How system quality and incentive

affect knowledge sharing

Li-An Ho
Department of Educational Technology, Tamkang University,
New Taipei City, Taiwan, Republic of China, and
Tsung-Hsien Kuo
Department of Information Management,
Lunghwa University of Science and Technology, Gueishan,
Taiwan, Republic of China
Abstract
Purpose Virtual communities of practice (VCoP) are seen as effective means to facilitate knowledge
building among professionals. The purpose of this paper is to investigate the relationships between
system quality, attitude toward incentives and knowledge sharing in a VCoP. Additionally, individual
and collective effect of system quality and attitude toward incentives on knowledge sharing are also
examined.
Design/methodology/approach This is an empirical study that targets a major community
of practice in human resource management (n 366), utilizing a survey questionnaire
distributed on the internet as the data collection instrument to test the relationship among the
three dimensions.
Findings The results indicated that: system quality and attitude toward incentives individually
have demonstrated a signicant effect on knowledge sharing behavior in a VCoP. Collectively, only
factors within the attitude toward incentive dimension have demonstrated signicant inuences on
the community participants knowledge sharing behavior.
Practical implications This study provides managers of VCoP with valuable information
which aids in improving community members knowledge sharing. That is, a successful VCoP is an
online environment which provides a variety of social exchange opportunities for the members to interact,
as well as challenging topics or tasks enabling the members to practice or gain professional knowledge
and skills.
Social implications Regardless of the fact that knowledge sharing processes are becoming
increasingly complex and diverse, providing various kinds of incentive is still crucial in eliciting
peoples engagement in knowledge sharing. Only reinforcing social exchanges and providing
opportunities of self-growth will enhance knowledge sharing behavior.
Originality/value Knowledge sharing is a complex process. Literature indicated that some factors,
such as motivation, attitudes, and individual preferences, are considered double-edged factors to
knowledge sharing among individuals. The present study adds value by examining the individual and
collective effects of these factors (i.e. the members perceived VCoP system quality and attitude toward
incentives) on knowledge sharing.
Keywords System quality, Attitude toward incentives, Knowledge sharing, Community of practice,
Incentives (psychology), Knowledge management, Human resource management
Paper type Research paper
The current issue and full text archive of this journal is available at
www.emeraldinsight.com/0263-5577.htm
The authors acknowledge the support from Taiwan National Science Council under Grant Nos.
99-2410-H-032-024 and 101-2410-H-032-009.
Received 9 January 2013
Revised 23 February 2013
13 April 2013
Accepted 15 April 2013
Industrial Management & Data
Systems
Vol. 113 No. 7, 2013
pp. 1048-1063
qEmerald Group Publishing Limited
0263-5577
DOI 10.1108/IMDS-01-2013-0015
IMDS
113,7
1048
1. Introduction
Knowledge is a strategic advantage which helps organizations sustainas well as maintain
their market competitiveness ( Jantunen, 2005). Kakabadse et al. (2001) mentioned that
knowledge has emerged as one of the key strategic assets of organizations. Wenger (1998)
suggested for organizations to build up necessary policies and infrastructure so that
knowledge can be effectively managed. Cross et al. (2003) further argued that although
organizations may enhance networking for knowledge cooperation through a number of
different ways, supporting community of practice appears to be one of the most effective
approaches to achieve the effect. The termcommunity of practice (CoP), which was rst
introduced in1991 byLave and Wenger, refers to a group of people havingshared visions,
questions or compassionthroughcontinuous activities (Lave andWenger, 1991). Through
CoP activities, people may acquire expert knowledge and obtain higher professional
practices. As world wide web becomes more important every day, new social structures
have been formed by increasing use of new technology (R os et al., 2009). Virtual
communities of practice (VCoP) has been utilized as a form of CoP which allows online
information exchanges, and is at the same time different fromother kinds of information
system. As R os et al. (2009) stated, VCoPis not just a group of people accessinga web site,
but also a structure that allows participants to establish social relationship via the use of
internet tools, allowing the formation of a communal identity and a shared sense of the
world (p.481). The challenge in hand is how to encourage people to participate and
become a part of this online social structure.
