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The objective of this study is to investigate the knowledge‐sharing behavior of undergraduate students in Singapore and to cover areas such as the purpose of sharing knowledge, communication channels preferred for sharing, and factors that inhibit or motivate knowledge sharing among students.

A questionnaire was used for collecting data and 180 students from three public universities in Singapore participated in the study.

It was found that, generally, students displayed a positive attitude towards knowledge sharing and were appreciative of its importance in peer learning. However, it was interesting to note that the respondents were less inclined to share knowledge for academic activities that were graded. The study also revealed that competition among students to outperform their fellow students and lack of depth in peer relationship were the two main factors that inhibited knowledge sharing.

The paper argues that fresh approaches to learning are desirable to make it less competitive, which is likely to encourage active knowledge sharing among students.

A majority of the studies on knowledge sharing have been conducted in an organizational context. Only limited work has been done on the knowledge‐sharing behavior of students. As a majority of the university students are expected to join the workforce after graduation, it is desirable their knowledge‐sharing behavior should be thoroughly investigated.

Businesses have to go through constant innovations on management, and innovation principles must be acquired through constant learning. Learning principles are realized through knowledge and wisdom sharing with colleagues, clients, and others in such learning activities as instruction, sharing, and self‐study. Such knowledge and wisdom sharing activities include study circles, on the job training, and technology exhibitions. Different learning activities such as survival learning, benchmark learning and leading learning are subject to different sharing mechanisms. Moreover the mastery of each sharing function is fundamental to enhancing the performance of knowledge management in a learning organization.

The main purpose of the paper is to assess and suggest the ways and means to enhance a collaborative knowledge sharing culture in academic institutions, with special reference to information technology (IT)‐related education in the Management Faculty of the University of Pune.

The research is descriptive and empirical in nature because the primary data were collected using the survey method through fact finding techniques such as questionnaire and interview. The main purpose of this research is to obtain information concerning the current status of the phenomena to describe “what exists” with respect to variables or conditions in a situation.

The sustainability of any industry is closely linked to the manpower talent made available by the academic institutions. Therefore in order to service the needs of the industry in tune with rapidly changing trends, academic institutions have to implement innovative learning systems and be able to match up to the expectations of the industry for knowledge support. Collaborative knowledge sharing links the learning and knowledge processes to enhance organizational learning. The knowledge grows more with communication, sharing of ideas and transfer of knowledge through face‐to‐face communication, discussions, faculty development programs, industry‐institute interactions. Academic institutions should align their human resource strategies, practices and processes in such a way that collaborative knowledge sharing becomes a part of the work culture and overcome the barriers to knowledge sharing. There is need to develop systems that can recognize and reward the efforts of employees who share their knowledge. This can empower collaborative knowledge sharing culture in an academic institute.

In the same context as the practical implications of the paper, it is also appropriate and important to study further how, and to what extent collaborative knowledge improves the performance of the academic institutes. Also, the impact of collaborative knowledge sharing on the quality of higher education.

The recommendations in this paper focus on factors influencing collaborative knowledge sharing culture and also the practices of collaborative knowledge sharing to enhance organizational learning in an academic institute.

This paper contributes original empirical data on the collaborative knowledge sharing strategy to enhance organizational learning.

The purpose of this paper is to share knowledge of how annotation can be the basis for knowledge sharing.

The method used was derived from mathematical methods applied to set theory.

It was presented that one document can be easily used for experience sharing with multiple users. Multiple documents will be difficult to use as source of experience sharing.

Experience sharing has never been presented as intersection of annotation, document and users using mathematic principles.

The purpose of this study is to empirically investigate the extent to which knowledge sharing and organizational learning affect organizational effectiveness.

The research samples have been drawn from all levels of employees in the organizational hierarchy of international tourist hotels in Taiwan. The questionnaires were distributed to 1,200 participants across nine international tourist hotels in Taiwan. These hotels are globally managed or franchised by international groups of hotels and resorts.

Of 499 usable questionnaires, the results suggest that knowledge sharing would facilitate the transformation of collective individual knowledge to organizational knowledge without the existence of orphaned knowledge and knowledge depreciation. Furthermore, this would result in the advancement of organizational learning and eventually, the enrichment of organizational effectiveness.

The more individual intellectual capital is transferred to organizational assets, the greater the degree of strength of organizational capabilities will become. If organizations do not implant mechanisms for storing that all employees collectively learn, effects are not enduring. There would furthermore be a limited contribution to organizational learning.

This study contributes to KM literature that suffers from a paucity of research on the empirical examination of this subject.

The purpose of this paper is to identify the relationship between knowledge sharing, competency development, affective commitment, and Gen Y employees’ intention to stay.

Based on a review of extant literature and using social exchange, and social constructivist approach, this study develops a theoretical rationale behind developing a conceptual framework to retain employees of the Gen Y segment.

Knowledge sharing in the organization has a great potential to foster competency development and generate a sense of affective commitment and intention to stay of employees of Gen Y.

A conceptual framework of knowledge sharing for competency development could assist HR managers in fine-tuning their retention strategy for Gen Y employees. The future work should carry out the empirical validation of the suggested conceptual framework.

Organizations should focus on knowledge sharing to enhance absorptive capacity, which fosters competency development. The framework suggests an approach of generation-specific retention strategy.

