawneh, O (2014) Research structure Thesis is structured in accordance with the following content: FOREWORD Chapter 1: Theorical framework and assessment model of the role of leadership for knowledge sharing Chapter 2: Current status of role of leadership in knowledge sharing of the teachers at the Nguyen Trai University Chapter 3: Solutions to promote knowledge sharing of the the teachers at the Nguyen Trai University CONCLUSIONS, CONTRIBUTIONS AND LIMITATIONS OF RESEARCH 10 CHAPTER 1: THEORICAL FRAMEWORK AND ASSESSMENT MODEL OF THE ROLE OF LEADERSHIP ON THE KNOWLEDGE SHARING 1.1 The knowledge definition Nonaka and Takeuchi (1995) define the knowledge as "the dynamic process of human beings to prove their personal beliefs about the truth Davenport and Prusak (1998) defined as “the knowledge is a collection of experience, value, information, to provide an assessment model that help to create new experiences and information They claim that “knowledge is formed and be applied right in the minds of people In organizations, knowledge not only appears in documents but also in habits, working processes, practices, and quality (management) standards of the organization In addition, knowledge is the full use of information and data combined with the skills, ideas, intuition, commitment, and motivation of people Knowledge is often confused with information, but the nature of knowledge and information are two completely different concepts (Gray, 2007) Information gathering data for a clearly identifying purpose while knowledge is seen as a process, motivation, ability and sharing of understanding In reality, people can easily share information but it is difficult to share knowledge with others Knowledge is the internal asset of the human being, depending on the circumstances, so it is completely different from the information or data Malhotra (2000) argued that “the confusion between knowledge and information leads managers to spend a lot of time, effort and money investing in information technology but not achieve the results as expected” Knowledge is clearly defined as the internal property of the human being and is used in response to problems In other words, knowledge is the synthesis of information, data and experience Martensson (2000) states that knowledge is a fundamental factor, helping organizations to create innovative products and services The most common definition of knowledge is "ideas or knowledge owned by an individual, used to perform effective actions to achieve an organization's goals." A special feature for distinguishing the knowledge from other resources is the infinity of the knowledge that not be exhausted in using Though, more use of knowledge will make knowledge more plentiful The value of knowledge tends to be developed, popularized and used by many organizations Drucker (1994) concludes that knowledge is 11 the key resource for individuals and organizations (society in general) Factors of production processes such as land and labor, which often change (decrease) in quality and quantity during development Knowledge is considered to be a resource that is hard to copy This is a unique and special resource Unlike other resources, while capital (land, machinery, materials ) can be replaced, supplemented and multiplied, knowledge can only be replenished In the “knowledge economy”, knowledge is the key factor for organizational success (more important than other resource factors such as land, labor, capital, equipment, etc…) Experts conclude, knowledge and innovation are the core elements of success in today's economy Jain et al (2007) argue that "knowledge is an important input in most organizations because it allows organizations to grow and gain competitive advantage." Hsu (2006) confirmed that the knowledge helps organizations evaluate employees, helps employees their work and creates competitive advantage for the organization Therefore, the effective exploitation and use of knowledge will help the organization to achieve the success Kothuri (2002) emphasized that knowledge in the organization be considered as “intellectual resource” and exists in the two main forms (existing and hidden) Existing knowledge is less dependent on people, can be systematized, measured, disseminated and store (including information and communication skills) and can be transfered to others The hidden knowledge depends very much on the individual and it can be created by processing information that combines knowledge and experience In whatever form, knowledge is also accumulated through daily experiences that can be shared in the interaction between individuals in the organization An important point is that the knowledge can be lost or leave the organization when that employee no longer works for the organization, or when the organization decides to change the structure of the workgroup or when the organizations apply the new knowledge into the process Hence, hidden knowledge is more strategic to the organization because it is created in specific situations (and events) during the work process (and, moreover, it is difficult to copy) 1.2 The definition of knowledge sharing Knowledge sharing is defined as the exchange of the knowledge (skills, experiences…) among individuals in the organization (Tsui et al., 2006) Geraint (1998) argued that knowledge sharing can help employees share their understanding and experiences to help projects and plans to be completed quickly and cost-effectively In 12 addition, knowledge-sharing involves the individual in sharing with the organization information, ideas, suggestions, and proficiency to others Maponya (2004) points out that empirical knowledge sharing is gained in the process of working within and outside the organization If knowledge is available in the members, the organization will minimize duplicate decisions and solve the problem will be faster The effective knowledge sharing activities will help reuse the knowledge of each fish multiply and raise the knowledge to a new high plate Tsui et al (2006) defined the mechanisms of knowledge sharing in organizations as follow: - Contribute knowledge to the organization's database - Knowledge sharing during formal and informal interaction with members inside and outside the teams - Sharing knowledge in community activities - Knowledge sharing may be visible or invisible Sharing of visible knowledge can be realized in verbal communication, while invisible knowledge sharing can occur in social activities, observations or consultancy activities 1.3 Factors affecting knowledge sharing 1.3.1 Belief Belief is defined as a positive and confident state of expectation of co-worker behavior in any situation (subjective, risk-taking from the partners) (M Baba , 1999) The level of belief (confidence) in the accuracy of shared knowledge depends entirely on the attitude and ability of the person sharing The higher the level of belief, the less doubt about the accuracy of knowledge will be reduced Consequently, the level of belief (or trust) will greatly influence the attitude of knowledge sharing (McEvily et al., 2003) If one belief on their co-workers (partners), they will easy to accept the knowledge from colleagues because they believe that knowledge is good for them (Ching, 2003) According to Von Krogh (1998), the belief (and trust) and the openness in an organization would strengthening the intentions of knowledge sharing within the organization Thus, beliefs have a direct effect on the knowledge sharing If the level of belief is high then the knowledge sharing is more effective and vice versa 1.3.2 Communication Communication is defined as the interaction of individuals through direct talking and the use of body language during the interaction Interaction between individuals is supported by the organization's system (Al-Alawi et al., 2007) 13 Communication between colleagues in the organization is fundamental to encourage knowledge sharing (Smith and Rupp, 2002) If the knowledge sharing is promoted by an organization, that will promote the open discussions, enthusiastic discussions and meaningful to individuals (regardless of work positions), free to express their opinions on a variety of issues (Davenport and Prusak, 1998) Through practical activities, individuals can collect information and data from various groups, evaluate their opinions and point of views, and then convert that data and information to create a new knowledge for themselves Consequently, when the organization encourage openned discussions and talks among individuals, they can facilitate the sharing of knowledge easily and successfully, create new knowledge and minimize the costs of testing and remediation From the above theory, there is a positive influence between communication with knowledge sharing If communication is more effective, knowledge sharing is more effective too 1.3.3 Leadership The leadership of senior managers refers to the process of impact, that affects others to achieve the desired purpose The leader plays a guiding role in the knowledge sharing process (Zahidul et al., 2011) A leadership style is the behaviour a leader exhibits while guiding organizational members in appropriate directions A leader group is a group of individuals at the highest positions of an organization that is responsible for management and decisions in the organizational operations In the process of building values for the organization, leaders influence the employees they manage by creating and maintaining the values and beliefs of the organization (Lin, 2007) According to Yu et al (2004), the support and concern of the leaders will affect employee perceptions of knowledge sharing Therefore, the leadership plays an important role in the knowledge sharing of individuals in the organization 1.3.4 Cohesion Lee (2001) argues that knowledge sharing is the process of transmitting or popularing knowledge from one person (group, or an organization) to others The organization always encourages the cohesion and open communication between units in the organization The high level of cohesion will build the belief (trust) within individuals (Wuyts and Geyskens, 2005) Cohesion promotes communication and knowledge sharing within the organization In addition, the cohesion is also an important signal for partners to 14 see the willingness to communicate and exchange information and knowledge that facilitate the acquisition of knowledge more easily Nyagavaf et al (2010) concluded that when one person shares important knowledge with others, it is the motivate for partners to share the knowledge back If the level of cohesion is high, it means the employees will be eager to work and the working attitude in the organization will also be extremely professional Thus, cohesion is one of the factors that influence knowledge sharing in the organization If the cohesion in the organization is higher then the knowledge sharing is more effective 1.3.5 Reward and incentive system Rewards, including money and other incentives, are the center of employee motivation to follow the individual career goals In the knowledge sharing process, the reward system has a "close, and tied relationship with the employee's profession" (Davenport et al., 1998) A good (attractive) reward system will motivate individuals to perform their work smoothly, which is an important tool in evaluating behavior and motivating work (Wei et al., 2012) The level