Knowledge Sharing as Communication: Exploring Academics’ Communicative Disposition, Cognitive Dissonance, and Knowledge Sharing Attitude

Abstract

Knowledge sharing, which takes place in organizations within the education sector particularly in higher education because of its knowledge-intensive nature, can be viewed as a form of communication. Knowledge sharing of those who hold knowledge, particularly of research knowledge, can promote research productivity and outputs, which is a core function among the academics in higher education. In conceptualizing knowledge sharing as a communication phenomenon, it was found out that academics’ communicative disposition and perceived importance of knowledge sharing are correlated. As their communication self-efficacy, perceived value of message, and anticipated reciprocal relationship increase, their perceived value of knowledge sharing increases. A subgroup of the academics was found to have contrasting cognitions about knowledge sharing, or an experience of cognitive dissonance, and it was further revealed that their age, profile and perceived importance of knowledge sharing are strongly correlated. A correlation between the perceived importance of knowledge sharing and the academic’s attitude towards knowledge sharing was also found. Through the lens of Cognitive Dissonance Theory, the experience of an unpleasant state has driven them to reduce it as evident in their attitude towards knowledge sharing, and their communicative disposition possibly helped restore balance and harmony. A model was developed to present their relationship among the variables. Decision-makers and research academics themselves can draw out insights that can frame discussions on communication and research plans, policies, practices within the academia. Future communication studies could benefit by integrating the refinements in understanding context-specific knowledge sharing into their theoretical frameworks.