This study contributes to the literature in human resources pertaining to knowledge sharing as a competency development intervention and develops a linkage between knowledge sharing and Gen Y employees’ intention to stay. The study is one of the first of its kind to address knowledge sharing and competency development in the context of Gen Y retention.

In the context of rewards-based crowdfunding, this study aims to examine the role of project backers as providers of knowledge inputs beyond just financial capital.

This study uses binomial regression to study the relationship between project creators’ and backers’ knowledge sharing, and the relationship of these two knowledge-sharing elements with achieving above-goal funding levels.

This study finds that the project creator’s knowledge sharing is significantly and positively related to backers’ knowledge sharing and that this relationship is moderated by the type of project. Furthermore, backers’ knowledge sharing is positively related to above-goal funding outcomes for a project.

This study established the link between creators’ and backers’ knowledge sharing in rewards-based crowdfunding, which has been underexplored in the literature. This study’s direct attention to the role of knowledge as a key resource in rewards-based crowdfunding and crowdsourcing in general.

For entrepreneurs seeking crowdfunding, this study highlights the importance of knowledge sharing with their project backers to attain above-goal funding. Furthermore, eliciting backers’ knowledge input acts as a signaling mechanism that increases the crowd’s confidence in the project. It also endows entrepreneurs with knowledge resources that can improve project outcomes and achieve broader market success postcrowdfunding.

To the best of the authors’ knowledge, this study is one of the first to focus on knowledge content as a critical element in project backer-creator communication in rewards-based crowdfunding. This study also delineate the various knowledge types shared between the project creator and backers in both rewards-based crowdfunding projects.

Remote working has brought forward many challenges for employees as the phenomenon is still new for most employees across the globe. Some of these challenges may be addressed by the recent adoption of digital technologies by organizations. In this vein, our study explores the impact of digital platform capability on the creativity of employees through the mediating mechanism of explicit and tacit knowledge sharing.

The data were gathered from higher education institutes (HEIs) in a developing country, Pakistan which recently saw a major disruption during the Covid-19 pandemic. The proposed hypotheses were tested through Structural Equational Modeling (SEM) and the results confirmed our hypotheses.

The findings confirmed that the digital platform capabilities impact both tacit and explicit knowledge sharing among these remote employees. Likewise, the results also supported the mediating role of both explicit and tacit knowledge sharing on the creativity of these remote workers.

Our results are significant as they confirm the impact of digitalization on remote workers’ creativity predisposition. We thus advance the academic debate on the problems of knowledge sharing in remote working. We prove that digital capabilities outweigh the challenges created due to new forms of work driven by the pandemic. It further highlights the important areas to focus on while planning human resource policies in the new normal.

This study aims to investigate how small talk interaction affects knowledge sharing, examining the mediating role of interpersonal trust (affect- and cognition-based trust) and the moderating role of perceived similarity among the mechanisms of small talk and knowledge sharing.

This research conducts complementary studies and collects multi-culture and multi-wave data to test research hypotheses and adopts structural equation modeling to validate the whole conceptual model.

The research findings first reveal two trust mechanisms linking small talk and knowledge sharing. Meanwhile, the perceived similarity between employees, specifically, strengthens the affective pathway of trust rather than the cognitive pathway of trust.

This study combines Interaction Ritual Theory and constructs a dual-facilitating pathway approach that aims to reveal the impact of small talk on knowledge sharing, describing how and when small talk could generate a positive effect on knowledge sharing. This research provides intriguing and dynamic insights into understanding knowledge sharing processes.

This study aims to introduce and prove the existence of negative rivalry in use, which should be an integral part of goods taxonomy, from the perspective of knowledge sharing and further present the critical role of knowledge sharing in the digital economy era by reviewing the literature, theoretical analysis and real-world cases. It also aims to open a new door for re-recognizing knowledge sharing through an interdisciplinary framework.

This study proves the existence of negative rivalry through both theoretical analysis (4-E model) and real-world cases, especially the cases of Tesla and ChatGPT, and puts up new reasons for knowledge sharing in the era of digital economy through interdisciplinary methods.

The authors find out that there are many new phenomena beyond the spectrum of current goods taxonomy, especially beyond the priori understanding of rivalry in use. Digital platforms such as ChatGPT should have been “used up” in no time, for they have attracted so massive users according to (positive) rivalry in use, or should have been unchanged at most according to non-rivalry in use. But what we see is their rapid upgrading with the help of billions of users. The reason is that negative rivalry in use has completely been neglected. The authors find out that the process of knowledge sharing unveils the unrecognized attribute of rivalry in use, i.e. negative rivalry in use, which serves as the fundamental driving force of the breathtaking growth of all kinds of digital platforms.

This study originally put up a 4-E model of goods’ rivalry in use, the brand new term, i.e. negative rivalry in use, and proves its existence and working mechanism from the perspective of knowledge sharing. With the introduction of negative rivalry in use, the traditional four-type goods classification model is extended into a six-type model, which may be a sound marginal contribution, to the best of the authors’ knowledge. The study may reshape people’s mindsets on goods usage, especially knowledge management, into a more open-sharing model because it shows that there is very likely a positive-sum game instead of a zero- or negative-sum game for shared knowledge per se and its platform in the process of knowledge sharing in the era of digital economy.