of knowledge sharing within an organization is entirely depend on whether the employee expects the rewards they receive (more or less), such as financial rewards, promotions, and opportunities However, too much depend on reward system to stimulate knowledge sharing is also more risky when employees overemphasize the reward than the knowledge they share Leonard (1995) argues that organizational reward systems can make knowledge sharing easier The incentive system should be implemented to boost employees' motivation for taking the time to create new knowledge, share their knowledge and help others (Argote and Epple, 1990) From the above theories, we can confirm the existence of the relationship between reward system and knowledge sharing If the reward system is good (attractive) then the more knowledge will be shared and vice versa 1.3.6 Information technology Information technology is a very important tool in operating system Information technology (IT) facilitates the sharing of knowledge within the organization Information technology is an indispensable element in the knowledge sharing Organizations use 15 information technology in various forms to manage their knowledge, especially for storage and transmission (Egbu and Botri etherill, 2002) According to Bock et al (2006), IT applications have important implications for the organization's knowledge-sharing capacity In the period of technological booming today, the role of information technology has been increasingly enhanced Information technology is not only a tool for organizations to store data, but also to connect people, organizations (economies, countries ) together Akamavi and Kimble (2005) conclude that information technology plays an important role in knowledge sharing as it helps to overcome the distances of time and space DeSouza and Awazu (2003) argue that IT infrastructure can break geographic boundaries, allowing employees to benefit from the others of the organization or anywhere The role of information technology is particularly important for knowledge sharing activities in educational institutions IT also has certain limitations in knowledge sharing A good technical infrastructure depends on the values of the contents (that the IT containt) and the relationships A good IT system must be easy to use with everyone and the results should be really useful According to Bock et al (2006), information technology can be seen as useful conditions promote knowledge sharing within the organization 1.4 The concept of leadership and the expression of the leadership 1.4.1 Concept Leadership is the process by which a person influences others to accomplish a particular goal, and directs the organization toward a closed coherence In addition, leadership is a process by which the leader influences a group of individuals to achieve a common goal (Northouse, 2007) The US military has also defined the leadership One of the definitions they give about leadership is: “Leadership is the process by which a soldier influences other soldiers to complete a task” (U.S Army, 1983) Thus, the definitions have one thing in common - one affects others in order to achieve specific goals The leader conducts this influence process by applying their knowledge and leadership skills, also known as the leadership process (Jago, 1982) 1.4.2 Expression of leadership According to U.S Army (1983), there are four main manifestations of leadership: 16 - Ability to lead The success of an organization is not entirely determined by the leader but by the members of the organization If the members not trust (or doubt) the ability of the leader, they will feel lack of motivation to work and not confident to succeed So, the leader must be able to convince the members that he (or she) is a bright (talented) leader who deserves to be trusted - Observation Each employee in the organization fits in with a different leadership style A new employee must be closer supervision than a seniority one Otherwise, a lack of motivation employee must be managed by a different approach from a motivated person In order to be good leader, firstly, the leader have to understand the personality of employees: what they need, how they feel and what makes them more motivated to work In other words, the expression of leadership is “what they know and what they can do” This can be achieved through the observation of the leader - Communication Leadership is expressed through communication and communication The content and manner of communication will directly affect the relationship between leaders and employees - Identify situations One of the most important expressions of leadership is the ability to recognize and handle situations Therefore, the leader must use this ability to evaluate and decide the best action for each situation 1.5 The role of leadership in knowledge sharing In reality, knowledge often exists in each people individually, that be formed through their own information-gathering process and can only be used by the themselves No one can use that knowledge if they not share it In order to made the individual knowledge become an organization's knowledge asset (so that everyone can work together for common development), it is necessary to have a mechanism, process of creating, preserving, dividing the knowledge sharing within each organization To this, the role of leadership is extremely important Leadership not only encourages members in organization to share knowledge, but also actively participates in knowledge sharing and the development of internal knowledge resources (via internal conferences ) This 17 leadership process not only enriches the knowledge of individuals, but also motivates the continuous learning of each employee Researchers and large organizations in the world have summarized some experiences to enhance the role of leadership in knowledge sharing as follows: - The policies and the knowledge management (and sharing) procedures are neccessary to be documented to for not being misunderstood and easy to find out where the mistake occure - Building a unified document system to share knowledge It is not easy to transfer the knowledge to the other people By demonstrating that knowledge through writing materials, exchanging leadership factor in the organization will improve the common knowledge base and documentation system - Focus on training activities in order to transfer knowledge Experienced people should be encouraged and high responsibility of sharing and guiding the less experienced people In addition, organizations can take advantage of the knowledge of other organizations - Continuously update new information and learn from past experience and the experience of other organizations - Interested in human resource development: Knowledge is a special product of human Only human beings can produce knowledge and only humans are capable of manipulating that knowledge to continue to create new knowledge Leadership in the organization should give priority to develop the human resource (rational recruitment, continuous training, appropriate compensation) - Application of IT: In order promotes the knowledge sharing activities to take place effectively, the role of IT is enormous IT plays a supporting role, making it easier to share, store, update Moreover, knowledge is continually created, which makes the knowledge of the human being become more and more huge Only new IT enables to store, classify, update, share, and develop in a timely manner Especially in the new era (the era of intelligence or the fourth technology revolution), IT is a decisive factor in the success of any organization 1.6 Some empirical research model 1.6.1 The Billy Whisnant & Odai Khasawneh (2014) model Billy Whisnant & Odai Khasawneh (2014) had built a model that measure the impact of leadership on knowledge sharing within the organization The research model was verified by the authors with the data from Western US organizations 18 The data was collected by the authors, by using SPSS software, the authors determine the reliability and correlations of scale Research results show the role of leadership in knowledge sharing, including: leadership behavior, leadership relationships, and trust with leaders The leadership behavior include: altruism, wisdom, management style and persuasion At the same time, leadership relationships include: regular communication, empathy, shared experiences, shared responsibility The model as the follow: Leader behaviors Altruistic Intelligence Leadership style Convincing Belief in Knowledge leaders sharing Leader relationships Communication Sympathy Sharing experiences Sharing responsibility Firgure 1.1: Theoretical model of knowledge sharing (Source: Billy Whisnant & Odai Khasawneh, 2014) 1.6.2 The Mansor Kenny model (2013) Mansor and Kenny (2013) have developed a model for assessing the factors that affect the knowledge sharing As suggested by the author, the demographic factors of the employee (gender, age, education, jobs, place of work…) is an important factor affecting the knowledge sharing In addition, the author suggested other factors that affect knowledge sharing: organizational culture (including beliefs, learning, motivation), reward systems (including materials and spirits), personal knowledge and the cohesion The research results show that, except for the demographic factors, the remaining factors play an important role in knowledge sharing 19 At first, the "learning" factor is seen as an opportunity for organizations to develop because it brings about good communication within the organization, so this factor needs to be promoted within the organization (Ismail and Yusof, 2009) This shows that the promotion of learning in the organization will greatly support the sharing of knowledge The second, the "innovation" factor is considered an important task for managers in knowledge sharing to diversify the organization's culture This allows managers to easily build programs to maintain knowledge sharing and achieve the organization's common goals (Ju et al., 2006) Knowledge management strategies are primarily based on innovation in management, so it is important to pay attention to the issues of finance, technology, the working environment, improvements in performance, and job satisfaction The "support for co-workers" factor has also been confirmed by Wei et al (2012) for the interaction among employees This is a positive factor that influences knowledge sharing However, it is important to realize the motivate of employees so that, they shape voluntary and positive thinking of the knowledge sharing Employees should consider the issue of knowledge sharing as a culture of the organization Because when employees see co-workers as the teammates, they will help each other accomplish their tasks as well as easy to share the knowledge (Ju et al., 2006) The "cohesion" factor also plays an important role because the dedication of workers to the organization is a core issue in the formation of knowledge sharing (Hassan and AL-Hakim, 2011) When the degree of engagement is high, employees will have a longer and more professional need of the organization Then, sharing knowledge in the organization will be easier and more effective In addition, cohesive workers will be more productive and, at the same time, more willing to share knowledge (Hislop, 2002) Thus, cohesion is considered to be an important aspect in the