RELATIONSHIP OF BEHAVIOURAL INTENTIONS WITH ACADEMIC KNOWLEDGE TRANSFER BEHAVIOUR

IJASOS- International E-Journal of Advances in Social Sciences, Vol. III, Issue 8, August 2017 RELATIONSHIP OF BEHAVIOURAL INTENTIONS WITH ACADEMIC KNOWLEDGE TRANSFER BEHAVIOUR Siti Nur Shahira Dahari1 and Rosalie Hall2 1 Ms., Durham University, United Kingdom, 2 Prof., Durham University, United Kingdom, Abstract The current study investigated attitudinal components that potentially impact the Knowledge Transfer Behaviour (KTB) of academics. It focused specifically on the role of behavioural intentions in the academic research process, and the resulting knowledge productivity, utilising a large sample of academics from a Malaysian Public University. The study contributes theoretically and empirically by demonstrating the relationships of the variables comprising the Theory of Planned Behaviour (i.e. attitudes, subjective norms, perceived behavioural control and intentions) on performance outcomes related to Knowledge Transfer Behaviour. The study also has practical significance based on its implications for university faculty members, providing suggestions for better understanding of how they might increase their success at Knowledge Transfer activities. This study adopts a quantitative method, using online questionnaires as the instruments for data collection. The on-line survey was administered by emailing potential respondents a link. Volunteer respondents were academics from Malaysia Public University (N=985). Path analysis was conducted to test the research hypotheses, using a structural equation modelling (SEM) approach. The results revealed that behavioural intentions significantly predicted KTB, and Attitude and PBC significantly predicted Behavioural Intentions. Unexpectedly, Subjective Norms did not predict behavioural intentions for Knowledge Transfer Behaviour (KTB) of academics. When further modifications were made to the model, Knowledge Transfer behaviour was predominantly uniquely explained by perceived behavioural control. Further recommendations were made for this study by adding other theories such as concept of the Triple Helix by looking upon university, industry and government relationships for expanding further research. Moreover, shedding light on the findings of this study could add valuable information to other researchers and thus contributes theoretically and empirically in Theory of Planned Behaviour literature. Keywords: Knowledge Transfer, Theory of Planned Behaviour and Academic research productivity. 1. INTRODUCTION TO KNOWLEDGE TRANSFER BEHAVIOR (KTB) In this dynamic, knowledge-based society, enhancing productivity has taken on more significance in the recent study on performance and outcomes (Ka¨pyla¨ et al., 2010). This is especially true for higher higher education institutions focusing on knowledge activities which can be found in universities research activities and outcomes (Flagg et al., 2011; Levitan & Ray, 1992; Long et al., 1998). According to Dev (2010), by continuously involvement with creation of new knowledge and able to disperse and make use of it widely through their operations and systems make a educational institutions thriving accomplishment. Indeed, the creation and transmission of knowledge are recognized as key performance indicators for most higher http://ijasos.ocerintjournals.org 707 IJASOS- International E-Journal of Advances in Social Sciences, Vol. III, Issue 8, August 2017 education institutions universities globally. This can be seen in Knowledge Transfer activities which involve documentation and communication (Disterer, 2001). In higher education settings, the conveyance and transmission of scholarly knowledge is commonly done in a variety of ways including through informal social interactions, formal presentations at events such as lectures and conferences, and the production of documents such as technical reports, books, and journal articles. Tacit knowledge that exists within individual academics becomes explicit as it is communicated verbally or in documents to students, colleagues or practitioners. Knowledge Transfer activities in academic settings involve the conduct of original research activities, the provision of training and teaching (e.g., learning activities), and the documentation and/or publication of explicit knowledge and transmission of explicit and tacit knowledge both to colleagues and research team members, as well as outsiders (Molas-Gallart et al. 2002; D’Este & Patel, 2007; Abreu & Grinevich, 2013 ). The current study focuses on all facets of research, including the dissemination of research knowledge. These research-related Knowledge Transfer activities may be carried out by academics acting alone or commissioned in some manner by non-academic organizations. 2. LITERATURE REVIEW In the current empirical study, the author adopts Ajzen’s (1991) Theory of Planned Behaviour (TPB) as a theoretical basis for predicting the extent to which academic staff engagement in Knowledge Transfer Behaviours (KTB). According to Ajzen (1991), the Theory of Planned Behaviour suggests an individual’s intention to perform a given behaviour depends upon individual attitude towards that behaviour, in conjunction with subjective norms and perceptions of behavioural control. As higher degree intention of individual, the more likely will increase the specific behaviour performance tendency (Ajzen, 1991). To date, the Theory of Planned Behaviour (TPB) has represent and been widely used in prediction of intentions and behaviours across multiple studies context (Harrison, Mykytyn, & Riemenschneider, 1997; Mutaz, 2013), with disciplines ranging from computer science (Siponen, 2000), management (Ye, Chen & Jin, 2006), marketing and consumer behaviour (Ajzen, 2011; Kalafatis, 1999), sociology (Kim & Karpova, 2007), information systems (Huang & Chuang, 2007), and technology adoption and use (Dickinger, Arami, & Meyer, 2008; Titah Riyadh & Henri Barki, 2009), as well as many others. The Theory of Planned Behaviour posits that specific behaviours are more likely to result when individuals hold strong behavioural intentions for them. For purposes of the current study, Behavioural Intention specifically refers to a person or human intention engaging in a set of behaviours that we call Knowledge Transfer Behaviours, i.e., activities that lead to consultancy, training and research activities. The strength of behavioural intentions, in turn, depends upon three factors; an individual’s attitude based upon specific activities, subjective norms associated upon behaviour, and the perceived behavioural control of the individual who might engage in the behaviour (Ajzen, 1991). More specifically, Attitude is refers as extent upon an individual has a favourable or unfavourable orientation towards a set of specific Knowledge Transfer Behaviour activities. Subjective norm is defined as extent upon individual perceives various Knowledge Transfer Behaviour activities as expected among their norms surroundings especially t (...truncated)