Lam and Lambermont-Ford (2010) pointed out that the facilitation of knowledge
sharing is a difcult task. They further suggested that despite the voluminous
literature on organizational learning and knowledge management, the association
between individual motivation and knowledge sharing remains largely unexplored
and poorly understood. Literature indicates that technology plays an important role in
online information exchange and knowledge management (Nishimoto and Matsuda,
2007). The effective use of technology ensures timely access and exchange of
knowledge (Harrison and Daly, 2009). Additionally, ODell and Hubert (2011)
suggested that the back bone of successful knowledge management is the cultivation
of a knowledge sharing culture for which reinforcement of desired behaviors through
rewards and recognition must in place. However, there has been a debate about the
effectiveness of both reward and recognition mechanisms to motivate people to share
knowledge for several years. Several authors (Finerty, 1997) argued that the reward or
incentive rarely enhance long-term knowledge sharing.
Due to the inconsistent voices of technology and reward on knowledge sharing, this
study aims to examine the relationship between the VCoP participants perceived
system quality of the virtual community, as well as their attitude toward incentives
provided by the VCoP in relation to their online knowledge sharing behavior.
Furthermore, the individual as well as collective (i.e. joint) effects of VCoP system
quality and attitude toward incentives on knowledge sharing is also analyzed.
2. Literature review
2.1 System quality
Past researches have veried information technology as an effective way to support the
donation, storage, acquisition, distribution and utilization of knowledge among
individuals (Gottschalk, 2006). Harrison and Daly (2009) suggested that effective use of
System quality
and incentive
1049
information technology results in quick access and exchange of knowledge,
and technology plays an essential part in knowledge sharing (Nishimoto and
Matsuda, 2007). Due to recent advances in information communication technologies, the
functions of information systemhave quickly expanded to serve different purposes. The
purposes of information systems vary from entertainment, such as online games and
social communities, to instrumental purposes, such as e-learning, e-commerce, and
knowledge management systems (Petter et al., 2008). VCoP, which uses technology to
assist in communication through internet, is considered a form of information system
that provides social as well as information exchanges in a virtual environment (Lin and
Lee, 2006). To date, many have adopted virtual communities to share data, collaborate in
research and exchange messages (Wang et al., 2002).
However, providing a web-based community network does not secure a successful
virtual community (Preece, 2001). Lin et al. (2007) pointed out that the design and
development of any kind of information system demand tremendous investments in
manpower, time and budgets. However, all the investments will be wasted if no one
wants to use it. Thus, there are studies (Davis et al., 1989) conducted in this area in
trying to build up conceptual models (e.g. the technology acceptance model) that help
explain why users are willing to use information systems. Their study concluded that
perceived usefulness and perceived ease of use have become two major characteristics
of successful information systems. Furthermore, Gupta and Kim (2008) examined
members commitment to a virtual community from the perspectives of balanced
beliefs (including functional usefulness, system usefulness, and system quality). They
found that functional usefulness of a virtual system positively relates to commitment
to a virtual community. These studies serve to highlight technological attributes
contribution to successful system utilization, but at the risk of neglecting other
motivational reinforcements (e.g. reward system) that might be even more critical.
To measure information quality, DeLone and McLean (1992) identied six
interdependent variables of successful information systems, namely system quality,
information quality, system use, user satisfaction, individual impact and
organizational impact. Followed by their earlier works, DeLone and McLean (2003)
identied service quality as a new construct and proposed an update model which
consists of system quality, information quality, service quality, system use, user
satisfaction, and net benets. These dimensions have been found to be a useful
framework for organizing successful information system measurements (Petter et al.,
2008). Particularly, three constructs from the DeLone and McLean model are
considered antecedents of users intention to use information systems; they are system
quality, information quality and service quality. These three dimensions have been
widely used to measure system quality of online communities (Lin and Lee, 2006; Chen,
2007; Medina and Chaparro, 2007), and hence are used in this study to measure system
quality of VCoP.