consideration of knowledge sharing 20 Figure 2.2: The Mansor and Kenny model (Source: Mansor and Kenny, 2013) 1.6.3 The Phuong, T.T.L and Thuy, N.N (2011) Model The research of Phuong, T.T.L and Thuy, N.N (2011) was performed to assess the factors that influence the doctor's intention to share knowledge in the hospitals on the area of Ho Chi Minh city According to the authors, professional fostering in the medical profession is a frequent and long-term requirement In addition to formal courses, physicians must learn from colleagues in the process of working to develop personal skills and knowledge This learning is achieved only by the sharing of knowledge from others From this perspective, the authors applied behavioral theory (Theory of Planned Behavior – TPB) to study factors influencing the intention of the knowledge sharing among the doctors through direct interviews 210 doctors working in HCMC 21 The results of this study (with adjusted coefficient of R2 is 50.8%) suggest that the most influential factor to the knowledge sharing of doctors is " Perception of knowledge sharing" (β = 0.446) Next is "control of knowledge sharing" (β = 0.294) Two other factors are "influence of the leader" (β = 0.128) and "influence of colleagues" (β = 0.118) In addition, other factors include "desire to build relationships," "confidence in personal knowledge," and "believe in colleagues" also have different levels of influence on the intention to share the knowledge The authors present the research model as follows: Believe in colleagues Confidence in personal Perception of knowledge knowledge sharing Desire to build Control of knowledge relationships sharing Knowledge sharing Influence of the leader (and collegues) Figure 2.3: The Phuong, T.T.L and Thuy, N.N model (Source: Phuong, T.T.L and Thuy, N.N, 2011) 1.6.4 Research model of Pham Anh Tuan (2013) The author uses both qualitative and quantitative research methods to identify the determinants of knowledge sharing within the organization Qualitative research methods were conducted through in-depth interviews (business leaders) and case studies The quantitative method is performed with the information collected by a survey form Using the SPSS software to analyze the collected data The survey sample includes 142 enterprises, most of them are medium and large, in different industries in Hanoi and Ho Chi Minh City Through the literature review, the author identified the research gap and proposed a model for implementation In addition, through a case study in two IT firms, the author 22 modified the regression model to match the business characteristics in the sample After choosing the model, the scales are designed and tested for reliability The research model is summarized as follows: Corporate culture Management policies Knowledge sharing Leadership Reward system Figure 2.4: The Pham A, T model (Source: Pham, A T, 2013) 1.6.5 Research model of Lin The study sets out to examine the influence of individual factors (enjoyment in helping others and knowledge self-efficacy).That means that confident employees with the ability to share useful knowledge for the organization will have a stronger impact in sharing knowledge with colleagues Organizational factors (top management support and organizational rewards) and technology factors (information and communication technology use) on knowledge sharing processes leads to superior firm innovation capability The "top management support" factor will also affect employee knowledge sharing behavior Therefore, managers should realize that the organization's rewards are only temporarily in the short term In addition to encouraging employees through rewarding, managers need to create an interactive environment conducive to employees Most of employees agree that "information technology" helps them a lot in acquiring knowledge but it does not completely affect the knowledge sharing This can be 23 explained by the fact that, the organization tends to choose to use knowledge for personal purposes rather than to build “the knowledge assets” for the organization In addition, using IT to transmit knowledge is not straightforward Investing in "personal knowledge" is not sufficient to support the sharing of knowledge Because that, one can provide the right to access to knowledge but other can not use that knowledge (property right) Another way to explain that is, knowledge sharing involves the interaction between people and society, not simply the use of "personal knowledge" Because the research just focuses on theories concerning knowledge sharing and organizational innovation, it ignores other factors such as the communication environment, employee cohesion, belief in evaluating the impact on knowledge sharing Figure 2.5: The Lin model (Source: Lin, 2007) 1.7 Proposed research model After reviewing some previous models of factors influencing knowledge sharing in the organization, the author decides to inherit the model of Billy Whisnant & Odai Khasawneh (2014) to conduct research for the following reasons: Firstly, the model of Billy Whisnant & Odai Khasawneh (2014) focuses on evaluating the impact of leadership (alone) on knowledge sharing (while other models evaluate the aggregation of all factors that affect knowledge sharing) Therefore, the model of Billy Whisnant & Odai Khasawneh (2014) is the most suitable model for this research (assessing the role of leaders with knowledge sharing) 24 Secondly, the research model by Billy Whisnant & Odai Khasawneh (2014) is the most recent research (therefore, this model ensures the most up-to-date literature and methodology) Thirdly, this research model is based on data collection conducted in the western US Therefore, the scope of research is wide enough to ensure the reliability of the model However, in order to have appropriate variables that suitable with the characteristics of Nguyen Trai University, and to create new points compared to previous studies, the author will adjust the variables in the model of Billy Whisnant & Odai Khasawneh (2014) The new variables identified in this research are as follows: Variable name Measurement/Expression Compared to the Billy Whisnant & Odai Khasawneh Leader behavior Judiciously decision Wisdom Wisdom Communication Towards the organization Leadership style Persuasive appointment (personnel) Wisdom Emotion healing Experiences and Responsibility sharing Leader – Follower Strengthening informal conversation relationship Trust in Leaders Communication Close relationships with employees Leadership style Responsibility sharing Responsibility sharing Empathy together Empathy together Feeling confident because the leaders Trust in Leaders will understand the problems Believe in the truth of the words of Ability to convince leaders Believe that the leaders’ decision would Trust in Leaders benefit (good for them) 25 Thus, the author proposed the research model as follows: Figure 2.6: The proposed research model 1.8 Technical quantitative analysis 1.8.1 Adjustment and test the fit - Test for the reliability of scales The main idea of this topic aims to verify the reliability of the scales and adjust the measurement scales The two tools: using the Cronbach's Alpha coefficient and the Exploratory Factor Analysis (EFA) that will help to achieve the goal The Cronbach's Alpha is used to test the reliability of variables that be used to measure each factor of knowledge sharing Uncertainty variables will be excluded from the scales (and will not appear in the factor analysis) In the experimental studies, if one variable that has a correlation coefficient less than 0.3, that variable will be eliminated out of the research (Cronbach's Alpha less than 0.7 Hoang Trong and Chu Nguyen Mong Ngoc, 2008) After eliminating variables that not guarantee the reliability, retained variables will be studied through exploratory factor analysis (EFA) to answer the question of whether the factors (indicators) can be compacted into a variable to consider - Exploratory Factor Analysis The Kaiser-Meyer-Olkin (KMO) index is used to measure the accuracy of EFA If the value of KMO is large enough (from 0.5 to 1), the EFA will fit to analysis Bartlet test give out the Sig < 0.05 imply that at level of significant, the analysis results are reliable If this test is significant (Sig 0.5 which is the minimum value required) Bartlett's test for Sig value = 0.000, means that the observed variables are correlated in the population The Eigenvalues of the third factor equals 3.135, means a high convergence level shown by the three factors extracted from the analysis These three factors can account for (explain for) 68.07% of the variation in the original data Table 2.8 Matrix rotation of independent variables Item MQH 0.839 MQH 0.828 MQH 0.813 MQH 0.808 MQH 0.805 41 MQH 0.798 MQH 0.719 NT 0.865 NT 0.863 NT 0.852 NT 0.845 NT 0.836 NT 0.781 HVLD 0.856 HVLD 0.823 HVLD 0.819 HVLD 0.796 HVLD 0.779 HVLD 0.769 Based on the results of factor analysis, it can be concluded that the factors (independent variables) be made by the observation variables that are consistent with the theoretical scales Therefore, the measurement scales ensure the convergence level and guarantee the ability to represent the research variables - Dependent variables Table 2.9 Test on factor " Dependent variables" KMO and Bartlett's Test Kaiser-Meyer-Olkin Measure of 0.847 Sampling Adequacy Bartlett's Approx Chi-Square Test of df 338.153 10 Sphericity Sig 0.000 Eigenvalues(1) 3.569 Cumulative(1) 71.382 The main results in EFA of dependent variables show that: - KMO coefficient = 0.847 > 0.5; this imply that the survey data that be used in 42 EFA is consistency, reliable and suitable; - Bartlet test give out the Sig = 0,000 < 0.05 imply that, at level of significant, the analysis results are reliable and, the observed variables are correlated in the population - Cumulative of Variance Extracted = 71.382 (%) > 50 (%) thus, 71.382 % the variation of initial data will be explained by the variability of the selected factors - The Eigenvalues of 3.569 >1 means the high level of convergence Table 2.10 Matrix rotation of "dependent variables" Item CSTT 0.859 CSTT 0.857 CSTT 0.843 CSTT 0.834 CSTT 0.831 The analysis results for the dependent variable show that the observed variables in the scale have a high level of representation with the loading factors all greater than 0.8, so that the scale is reliable and good represent the knowledge sharing 2.2.3 Some basic statistics + Statistics on demographic characteristics of respondents (interviewees) Table 2.11 Statistics on characteristics of respondents Gender Frequency Valid Valid Percent Percent Cumulative Percent Male 56 48.3 48.3 48.3 Female 60 51.7 51.7 100 116 100 100 Total Age Frequency Valid Valid Percent Percent Cumulative Percent Under 30 29 25 25 25 30 - 40 42 36.2 36.2 61.2 40 - 50 26 22.4 22.4 83.6 Above 50 19 16.4 16.4 100 116 100 100 Total 43 Income Frequency Valid Percent Valid Percent Cumulative Percent Under million 32 27.6 27.6 27.6 - 10 million 48 41.4 41.4 69 10 - 12 million 16 13.8 13.8 82.8 20 17.2 17.2 100 116 100 100 Above 12 million Total Working experiences (year) Frequency Valid Percent Valid Percent Cumulative Percent Under years 41 35.3 35.3 35.3 - years 39 33.6 33.6 69 - years 21 18.1 18.1 87.1 Above years 15 12.9 12.9 100 116 100 100 Total Professional qualification Frequency Valid Percent Valid Percent Cumulative Percent Doctor 11 9.5 9.5 9.5 Master 86 74.1 74.1 83.6 Bechalor 19 16.4 16.4 100 116 100 100 Total Working position (contract types) Frequency Valid Percent Valid Percent Cumulative Percent Visiting lecturer 73 62.9 62.9 62.9 Formal lecturer 43 37.1 37.1 100 116 100 100 Total The total number of questionnaire respondents is 116, of which 60 are female and 56 are male, with the age from 30-40 is common, accounting for 36.2% of the total sample 44 Income level: The two common income levels are: below million and between 810 million These are popular income level of the lecturers of the Nguyen Trai University Working experience: There is a high proportion of new lecturers (lack of working experiences), less than years working at the NTU, accounting for 35.3% This is a new team of teachers who are recruited to serve the development strategy of the NTU Professional qualification: Most of lecturers have the master degree, accounting for 74.1% At the same time, there are 11 lecturers have the doctoral degree, among them professors and associate professors are 02 Working position (contract types): There is a high proportion of lecturers who are visiting lecturers, accounting for 62.9%, while the formal lecturers account for 37.1% of the total survey participants (surveyees) In general, though the lecturer team of the NTU is rather young and lack of experiences (having less than years of working), which still have many advantages (opportunities) for knowledge sharing In fact, the young lecturers are more open-minded than senior lecturers In addition, they have ability to acquire (and learn) quickly new knowledge At the same time, because of lacking experiences, they certainly desire to engage (exchange, cooperation) more with their colleagues, including knowledge sharing, to strengthen the relationships However, the number of senior lecturers (with doctoral degrees and higher) in the NTU still be limited This is a disadvantage for improving the quality of knowledge that be shared + Summarize the lecturer's assessment on the elements of the research model - The factor of “Trust in leader” In theory, trust in the leader is the key (decided) factor to the knowledge sharing in an organization The higher the trust with leaders, the easier knowledge be shared mutually in the organization It can be explained that, the lecturers (staffs) will easier accept the knowledge from the leader (and share it, also) because they believe that knowledge is beneficial to them The table below show a short summarized on the assessments of NTU lecturers 45 Table 2.12 Evaluation of " Trust in Leaders" CODE NT NT NT NT NT NT Questions Mean Leaders regularly consult the employees (lecturers) for professional work in the meetings (seminars, workshop, debate) 3.37 Leaders often encourage staffs (lecturers) in proposing the innovations to increase the teaching quality 3.27 Leaders have implemented many solutions based on suggestions of employees (lecturers and officers) 3.47 Lecturers and officers believe that the leaders will understand their problems (trouble, living conditions…) 3.41 Lecturers are always supported by the leadership in professional work (or conflict in knowledge and work) 3.62 The reward system is fair, clear evidences, not conflict (between lecturers) 3.39 Evaluation principle: Choices (evaluate, select the point) for each question are categorized in levels Completely disagree (1 point); Disagree (2 points); Medium (3 points); Agree (4 points) and Strongly Agree (5 points) (see annex) So, the higher value of assessement point, the higher level of agreement (support) The results reflect a low level of "trust in leader" of the NTU's lecturers (only average point, not really high) This is shown when all the questions related to this indicator be rated at a low average point (from 3.27 to 3.62 points) The question of "Leaders often encourage staffs (lecturers) in proposing the innovations to increase the teaching quality” got the lowest score (3.27) and the content "Leaders regularly consult the employees (lecturers) for professional work in the meetings (seminars, workshop, debate)" also reached only 3.37 points This result can be explained by the experience of the lecturers of NTU Most of the lecturers are very young, have little teaching experience while the rich experienced lecturers are mainly visiting lecturers Then, visiting lecturers (rich experienced lecturers) often not want to show their opinions (and knowledge) because they are not the core member of the NTU On the contrary, the comments and suggestions of the young lecturers may not be appreciated by leaders because they lack of teaching experiences and low level 46 of qualifiaction Due to these reasons, the sharing of knowledge in the NTU is limited and the lecturers low trust in leader In addition, the lecturers lack of trust in the leaders may be due to they think that the reward system at NTU is not good Currently, the annual performance evaluation mechanism at the NTU including the assessment of the students However, the process of gathering the student’s assessment is very inefficient, unfair and not accurate (according to many lecturers) Normally, the evaluation, classification and ranking the performance quality of the lecturers base on voting (and questionnaires) The voting results are not analyzed (compared) and published, so many teachers not trust the results Evaluation criteria is not specific, difficult to measure (or compare) In addition, the leaders did not build the NTU's own reward system and apply the principle of Ministry of Education and Training (MOET) which is the public regime Therefore, the lecturers evaluated the factor of “The reward system is fair, clear evidences, not confliction” only at 3.39 points Similarly, the two questions on "Leaders have implemented many solutions based on suggestions of employees" and "Lecturers and officers believe that the leaders will understand their problems (trouble in living conditions or working environment)” be rated at average point (3.47 and 3.41, respectively) The highest score was "Lecturers are always supported by the leaders in professional work (or confliction)" (3.62 points) This score means that, although not very trust in leaders, the lecturers are quite confident in the leader’s professional knowledge as well as the way of handling confliction of the leaders Thus, some limitations in the management of the leaders of the NTU leads to the problem of low level of trust in leader (not absolute trust in leaders) This may has a direct impact on knowledge sharing among the lecturers and between lecturers and leaders - Leader - Follower relationship To measure the relationship between lecturers and leaders (and assess the knowledge sharing) at Nguyen Trai University, the author conducted the survey with the following contents: 47 Table 2.13 Evaluation of Leader - Follower relationship CODE Questions (identification) MQH Open and friendly communication with the leaders MQH MQH MQH MQH 3.25 Leaders always listen to the lecturer's explanation when they make a mistake 3.42 MQH There are regular exchanges between leaders and lecturers MQH Mean 3.44 There is no pressure in doing work and exchanging professional knowledge between lecturers and the leaders 3.27 The leaders are always pioneered (promote) in the movement of sports, entertainment, tourism 3.16 The leaders build a close relationship with the lecturers and their families 3.49 The leaders always respect the views (opinions) of each individual in the faculty 3.18 In general, there are many limitations in the relationship between lecturers and leaders of Nguyen Trai University The first: lecturers are not totally agree with the 5th factor that “The leaders are always pioneered (promote) in the movement of sports, entertainment, tourism” This factor be rated at only 3.16 points, on the average Currently, leaders of faculties in the NTU mainly are over working age who had retired at public educational organizations Due to the high working age characteristics, these leaders often not like to participate in the movements of sports, entertainment, tourism - one of the important factors that affect the sharing of knowledge Therefore, this content does not receive high scores The second: the factor "The leaders always respect the views (opinions) of each individual in the faculty” also received a very low score of 3.18 points As mentioned above, visiting lecturers not often giving out their opinions, teaching method is theoretically oriented And, the most of formal lecturers are young who lack of experience in teaching skills, research and educational activities Therefore, they (visiting and formal lecturers) think that their comments may be not recognized (respected) by the leaders Therefore, the lecturers not agree with the statement that "The leaders always respect the views (opinions) of each individual in the faculty” 48 The two next observation variables of “Open and friendly communication with the leaders” and “There is no pressure in doing work and exchanging professional knowledge between lecturers and the leaders” be rated at rather a low average point of 3.25 and 3.27, respectively While most of the leaders are highly qualified (and old), most of the other lecturers are young, less experiences and low professional qualification So, the differences in age, perspective, and professional level are the main reasons for these two observation variables are underestimation In addition, most of the lecturers not highly appreciate the ability of the leader in trouble handling to support lecturers when they get troubles or mistakes At the same time, the exchange activities between leaders and lecturers are not often be held Therefore, the observation variable "Leaders always listen to the lecturer's explanation when they make a mistake” only reached 3.42 points and "There are regular exchanges between leaders and lecturers" reached only 3.44 points The highest score is "The leaders build a close relationship with the lecturers and their families" This observation has an average score of 3.49 Though it is the highest score, it be rated at average level It means that, the leaders did not built up the cohesion in the NTU This situation resulting from the remuneration policy (compensation, salary, bonus… is not high, most of the income level is under million per month) Since then, the link between lecturers and faculties (and leader-follower relationship) has not been built In short, the relationship between leaders and lecturers (staffs) in the NTU are not highly rated by the lecturers This may negatively impact to the knowledge sharing - Leader behavior Most of previous researchers confirm the impact of the leaders behavior on the knowledge sharing In order to measure the leaders behavior in the NTU, the author raised a series of questions and get the average results as follow: Table 2.14 Evaluation of Leader Behavior CODE Questions (identification) Mean HVLĐ The leaders often make accurate and clear decisions 3.36 HVLĐ The leaders often organize and assign jobs very reasonable 3.53 HVLĐ Financial management is transparency, the leaders always support (finance) lecturers 3.39 49 HVLĐ HVLĐ HVLĐ The leaders are expert in specialized knowledge, always promote the contribution of the collective (group) 3.47 The leader is always pioneering in innovative teaching methods, update