2.2 Attitudes toward incentives
A considerable number of scholars used a dichotomous method which divides
incentives into two parts: intrinsic and extrinsic (Deci, 1976; Kwok and Gao, 2004). Deci
(1976) dened extrinsic incentives as additional resources (e.g. money, promotion,
prots, career progression, etc.) for motivational purposes. On the other hand,
intrinsic incentives are valued for its own sake and appears to be self sustaining
IMDS
113,7
1050
(Deci, 1976, p. 105), and they also provides immediate need satisfaction. Lin (2007)
additionally pointed out that extrinsic motivational factors such as reciprocal benets,
and intrinsic motivational factors such as knowledge self-efcacy and enjoyment in
helping others, were found to be signicantly associated with the intention and
attitudes in workers knowledge sharing. Clearly, incentives motivate people to
perform. However, people have different needs, thus what motivates each person can
vary. Knowing the motivational needs of people is the rst step. Once understood, an
incentive strategy can be developed to create a win-win result (Greenberg and
Liebman, 1999).
Another group of scholars separated incentives by their types. For example,
Bock et al. (2005) identied three factors inuencing individuals attitudes toward
knowledge sharing: First one is expected reward, which refers to how one can have
extrinsic incentives due to ones knowledge sharing behaviors. Second, expected
association refers to how one can improve mutual relationship through knowledge
sharing. The third factor is expected contributions, which refer to the belief of
improving organizational performance through knowledge sharing. Furthermore,
Greenberg and Liebman (1990) suggested incentives fall into three categories: material,
social and activity. Material incentives vary from the simplicity of straight salaries to
the complexities of stock option programs or compensation packages. Social incentives
are effective motivational reinforcers that operate on the interpersonal level by
allowing people to identify themselves with the company, co-workers, customers or
even competitors. Activity incentives provide opportunities to fulll individual needs
of achievement or growth by providing more new and challenging tasks. Bock et al.s
theory is clearly designed to be adopted in an organizational setting, and the constructs
of the Greenberg and Liebman model are more suitable for a community context.
Therefore, this study decided to adapt the latter model in measuring VCoP members
attitudes toward incentives.
2.3 Knowledge sharing behavior
Existing literature has different interpretations for knowledge sharing. Bartol and
Srivastava (2002, p. 65) dened knowledge sharing as individuals sharing
organizationally relevant information, suggestions, and expertise with one another,
and the shared knowledge can be explicit as well as tacit. Ipe (2003) pointed out that
knowledge sharing is a process of contributions and acquisitions. In this process,
individuals voluntarily transferred their own knowledge into something others can
understand, absorb and utilize. Christensen (2005) characterized knowledge sharing as
an interdependent process involving an exchange in which individuals give something
of value and in exchanging, receive something of value. Lin (2007) dened knowledge
sharing as an important organizational process which enhances an organizations
ability to generate new ideas and develop new business opportunities via socializing
and learning among knowledge workers. Aalst (2009) further distinguished knowledge
sharing from knowledge construction and knowledge creation, and suggested that
knowledge sharing as a transmission of information between people. Through
knowledge sharing, individuals can quickly accumulate and expand their personal
domain of knowledge (Quinn et al., 1996), as well as enhance problem solving ability
and work performance (Kim and Lee, 2006), which consequently improve
organizational competitiveness (Lin, 2007).
System quality
and incentive
1051
Different measures have been used by past research in measuring knowledge sharing.
Wasko and Faraj (2005) dened knowledge sharing as knowledge contribution and
examined it using two independent dimensions: the helpfulness of contribution and the
volume of contribution. Similarly, from the sources perspective, Usoro et al. (2007)
measured online knowledge sharing behaviors using three dimensions, including
frequency of engagement in knowledge sharing behaviors, usefulness of shared
knowledge, as well as the orientation of knowledge sharing focus. In their study, Hsu et al.