professional knowledge and relevant policies 3.66 Leaders are ready to receive and implement innovation in teaching and improving professional knowledge 3.59 Among the questionnaires on the leaders behavior of the NTU, the highest score belong to the observation variable of "The leader is always pioneering in innovative teaching methods, update professional knowledge and relevant policies" at 3.66 average points This has been proven when the NTU is one of the universities that early applied the application oriented training method (30% of theory and 70% of practice) In addition, with the criterion of "creativity, innovation is the key to create the breakthroughs and outstanding achievements", the leaders of the NTU have constantly innovated the teaching method The NTU has committed that 90% of graduates meet the requirements of the enterprises and society The innovation in teaching method of the NTU leaders have been highly appreciated by most of the students and lecturers This is the reason that the variable of "Leaders are ready to receive and implement innovation in teaching and improving professional knowledge" got a high average score of 3.59 points In order to improve the professional capacity, the NTU often sends the students and lecturers to enterprises and practical experience in work This operation helpful both for lecturers and students In addition, the professional activities (seminars, workshop, conferences…) also be held periodically (monthly) On the other hand, the NTU board of directors also invited foreign experts to share the new knowledge, exchange the experiences and management skills in the teaching process for the lecturers Another manifestation of NTU's leaders behavior also be highly rated by the lecturers as "The leaders often organize and assign jobs very reasonable" with an average score of 3.53 In recent years, the leaders of the NTU not only actively innovate the training methods, but also focus on strengthen the organization and staffing arrangements Based on the expertise, the specific characteristics of each unit and the proffesional 50 qualification of the lecturers to assign the work This leads to a highly appreciated of the lecturers (rationality in assigning tasks and working positions) Beside the positive assessements on the leaders behavior as mentioned above, there are some criteria be low rated such as "The leaders often make accurate and clear decisions" or "Financial management is transparency, the leaders always support (finance) for the lecturers" These are typical limitations in non-public universities that negatively influence the knowledge sharing within the organization The unsatisfied of the lecturers with the financial management of the leaders due to a number of financial regulations (and remuneration to lecturers) that are no longer suitable but not yet be modified For example, the minimum teaching hours regulation and; The overtime payment, allowance Thus, due to unsatisfied with the payment, the lecturers may not ready to share the knowledge - Knowledge sharing The limitations of Nguyen Trai University's leadership in creating trust with staff and relationships with the staff mentioned above have had a negative impact on knowledge sharing in the Univeristy, details are as follows: Table 1.15 Evaluation of knowledge sharing activities CODE CSTT CSTT CSTT Questions/assessments Mean I am always interested in and fully participate in professional activities (seminars) of the faculty, department 3.34 I always expect to contribute ideas, knowledge in professional activities and scientific research 3.29 I feel honored (and be respected) when contributing and sharing information with colleagues 3.41 We often exchange information with other lecturers (in the CSTT faculty and other faculties) about the way (method) of completing the tasks CSTT 3.43 Knowledge and information (that be shared) often are high application value and are widely supported by most people 3.35 It is very easy to see that the knowledge sharing activities at NTU are not highly appreciated by the of lecturers when all the observation variables be low-rated This clearly 51 reflects the “not willing to share” the knowledge of the most of NTU lecturers Therefore, in the upcoming time, in order to improve the quality of training and promote knowledge sharing, leaders need to have the correct (and effective) solutions 2.2.4 OLS regression analysis Verification of the suitability of the regression model Table 2.16 Parameter regression model Model Summaryb Model R R Square 878a Adjusted Std Error R of the Square Estimate 0.77 DurbinWatson 0.764 0.2936596 2.23 a Predictors: (Constant), Leader behavior, Leader – follower relationship, Trust in leader b Dependent Variable: The knowledge sharing The results of the regression analysis show that, the adjusted R_Square coefficient is quite high (equal to 0.764) It means that, the independent variables in the model can well explane for the variation of the dependent variable ( more than 76%) This also indicates that the independent variables of the model are consistent The Durbin-Watson coefficient is 2.230, which is close to 2, indicates that the independent variables are not autocorrelated, and the independent variables are suitable for performing regression analysis Table 2.17 Variance testing of the model ANOVAa Sum of Model Squares Regression Mean df Square 32.364 10.788 Residual 9.658 112 0.086 Total 42.022 115 F 125.097 Sig .000b a Dependent Variable: Knowledge sharing b Predictors: (Constant), Leader behavior, Leader – follower relationship, Trust in leader 52 In the ANOVA analysis of the model, the factor F = 125.097, Sig = 0.000 indicates that the model is consistent with the data set and can be used to extend the whole In other words, the model is appropriate to show the dependency of the knowledge sharing factor on the manifestations of the role of the leader 2.2.5 Hypothesis test and the meaning Table 2.18 Regression coefficient Coefficientsa Model Unstandardized Standardized Coefficients Coefficients B (Constant) Trust in leader Std Error 0.143 0.178 0.317 0.027 0.314 0.313 Collinearity t Sig Beta Statistics Tolerance VIF 0.802 0.424 0.547 11.735 0.000 0.944 1.059 0.034 0.421 9.213 0.000 0.983 1.017 0.03 0.491 10.461 0.000 0.931 1.075 Leader – follower relationship Leader behavior The initial hypotheses are the positive relationships between the variables of Trust in leader, Leader – follower relationship, and Leaders behavior and the dependent variable of “Knowledge sharing” These hypotheses were confirmed by the regression results when all the coefficients in the model are positive and, at the same time, statistically significant (Sig = 0.000) Thus, the hypotheses are accepted In addition, the table above shows that the VIF coefficients of the independent variables are low (close to the value 1), indicating that there is no multicollinearity in the model and, then the regression coefficient are good reliable From this result, the regression equation express the influence of independent variables on the knowledge sharing of NTU lecturers as follows: 53 Knowledge sharing = 0.547 * (Trust in leader) + 0.421 * (Leader – follwer relationship) + 0.491 * (Leaders behavior) Meaning: For knowledge sharing, the "Trust in leader" factor has a much positive and strongest impact, with a coefficient of 0.547 (Standardized Coefficients) It can be explained that when the lecturers believe in the leaders, they will be more opened, ready to fulfill the sharing requirement of the knowledge that they have The second influenced factor, with coefficient 0.491, is the "Leaders behavior" This variable also positively influences the knowledge sharing of the lecturers, in which fairness, decisiveness, consistency in management that lead to strong compliance of lecturers And then, the lecturers will easy to share the knowledge The “Leader – follower relationship” variable also positively influences the knowledge sharing (the coefficient equal to 0.421) This means that the “openness and concern of the leaders” can create a comfortable mind and the willingness to contribute to the development of the organization through the sharing of knowledge among lecturers 2.3 Group of promoting and inhibiting factors to the role of leaders to the knowledge sharing of the lecturers in the Nguyen Trai University 2.3.1 The promoting factors and causes The analysis and regression results show a clear role of leaders in knowledge sharing at Nguyen Trai University Specifically, factors that promote knowledge sharing include:  Lecturers are always supported by the leadership in professional work (or conflict in knowledge and work)  The leader is always pioneering in innovative teaching methods, update professional knowledge and relevant policies The reasons for these promoting factors are:  The NTU is one of the universities that early applied the application oriented training method (30% of theory and 70% of practice) In addition, with the criterion of "creativity, innovation is the key to create the breakthroughs and outstanding achievements", the leaders of the NTU have constantly innovated the teaching method  The leaders of the NTU not only actively innovate the training methods, but also focus on strengthen the organization and staffing arrangements Based on the 54 expertise, the specific characteristics of each unit and the proffesional qualification of the lecturers to assign the work This leads to a highly appreciated of the lecturers (rationality in assigning tasks and working positions) 2.3.2 The inhibiting factors and causes - Inhabiting Factors Beside the factors promoting knowledge sharing, there are many factors that inhibit this activity  The leaders not high appreciate the opinions and suggestions of lecturers  The lecturers may not completely trust the leaders in solving problems of each individual  The annual emulation and commendation activities of the NTU are not fair, there are many confliction and the treatment is not good  Disagreements in communication between leaders and lecturers because the leaders not listen to lecturers' explanations when they are in trouble or made a mistake  Leaders not participate in the movement of sports, entertainment, tourism  Relationships between family of the lecturers and the faculty are not formed  The leaders always expresses arbitrariness in decision making  Not transparency in the financial management, unsatisfied with the compensation and remuneration policies - Causes  Normally, the evaluation, classification and ranking the performance quality of the lecturers base on voting (and questionnaires) The voting results are not analyzed (compared) and published, so many teachers not trust the results Evaluation criteria is not specific, difficult to measure (or compare) In addition, the leaders did not build the NTU's own reward system and apply the principle of Ministry of Education and Training (MOET) which is the public regime  Visiting lecturers not often giving out their opinions, teaching method is theoretically oriented And, the most of formal lecturers are young who lack of experience in teaching skills, research and educational activities Therefore, they (visiting and formal lecturers) think that their comments may be not recognized (respected) by the leaders 55  The leaders did not built up the cohesion in the NTU This situation resulting from the remuneration policy (compensation, salary, bonus… is not high, most of the income level is under million per month) Since then, the link between lecturers and faculties (and leader-follower relationship) has not been built  The unsatisfied of the lecturers with the financial management of the leaders due to a number of financial regulations (and remuneration to lecturers) that are no longer suitable but not yet be modified For example, the minimum teaching hours regulation and; The overtime payment, allowance Thus, due to unsatisfied with the payment, the lecturers may not ready to share the knowledge 56 CHAPTER 3: SOLUTION TO PROMOTE KNOWLEDGE SHARING OF THE TEACHERS AT NGUYEN TRAI UNIVERSITY 3.1 Declaration of mission, vision and development orientations of Nguyen Trai University Mission and vision To become one of the leading universities of Vietnam and the region through the application of models and programs of advanced educational countries in the world, soon to become a world-class university To be a center of training and developing the highquality human resources; international standards; to build and develop the academic and honest culture; An important contribution to the Vietnam education and international integration The core values are "Honesty - International - Humanities", with the philosophy of "Talents and Virtues are the nation's sap" The training goal: "developing (training) the comprehensive, intellectual, healthy, and professional students, good capacity of international integrating" Training programs: The NTU applies standard training programs, using advanced teaching materials of the leading universities in the world The quality of the training is comprehensive in terms of knowledge, skills and behaviors It is possible to transfer from college to university and post-graduate level With the motto of “the learner is in the center”, students are provided with the best services for living and studying The NTU apply a credit-based training system that support the students to develop a flexible learning plan based on their ability and needs Leading university of Vietnam (and abroad), meets the goal of improving the quality of education, easy to transfer (constantly studying) from the levels to higher, integrated multisector to meet the requirements of the market and society Development Orientation In the development orientations strategy that was proposed by the Board of Directors, the orientation development of NTU till 2020 focus on the human resource development The NTU's development orientation emphasizes on: Continuing to perfect the development strategy of NTU that in line with the new period; develop the new training 57 majors on the basis of the current training ones, increase the qualification of the lecturers by the training, international (and domestic) integrating; improving the method of administration, management, application of information technology, improving foreign language skills, promoting the emulation movements to improve training quality; ensuring the graduates have professional qualifications and practical ability to meet the social needs In the management policies, NTU identify the lecturer is the core factor that always associates with the development strategy and improvement of training quality Therefore, the development of the lecturers team (quality and quantity), rich of professional knowledge and skills are the strategic mission of NTU 3.2 Solutions to promote knowledge sharing among the lecturers of Nguyen Trai University 3.2.1 The basis for the proposed solution The solutions to promote knowledge sharing among the lecturers of the NTU on the role of leaders based on the following reasons: Table 3.1 Basis for the proposed solution Limitation of the knowledge sharing Causes The leaders not high Due to the policies for appreciate the opinions and attracting talent lecturers is suggestions of lecturers not good then most of formal lecturers are young who lack of experience in teaching skills, research and educational activities and, The decisions of the leaders Visiting lecturers not often are usually arbitrary and giving out their opinions, mandatory teaching method is theoretically oriented 58 Proposed solutions - Building and completing the policies for attracting talent lecturers that in line with the development strategy of the NUT Reasonable work arrangements in accordance with existing resources Constantly training the professional knowledge, teaching methods and practical experience for the lecturers The annual emulation and commendation activities of the NTU are not fair, there are many confliction and the treatment is not good Disagreements in communication between leaders and lecturers because the leaders not listen to lecturers' explanations when they are in trouble or made a mistake Relationships between family of the lecturers and the faculty are not formed Not transparency in the financial management, unsatisfied with the compensation and remuneration policies Normally, the evaluation, classification and ranking the performance quality of the lecturers base on voting (and questionnaires) The voting results are not analyzed (compared) and published, so many teachers not trust the results Evaluation criteria is not specific, difficult to measure (or compare) In addition, the leaders did not build the NTU's own reward system and apply the the public regime of (MOET) Develop a good evaluation and reward mechanism for NTU that base on the principles of fairly, clearly and realistic Publicize the annual evaluation results, ensuring the transparency in the evaluation and commendation Strengthening the professional activities between leaders and lecturers, regularly organizing and The lecturers have low trust participating in movement in the leaders activities, increase the cohesion between leaders and lecturers (and their families), improving management quality of the leaders The unsatisfied of the Strengthen the inspection lecturers with the financial and supervision of the management of the leaders financial management of due to a number of financial the faculties Develop regulations (and remuneration incentive system of to lecturers) that are no longer remuneration that suitable but not yet be encourage employee modified For example, the dedication Publicity and minimum teaching hours transparency of financial regulation and; The overtime expenses payment, allowance 59 In addition to the analysing the current status of knowledge sharing at the NUT, the author also uses a regression model to assess the effect of factors on knowledge sharing among lectuers The regression results are as follows: Knowledge sharing = 0.547 * (Trust in leader) + 0.421 * (Leader – follwer relationship) + 0.491 * (Leaders behavior) The results show that the Trust in leader factor has a positive influence (+) and is quite strong for knowledge sharing (coefficient 0.547) The next is the factor of Leaders behavior (0.491) and the factor of Leader – follwer relationship has the coefficient of 0.421 In other words, enhancing the trust of lectuers in the leader, improving the relationship with the leader and changing the behavior of the leader will greatly promote the knowledge sharing among the lecturers 3.2.2 Solutions for enhancing the role of the leader in the knowledge sharing 3.2.2.1 Solution to improve the trust in leaders of lecturers at Nguyen Trai University: Building and completing the policies for attracting talent lecturers that in line with the development strategy of NTU Target To develop criteria for selecting, recruiting and arranging jobs to meet the development orientation of NTU Improve the quality of contributions and recommendations to the leaders to promote knowledge sharing Content - Public the criteria, standards for recruiting lecturers; - Specify the criteria based on professional qualifications, capacity, quality that appropriate with the training major and working positions; - Building a special culture of NTU, recruited lecturers have the pride of NTU and long-term commitment, dedication to the development of the university, maximize the capacity, willingness to devote; Source of recruiting lecturers: The first: Choose qualified lecturers from other universities, institutes, organizations who wish to work at NTU (or become the visiting lecturer) 60 The second: Recruit excellent graduates from reputation universities who suitable for the training majors of NTU, continue training (or recruit the outstanding students of NTU) The third: Recruit graduates from overseas universities, have priority policies to attract them to long-term working at NTU The fourth: Recruit the leaders in the business who qualified, rich practical experience to become the lecturers Currently, NTU is expanding this activities These lecturers group wuold provide students with practical knowledge in the workplace, enabling students to integrate into their work immediately after graduation The selection and recruitment of lecturers should strictly adhere to the ceteria and standards Persons who has been recruited must go through the professional training process starting from probationary period, apprenticeship, assistant lecturer, formal trainer No exception for any case Based on development orientation, personnel planning, the number of students and other factors to plan annual recruitment Transparent and professionalize the recruiting team of NTU to avoid negative impact in the recruitment process Reposition of the existing lecturers team in order to exploit and promote the strengths of individuals, limit the contradictions (confliction) in the work Strengthening the professional activities, organizing seminars and conferences on subjects to mprove the capacity of lecturers 3.2.2.2 Solutions to enhance the relationship between lecturers and leaders at Nguyen Trai University: Target To increase the trust among lecturers, reduce the disagreements in communication between the leaders and the lecturers Thus enhancing the knowledge sharing within the organization Content Regular held the seminars, workshop, professional conferences This solution has both a practical effect in knowledge sharing and contributes positively to the cohesion between the lecturers and leaders Set up a professional calendar of seminars, conferences to share experiences for each units and the whole university The regular professional calendar will create a good habit for the lecturer and facilitate the sharing of knowledge 61 In the scientific meetings, the faculties of the NTU should invite the experts who has high experienced and professional knowledge to participate These experts will have a great impact on the perceptions of faculty members about the role of knowledge sharing In addition to scientific activities, the NTU should promote the movements (culture, sports, entertainment ) to increase the cohesion of lecturers, thereby improving the effectiveness of knowledge sharing Movement activities need the special role of the Union organization Regular attention to the lives of the lecturers, staffs and support them in difficult circumstances, create cohesion between all the lecturers and staffs of the NTU Stabilizing the senior management team to create a good working environment (and stable development) 3.2.2.3 Solution of the behavior of leaders of Nguyen Trai Univeristy effecting to the kwowledge sharing: Develop the