(2007) used four items to examine knowledge sharing behaviors by measuring the
frequency, length of time, voluntariness, participation in discussing complex issues, and
participation in a variety of topics with members of an online virtual community. Wu
and Sukoco (2010) separated knowledge sharing behaviors into two dimensions:
co-consumption and co-production, and used items measuring frequency, length of
time, voluntariness, participations in discussing complex issues, and participations in a
variety of topics, to test both dimensions. This study denes knowledge sharing as a
means that allows transmission of information among people. Although the ultimate
goal of knowledge sharing is knowledge construction and knowledge creation that bring
values to organizations, the present study only focuses on examination of actual
behavior of the sharing, not the helpfulness of contribution. Both Hsu et al. (2007) and
Wu and Sukocos (2010) approaches are similar in their subjects (online community
members) and their items (knowledge sharing behavior indicators), thus their measures
are used in this study.
2.4 Relationship between dimensions
A virtual community connects questions and answers among its participants (Earl,
2001) by interacting via information technology (Hew, 2009). When knowledge sharing
takes place in a virtual community, members of the community must utilize the
functions provided by the information system to ask questions, provide answers or
assist with problem solving (R os et al., 2009), thus, the quality of such online system
becomes crucial. Lin and Lee (2006) studied 20 virtual communities and concluded that
information quality, system quality as well as service quality have signicant effect on
members online behavior. Hew (2009) argued that a systems functions must meet the
needs and preferences of the users, otherwise it actually discourages people from using
it. The easier the system is to operate, the more people will be likely to use it (Kim and
Lee, 2006). Moreover, content provided in a system is critical, especially for VCoP.
Alvarez et al. (2010) pointed out VCoP must provide useful content in order to draw
peoples attention and participation.
In addition, a vital part of knowledge sharing is identifying what kind of incentives
can be utilized to increase individuals willingness to share knowledge (Bartol and
Srivastava, 2002). A growing amount of studies argued that non-nancial rewards are
far more imperative than nancial rewards in relation to knowledge sharing (Faraj and
Wasko, 2002). Thus, recent studies seem to be inclined toward the preference of
non-nancial rewards, such as self-achievement, personal growth or enjoyment of
sharing on knowledge sharing (Christensen, 2005). However, some still emphasize
nancial rewards as an important motivator to facilitate knowledge sharing (Nickerson
and Zenger, 2004). Furthermore, Hsu et al. (2007) provided an overall framework which
argues that individuals behavior for knowledge sharing is guided by personal
characteristics and the environment (physical or virtual) they are in. Therefore, adopting
IMDS
113,7
1052
the same logic, the purpose of this study is to not only identify the internal factor
(i.e. attitudes toward non-nancial and nancial incentives) and external factor
(i.e. system quality of VCoP) of knowledge sharing independently, but also to examine
the collective effect of both internal and external factors on knowledge sharing.
3. Method
3.1 Research structure and hypotheses
Based on above review literature, the study tests the following hypotheses:
H
1
. VCoP members perceived system quality signicantly affects their
knowledge sharing behavior.
H
2
. VCoP members attitude toward incentives signicantly affects their
knowledge sharing behavior.
H
3
. VCoP members perceived system quality and attitude toward
incentives have signicant and collective effect on their knowledge sharing
behavior.
The research model is shown in Figure 1. The study rst uses Pearson correlation
analysis to examine the correlation between system quality and knowledge sharing
behavior, as well as attitudes toward incentives and knowledge sharing behavior.
Next, multiple stepwise regression analysis determines the independent and collective
effect of systemquality and attitude toward incentives on knowledge sharing behavior.
Stepwise regression analysis also helps to establish the predictive power of system
quality and attitude toward incentives, individually as well as collectively on
knowledge sharing behavior.
3.2 Questionnaire design
The questionnaire includes four parts: VCoP system quality, attitude toward
incentives, knowledge sharing behavior and personal background, including gender,
age, education background, length of VCoP membership, and average hours spend on
VCoP per day. The questionnaire utilizes a ve-point Likert scale.
I. VCoP systemquality. Based on DeLone and McLean (2003) and Petter et al.s (2008)
studies, the system quality dimension includes three major constructs, namely system
quality, information quality and service quality. The following explains the
operational denition of each factor:
Figure 1.
Research structure
Knowledge
sharing
behavior
VCoP
System
quality
Attitude
toward
incentives
H
1
H
2
H
3
System quality
and incentive
1053
(1) System quality: refers to the extent to which an individual nds:
.
the system easy to learn and use;
.
the system being reliable; and
.
the interface being easy to understand.
(2) Information quality: refers to the extent to which an individual nds the content
in VCoP to be accurate, relevant, understandable, complete, timely and useful.
(3) Service quality: refers to the extent to which an individual nds the support
provided by the information technology support personnel of the VCoP to be
responsive, accurate, reliable, and enthusiastic.
II. Attitude toward incentives dimension. The present study adopts Greenberg and
Liebmans (1990) three constructs consisting of material, social and activity incentives
to measure the members attitude on incentives provided by the VCoP. The following
explains the operational denition of each factor:
(1) Material incentive: refers to the extent to which an individual likes to have
online points, accumulated scores, promotion to the next level, as well as
account privileges provided by the VCoP.
(2) Social incentive: refers to the extent to which an individual likes to get
acquainted and share experience or knowledge with other members, express
concerns for others, as well as form a sense of belonging in the VCoP.
(3) Activity incentive: refers to the extent to which an individual likes to be
recognized by his/her contribution, be the person responsible for a particular
discussing topic/issue, and be the lecturer of a given topic/issue.
III. Knowledge sharing behavior dimension. Based on the literature review, the
present studyexamines the knowledge sharing behavior of the VCoPmembers bythe ve
items developed byHsu et al. (2007) as well as Wu and Sukoco (2010). The items measured
the frequency, length of time, voluntariness, participations in discussing complex issues,
and participations in a variety of topics of the members in the VCoP.
3.3 Research sample
The data are from questionnaire responses from members in a major professional
virtual community in the eld of human resource management. This virtual community
was established in 2010. Membership of this VCoP is restricted to current human
resource professionals, including practitioners, scholars and graduate students in
the eld and by referral only. Up to December 2012, it has memberships exceed 1,700,
and the number is climbing. The main themes in VCoP include recruiting, stafng,
benets and compensations, employee relation, labor administration, training and
development as well as strategic planning, etc. Most community activities take place
virtually. However, there is informal lunch meetings scheduled every month as well.
An online survey was distributed through the bulletin board of the VCoP and a total
of 366 valid returns were collected. According to Lodico et al. (2006), for the size of
research population more than 1,000, appropriate sample size is 20 percent (in this study
the minimum of the returns should be 340). Therefore, the collected 366 questionnaires
were ready for statistical analysis. For estimating non-response bias, the study followed
IMDS
113,7
1054
Armstrong and Overtons (1977) suggestion, dividing the collected surveys into two
groups (the former 75 percent and the latter 25 percent) based on their chronological
order. The results indicated that no difference existed between the two groups, thus
non-response bias did not exist. Table I presents the demographic statistics.
3.4 Reliability and validity tests
Reliability and validity tests are conducted for each of the constructs with multivariate
measures. Cronbachs a reliability estimates are used to measure the internal
consistency of these multivariate scales (Nunnally, 1978). In this study, Cronbachs a of
each constructs is greater than 0.8836, which indicates a strong reliability for the
survey instrument in the present study (Cuieford, 1965). In addition, measures with
item-to-total correlations larger than 0.6 are considered to have high-criterion validity
(Kerlinger, 1999). Since the item-to-total correlations are between 0.6029 and 0.7478, the
criterion validity of each scale in this study is considered to be satisfactory. Meanwhile,
to ensure that the instrument has reasonable construct, this study employs validity
exploratory factor analyses. The exploratory factor analysis applies the following
rules:
.
eigenvalue . 1;
.
applying Varimax rotation and extracting factor with loading . 0.6;
.
compared factor loading variance . 0.3; and
.
item-to-total correlation value . 0.6.