appropriate compensation and reward policies Target Increase the motivation of employees, attract good quality lecturers from the sources outside the NUT Enhance the living condition for the lecturers, improve the satisfaction, create the link between the lecturers, their families with the faculties of the NTU and making efforts to contribute to the development of the NTU Ensuring transparency in financial management, increasing the trust of trainers in leadership, enhancing the role of leaders in knowledge sharing Content The solution focus on perfecting mechanisms and policies in line with the characteristics of non-public education units, financial autonomy and the trend of transferring from annual training program to credit program The NTU need to develop the standard working regulation consistent with the market mechanism Specifically: the working time; Teaching standard hours; the part-time lecturers participating in the management and teaching, enhancing the treatment regime for the formal lecturers Besides, the NTU should also proposes a attractive policy to the visiting lecturers, encourage them to have a positive influence on the other formal lecturers 62 In addition, the NTU should issue regulations on the conversion of working hours to standard teaching hours in a manner consistent with the contribution of lecturer Specifically, such as: conversion from writing books, lectures, preparation for the examination questions, examinations, scientific research, writing articles, training programs, syllabus teaching join the specialized councils, seminars, workshops , innovations in the work, instructing students to study science Perfecting the development policies and regimes for lecturers; budgeting (fund) for the annual training programs Invest in facilities, teaching aids; working conditions for the lecturers Additional public the regimes encourage the lecturers to improve their qualifications such as doctoral studies, doctoral dissertation, study abroad support, etc Transparency of supportive policies for lecturers who participate in the training programs Necessary conditions to implement The BOD of NTU should actively develop financial plans, mobilize financial resources to implement the development plans It is important to spend part of the fund for developing the professional qualification of the lecturers rather than focusing on performance indicators of finance 3.2.3.4 Develop the criteria for assessing the performance of lecturers Target Building a good regulations on performance assessement of the lecturers would create the fairness, rigorous process in evaluating lecturers, thereby enhancing the trust and creating good relationships between lecturers and leaders Base on the trust and a good relationship, the goal of promoting knowledge sharing would be achieved Content The NTU should complete the specific regulations on the teacher's responsibilities At the same time, complete the process of evaluating lecturers (staffs) under the selfresponsibility mechanism The assessment indicator includes: Quality evaluation: Evaluation must reflect the actual situation in order to give out the correct solution for improving the performance quality of the lecturers An importance note is the indicators must be clear and measureable Assessement period: The annual assessment must base on detailed assessments that be made through each lesson, subject, scientific report Assessement both of the past performance and potential development in the future 63 Evaluation process: Self assessment, evaluation by other individuals (leaders, coworkers, students ) and evaluation of the collective (Council for emulation and reward) Methods of implementation Develop regulations on responsibilities of the lecturers Based on the Decision No 64/2008/QD-BGDDT signed date November 28, 2008 of the Minister of Education and Training (MOET) to issue a separate regulation of NTU At the same time, attention on defining the responsibilities of lecturers while performing the credit-based training program This is a good condition to promote the effectiveness of multi-major training program and increase the autonomy of the educational institutions as well as the lecturers themselves The assignment of the lecturer’s duties must be specified into activities: (1) teaching; (2) Scientific research and qualification improvement; (3) Administrative and training assistance Specifying the requirements for teaching tasks, developing the training program and teaching plans Develop a process for assessing the lecturers to evaluate the performance of the lecturers The NTU should apply the evaluation model of steps including: (1) self-assessment; (2) evaluation of the direct leader; (3) evaluation of the indirect superior; (4) evaluation of the officer; (5) evaluation of the colleagues; and (6) evaluation of the relevants (student) Step 1: Self-assessment Step 2: Evaluation of the direct leader Step 3: Evaluation of the indirect superior Step 4: Evaluation of the officer Step 5: Evaluation of the colleagues Step 6: evaluation of the relevants (student) In the future, the NTU should make the assessment activity become a part of the culture of the NTU The process of evaluating lecturers needs to be objective, transparent and fair in order to enhance the meaning of the emulation activities through the evaluation of lecturers As a result, the motivation of lecturers will be higer, especially the knowledge sharing motivation 64 3.3 Recommendations 3.3.1 Recommendation to the Government and Ministry of Education and Training The Government should quickly adopt appropriate mechanisms and policies to promote autonomy regimes and enhance the responsibility of universities for the development of education Issue the supporting policies for non-public university (incentives for investment in facilities construction, enrollment quotas, diversification of disciplines) The Ministry of Education and Training should standardized the criteria for evaluating lecturers Making the fairness in the regime between private and public universities, creating a favourable conditions for competing among the universities on the training quality 3.3.2 Recommendation for the BOD of the NTU On the side of the NTU, the BOD of the Nguyen Trai University needs pay more attention on developing the training quality than the financial efficiency It is necessary to raise the awareness of all the lecturers and leaders about the role of knowledge sharing In particular, the BOD should consider the task of promoting knowledge sharing as the main mission of unit leaders Moreover, raise the awareness of lecturers on the tasks, develop the strategic plan for the development of the lecturers, set up the criteria for evaluating lecturers, propose the policies to ensure the development of lecturers qualification The BOD should continue to promote the factors that positive influence the knowledge sharing among the lecturers Strengthening the leadership to promote knowledge sharing among lecturers and between lecturers and leaders Implement the more attractive policy that encourages lecturers to volunteer in the knowledge sharing, improve their professional qualifications and knowledge 65 CONCLUSIONS, CONTRIBUTIONS AND LIMITATIONS OF RESEARCH Conclusion Research on the role of leaders with the knowledge sharing among lecturers of the NTU is an urgent issue that strongly affect the development of the university Knowledge sharing is a good way to help the NTU in creating a good lecturer team that meet the requirement of development Therefore, the author has carried out the research to explore the factors that influence the knowledge sharing activities of lecturers at Nguyen Trai University (base on the importance of the leadership) Based on the literature review, the author has made clearly the concepts of knowledge, knowledge sharing, and factors that affect the knowledge sharing Based on the previous research, the author summarized and synthesized the research model of factors influencing knowledge sharing from the perspective of the role of leaders Using the appropriate methods (survey, statistics, expert interview, direct interviews, and exploratory analysis techniques, regression analysis) the author analyzes the role of leadership in knowledge sharing of the lecturers at the NTU Based on the results of the survey, the author has found the inhibitory factors as well as the factors that promote knowledge sharing in the lecturers of NTU, and then proposed necessary solutions to improve these activities Based on theory and practice, the role of leaders in the knowledge sharing at Nguyen Trai University, the results help to solve the research questions by providing important solutions close to the conditions of the NTU The solutions are:  Building and completing the policies for attracting talent lecturers that in line with the development strategy of the NUT  Solutions to enhance the trust of the lecturers on leaders  Develop the appropriate compensation and reward policies  Develop the criteria for assessing the performance of lecturers If these above solutions be applied uniformly, it will create a strong impact to the knowledge sharing activities in Nguyen Trai University in the coming time Limitations of research 66 Research has shown that the use of a research model only includes elements that represent the role of leaders in knowledge sharing Although this role has been proven to be very important, there are other factors, not belonging to leaders, but to the faculty themselves, potentially affecting knowledge sharing with colleagues Therefore, it does not really show the role of leadership, for a multifaceted, multi-faceted environment, in addition to the relationship between leaders and lecturers, the relationship between faculty members also affect to knowledge sharing within teaching staffs In addition, research has not clarified the difference in knowledge sharing among faculty members of different disciplines such as engineering, economics, or others, each one has a number of distinct characteristics, leading to differences in knowledge sharing This is an additional point if the author has the opportunity to carry out further research Research contributions Although there are some limitations, the research results clearly reflect the role of leaders in knowledge sharing among the NTU lecturers This is demonstrated by the positive influence of the factors such as leadership, trust, leaders-follower relationship, leaders' behavior In addition, this study also explores the evaluations of lecturers to find the disadvantages and inhibiting factors which provide a clear basis for developing solutions to enhance the role of leadership with the knowledge sharing activities of lecturers 67 REFERENCES Abdur-Rafiu, M A Opesade, A O (2015) Knowledge 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10 Number of research works, articles published in magazines (domestic and foreign) IV Contents 4.1 Trust in leaders Choices (evaluate, select the point) for each question be categorized in levels Completely disagree (1 point); Disagree (2 point); Medium (3 point); Agree (4 point) and Strongly Agree (5 point) So, the higher value of assessement point, the higher level of agreement (support) In case of totally disagree, please express detail the reasons Completely CODE Questions (identification) disagree (1 point) Leaders regularly