Table II illustrates the description statistics for the three dimensions, and the results of
exploratory factor analysis are presented in Table III.
Construct Classication Number % Accumulated %
Gender Male 105 28.7 28.7
Female 261 71.3 100.0
Age ,30 12 3.3 3.3
31 , 35 64 17.5 20.8
36 , 40 113 30.9 51.6
41 , 45 84 23.0 74.6
.45 93 25.4 100.0
Education background Technical college graduates 28 7.7 7.7
University graduates 162 44.3 51.9
Masters 167 45.6 97.5
PhD 9 2.5 100.0
Length of VCoP membership ,0.5 year 70 19.1 19.1
0.5 , 1 year 106 29.0 48.1
1 , 2 years 128 35.0 83.1
.2 years 62 16.9 100.0
Average hours spend on VCoP
per day
,0.5 h 169 46.2 46.2
0.5 , 1 h 157 42.9 89.1
1 , 2 h 30 8.2 97.3
2 , 3 h 6 1.6 98.9
.3 h 4 1.1 100.0
Table I.
Sample demographic
statistics
System quality
and incentive
1055
4. Results
The Pearson analysis is able to identify a statistically signicant correlation between
VCoP system quality and knowledge sharing behavior as well as attitude toward
incentives and knowledge sharing behavior (r 0.309 2 0.705, p , 0.001 two-tailed).
The following tests the hypothesis H
1
-H
3
using multiple regression analysis.
4.1 Individual effect of VCoP system quality and attitude toward incentives
First, the study explored the effects of VCoPsystemquality (the independent variables) on
VCoP members knowledge sharing behavior (Y). Factors of VCoP system quality
(i.e. denotingbyX
1
, X
2
, andX
3
) are the independent variables inthe linear regressions. The
resulting linear regression and their corresponding adjusted R
2
with standardization b
are shown in Table IV. The results show that only two factors of VCoP system quality,
namely systemquality (X
1
) and information quality (X
2
), are signicant in the regression
model. The two independent variables of VCoP system quality were able to explain
19.6 percent of the variance of the dependent variable, knowledge sharing. Among the two
independent variables, information quality demonstrated the strongest predictive
power (standardized coefcient b 0.312, p , 0.001) toward knowledge sharing.
Service quality (X
3
) is found to have no signicant impact on knowledge sharing. The
resulting regression equation for knowledge sharing with respect to system quality is:
Y 1.567 0.175 X
1
0.324 X
2.
Dimension Factor % of variance Cumulative % Cronbachs a
VCoP system quality Information 28.171 28.171 0.8872
System 24.697 52.868 0.8669
Service 21.596 74.464 0.9210
Attitude toward incentives Material 26.335 26.335 0.9069
Social 21.799 48.134 0.8788
Activity 19.950 68.083 0.8675
Knowledge sharing behavior 68.234 68.234 0.8836
Table III.
Factor analysis and
internal consistency
values for the
questionnaire
Criterion R R
2
Adjusted
R
2
Unstandardized
coefcient b
Standardized
coefcient b t F
Information quality (X
2
) 0.418 0.175 0.173 0.324 0.312 5.537 77.182
*
System quality (X
1
) 0.447 0.200 0.196 0.175 0.191 3.385 45.430
*
Note: Signicant at:
*
p , 0.001
Table IV.
Regression analysis for
knowledge sharing
with respect to VCoP
system quality
Dimension
Number of
items per dimension Mean SD Order Cronbachs a
VCoP system quality 12 4.0972 0.5489 1 0.9215
Attitude toward incentives 16 3.8058 0.6239 2 0.9360
Knowledge sharing behavior 5 3.5743 0.5923 3 0.8836
Table II.