consult the NT employees (lecturers) for professional work in the 71 Disagree (2 point) Medium Agree (3 (4 point) point) Strongly Agree (5 point) meetings Leaders often encourage staffs NT (lecturers) to propose innovation to increase the teaching quality Leaders have implemented NT many solutions based on suggestions of employees (lecturers and officers) Lecturers and officers believe NT that the leaders will understand their problems (trouble, living conditions…) Lecturers are always NT supported by the leadership in professional work (or conflict in knowledge and work) NT The reward system is fair, clear evidence, not confliction 4.2 Leaders – followers relationship Please show your evaluation (assessment) on the relationship between you and your leaders and between your leader and your colleagues according to the following questions Completely CODE Questions (identification) disagree (1 point) Open and friendly MQH communication with the leaders 72 Disagree (2 point) Medium Agree (3 (4 point) point) Strongly Agree (5 point) MQH MQH Leaders always listen to the lecturer's explanation when they make a mistake There are regular exchanges between leaders and lecturers There is no pressure in doing MQH work and exchanging professional knowledge between lecturers and the leaders The leaders are always MQH pioneered (promote) in the movement of sports, entertainment, tourism MQH MQH The leaders build a close relationship with the lecturers and their families The leaders always respect the views (opinions) of each individual in the faculty 4.3 Leaders behaviors Completely CODE Questions (identification) disagree (1 point) HVLĐ The leaders often make HVLĐ accurate and clear decisions The leaders often organize and assign jobs very reasonable 73 Disagree (2 point) Medium Agree (3 (4 point) point) Strongly Agree (5 point) Financial management is HVLĐ transparency, the leaders always support (finance) lecturers The leaders are expert in HVLĐ specialized knowledge, always promote the contribution of the collective (group) The leader is always HVLĐ pioneering in innovative teaching methods, update professional knowledge and relevant policies Leaders are ready to receive HVLĐ and implement innovation in teaching and improving professional knowledge 4.4 Knowledge sharing Completely CODE Questions (identification) disagree (1 point) I am always interested in and CSTT fully participate in professional activities (seminars) of the faculty, department I always expect to contribute CSTT ideas, knowledge in professional activities and scientific research 74 Disagree (2 point) Medium Agree (3 (4 point) point) Strongly Agree (5 point) I feel honored (and be CSTT respected) when contributing and sharing information with colleagues We often exchange information CSTT with other lecturers (in the faculty and other faculties) about the way (method) of completing the tasks Knowledge and information CSTT (that be shared) often are high application value and are widely supported by most people We are very appreciate your respondent and cooperation The research team will send the results of the analysis and the main conclusions to the teacher's reference All the personal information is secured and guaranteed the private right Your sincerely 75 Annex 02: Code Question Guidances The main function of Theoret your ical Department/Faculty Your training Scienc e researc h Note Func Adm inistr Student ative manage supp ment ort Practic tiona Advi e l sory trainin depar Boar g tmen d (inters ts hip) Indep ende nt Detail Cent er main duties/tasks in your Detail Department/Faculty Your qualification Bechal level or PhD Master stude Doctor nt Number of working Under - 3 - Over years years years Your monthy income (all the income sources) How often you the science research? Under Never -10 Rarely years 10 12 years Millions Over 12 Quite Frequen often tly dong Number of research works, published articles in Not yet magazines (domestic 20 Annex 03: Survey results Gender Frequency Percent Male Valid Female Total Valid Cumulative Percent Percent 56 48.3 48.3 48.3 60 51.7 51.7 100.0 116 100.0 100.0 Age Frequency Percent Valid Cumulative Percent Percent < 30 29 25.0 25.0 25.0 30-40 42 36.2 36.2 61.2 Valid 40-50 26 22.4 22.4 83.6 > 50 19 16.4 16.4 100.0 Total 116 100.0 100.0 Income level Frequency Percent Valid Cumulative Percent Percent 12 20 17.2 17.2 100.0 Total 116 100.0 100.0 Valid 10 – 12 77 Working experiences Frequency Percent Valid Cumulative Percent Percent 4 Total Qualification Frequency Percent Valid Valid Cumulative Percent Percent Doctor 11 9.5 9.5 9.5 Master 86 74.1 74.1 83.6 Bechalor 19 16.4 16.4 100.0 116 100.0 100.0 Total Working position (contract types) Frequency Percent Visiting lecturers Valid Formal lecturers Total Percent Percent 62.9 62.9 62.9 43 37.1 37.1 100.0 116 100.0 100.0 N of Items Alpha 920 Cumulative 73 Reliability Statistics Cronbach's Valid 78 Item Statistics Mean Std N Deviation NT 3.37 1.205 116 NT 3.27 1.145 116 NT 3.47 1.275 116 NT 3.41 1.293 116 NT 3.62 1.269 116 NT 3.39 1.163 116 Item-Total Statistics Scale Mean if Scale Corrected Cronbach's Item Deleted Variance if Item-Total Alpha if Item Item Deleted Correlation Deleted NT 17.16 27.234 799 903 NT 17.27 28.058 773 906 NT 17.06 26.701 790 904 NT 17.12 26.733 773 906 NT 16.91 27.506 723 913 NT 17.15 27.744 787 904 Reliability Statistics Cronbach's N of Items Alpha 908 79 Item Statistics Mean Std N Deviation MQH 3.25 1.003 116 MQH 3.42 1.006 116 MQH 3.44 1.066 116 MQH 3.27 954 116 MQH 3.16 1.046 116 MQH 3.49 1.043 116 MQH 3.18 956 116 Item-Total Statistics Scale Mean if Scale Corrected Cronbach's Item Deleted Variance if Item-Total Alpha if Item Item Deleted Correlation Deleted MQH 19.97 24.103 724 894 MQH 19.79 23.731 765 889 MQH 19.78 24.523 624 905 MQH 19.95 24.276 750 891 MQH 20.05 23.667 735 892 MQH 19.72 23.732 731 893 MQH 20.03 24.329 741 892 Reliability Statistics Cronbach's N of Items Alpha 897 80 Item Statistics Mean Std N Deviation HVLD 3.36 1.008 116 HVLD 3.53 1.122 116 HVLD 3.39 1.185 116 HVLD 3.47 1.240 116 HVLD 3.66 1.209 116 HVLD 3.59 1.231 116 Item-Total Statistics Scale Mean if Scale Corrected Cronbach's Item Deleted Variance if Item-Total Alpha if Item Item Deleted Correlation Deleted HVLD 17.64 23.937 760 875 HVLD 17.47 23.642 692 883 HVLD 17.61 22.970 711 880 HVLD 17.53 22.251 740 876 HVLD 17.34 22.071 785 869 HVLD 17.41 23.132 659 889 Reliability Statistics Cronbach's N of Items Alpha 899 81 Item Statistics Mean Std N Deviation CSTT 3.34 722 116 CSTT 3.29 769 116 CSTT 3.41 699 116 CSTT 3.43 713 116 CSTT 3.35 676 116 Item-Total Statistics Scale Mean if Scale Corrected Cronbach's Item Deleted Variance if Item-Total Alpha if Item Item Deleted Correlation Deleted CSTT 13.49 5.922 767 873 CSTT 13.53 5.816 735 881 CSTT 13.41 6.001 773 872 CSTT 13.40 6.067 729 881 CSTT 13.47 6.165 749 877 KMO and Bartlett's Test Kaiser-Meyer-Olkin Measure of Sampling Adequacy Bartlett's Sphericity Test of Approx Chi-Square 838 1437.362 df 171 Sig .000 82 Total Variance Explained Compo Initial Eigenvalues nent Total % of Variance Extraction Sums of Rotation Sums of Squared Squared Loadings Loadings Cumulati Total ve % % of Variance Cumulati Total ve % % of Cumulati Variance ve % 5.445 28.660 28.660 5.445 28.660 28.660 4.557 23.982 23.982 4.353 22.913 51.573 4.353 22.913 51.573 4.332 22.798 46.779 3.135 16.498 68.071 3.135 16.498 68.071 4.045 21.292 68.071 720 3.791 71.862 692 3.641 75.504 630 3.318 78.821 563 2.961 81.782 480 2.529 84.311 462 2.429 86.740 10 374 1.967 88.707 11 359 1.892 90.599 12 327 1.719 92.318 13 311 1.639 93.957 14 248 1.306 95.263 15 223 1.173 96.435 16 210 1.107 97.543 17 186 981 98.524 18 169 889 99.412 19 112 588 100.000 Extraction Method: Principal Component Analysis 83 Component Matrixa Component HVLD 650 510 NT 633 NT 622 NT 613 HVLD 608 NT 591 HVLD 586 569 HVLD 573 543 NT 534 507 521 MQH 703 MQH 671 MQH 659 MQH 643 MQH 638 MQH 637 MQH -.501 NT HVLD 602 523 597 HVLD -.523 617 578 Extraction Method: Principal Component Analysis a components extracted 84 Rotated Component Matrixa Component MQH 839 MQH 828 MQH 813 MQH 808 MQH 805 MQH 798 MQH 719 NT 865 NT 863 NT 852 NT 845 NT 836 NT 781 HVLD 856 HVLD 823 HVLD 819 HVLD 796 HVLD 779 HVLD 769 Extraction Method: Principal Component Analysis Rotation Method: Varimax with Kaiser Normalization a Rotation converged in iterations 85 KMO and Bartlett's Test Kaiser-Meyer-Olkin Measure of Sampling 847 Adequacy Bartlett's Test of Sphericity Approx Chi-Square 338.153 df 10 Sig .000 Total Variance Explained Component Initial Eigenvalues Total Extraction Sums of Squared Loadings % of Cumulative Variance % 3.569 71.382 71.382 468 9.351 80.734 437 8.738 89.471 301 6.010 95.481 226 4.519 100.000 Extraction Method: Principal Component Analysis Component Matrixa Component CSTT 859 CSTT 857 CSTT 843 CSTT 834 CSTT 831 Extraction Method: Principal Component Analysis a components extracted 86 Total 3.569 % of Cumulative Variance % 71.382 71.382 Correlations Knowledge Trust in Leaders - Leaders sharing leaders follower behavior relationship Knowledge sharing Trust in leaders Pearson Leaders Correlation follower 1.000 644 333 566 644 1.000 -.046 236 333 -.046 1.000 -.129 566 236 -.129 1.000 000 000 000 000 312 005 000 312 085 000 005 085 116 116 116 116 116 116 116 116 116 116 116 116 116 116 116 116 - relationship Leaders behavior Knowledge sharing Trust in leaders Sig (1-tailed) Leaders - follower relationship Leaders behavior Knowledge sharing Trust in leaders N Leaders - follower relationship Leaders behavior 87 Model Summaryb Mo R del R Adjusted Std Change Statistics Squar R Square Error of R Square e the F 878a 770 df2 Watson Sig F Change Chang Estimate df1 Durbin- Change e 764 2936596 770 125.09 112 000 2.230 a Predictors: (Constant), Leaders behavior, Leaders - follower relationship, Trust in leaders b Dependent Variable: Knowledge sharing ANOVAa Model Sum of df Mean Square F Sig Squares Regression 32.364 10.788 9.658 112 086 42.022 115 Residual Total 000b 125.097 a Dependent Variable: Knowledge sharing b Predictors: (Constant), Leaders behavior, Leaders - follower relationship, Trust in leaders Coefficientsa Model Unstandardized Standardized Coefficients Coefficients B Std Error t Sig Collinearity Statistics Beta Toleranc VIF e (Constant) 143 178 Trust in leaders 317 027 314 313 Leaders follower 802 424 547 11.735 000 944 1.059 034 421 9.213 000 983 1.017 030 491 10.461 000 931 1.075 - relationship Leaders behavior a Dependent Variable: Knowledge sharing 88 Collinearity Diagnosticsa Mode Dimensio Eigenvalu Condition l n e Index Variance Proportions (Constant Trust in Leaders - Leaders ) leaders follower behavior relationshi p 1 3.847 1.000 00 01 00 00 078 7.010 01 30 39 10 058 8.128 00 59 02 59 017 15.074 99 10 59 30 a Dependent Variable: knowledge sharing 89 ... status of role of leadership in knowledge sharing of the teachers at the Nguyen Trai University Chapter 3: Solutions to promote knowledge sharing of the the teachers at the Nguyen Trai University. .. announcement of NTU support the development of the Nguyen Trai university Therefore, the author select the research title of "The role of leadership in knowledge sharing of the university teachers: ... MODEL OF THE ROLE OF LEADERSHIP ON THE KNOWLEDGE SHARING 11 1.1 The knowledge definition 11 1.2 The definition of knowledge sharing 12 1.3 Factors affecting knowledge sharing