Survey structure and
description statistics
for dimension
IMDS
113,7
1056
In addition, this study examined the inuences of attitude toward incentives
(the independent variables) for the community members knowledge sharing behavior
(Y). Factors of attitude toward incentives (i.e. denoting by X
4
, X
5
, and X
6
) are
the independent variables in the linear regressions. The results (Table V) show that
only two factors of attitude toward incentives are signicant in the regression model.
The two independent variables, namely social (X
5
) and activity incentive (X
6
), were able
to explain 42.9 percent of the variance of knowledge sharing. Between the two
independent variables, activity incentive demonstrated the strongest predictive
power (standardized coefcient b 0.373, p , 0.001) toward knowledge sharing.
Material incentive (X
4
) is found to be of non-signicance on knowledge sharing. The
resulting regression equation for knowledge sharing with respect to attitude toward
incentives is: Y 0.661 0.353 X
5
0.381 X
6.
4.2 Collective effect of VCoP system quality and attitude toward incentives
With multiple stepwise regression analysis, this study explores the collective effects of
VCoP system quality trust and attitude toward incentives for knowledge sharing
behavior (Y) of the community members. Factors of VCoP system quality and attitude
toward incentives (i.e. denoting by X
1
-X
6
) are the independent variables in the linear
regressions. Table VI presents the resulting linear regression and their corresponding
adjusted R
2
with standardization b. Among the six independent variables, the results
reveal that only two factors are signicant in the regression model, namely activity
incentive (X
6
) and social incentive (X
5
) from the attitude toward incentives dimension.
The two factors were able to explain 42.9 percent of the variance of knowledge sharing.
Among these two factors, activity incentive demonstrated the strongest predictive
power (standardized coefcient b 0.373, p , 0.001) toward knowledge sharing. And
the resulting regression equation for knowledge sharing with respect to motivation is:
Y 0.661 0.353 X
5
0.381 X
6.
Based on the results from stepwise regression analysis, the study accepts H
1
and H
2
and rejects H
3
.
Criterion R R
2
Adjusted
R
2
Unstandardized
coefcient b
Standardized
coefcient b t F
Activity incentive (X
6
) 0.612 0.374 0.373 0.381 0.373 6.688 217.773
*
Social incentive (X
5
) 0.658 0.432 0.429 0.353 0.339 6.091 138.238
*
Note: Signicant at:
*
p , 0.001
Table V.
Regression analysis for
knowledge sharing
with respect to attitude
toward incentives
Criterion R R
2
Adjusted
R
2
Unstandardized
coefcient b
Standardized
coefcient b t F
Activity incentive (X
6
) 0.612 0.374 0.373 0.381 0.373 6.688 217.773
*
Social incentive (X
5
) 0.658 0.432 0.429 0.353 0.339 6.091 138.238
*
Note:
*
p , 0.001
Table VI.
Regression analysis for
knowledge sharing
with respect to VCoP
system quality and
attitude toward
incentives
System quality
and incentive
1057
5. Discussion and implication
The present study adds to the literature on knowledge sharing by investigating the
relationship between the quality of VCoP system, the community members attitude
toward incentives and knowledge sharing in an online CoP. The results showed that
although the two dimensions (i.e. system quality, attitude toward incentives) have
individual effect on knowledge sharing, when all six factors from the two dimensions
joined together, only two factors of attitude toward incentives showed signicant effect
on knowledge sharing behaviors. More specically, while comparing the individual and
the collective effects of the two dimensions, it was noted that the inuence of the VCoP
system quality on knowledge sharing disappeared as the two dimensions joined
altogether. The signicant effect of system quality (X1) and information quality (X2)
disappeared while the two dimensions (i.e. VCoP system quality, attitude toward
incentives) jointed together to inuence knowledge sharingbehavior. Second, regardless
whether standing along or joined together, service quality (X3) of the VCoP service
quality dimension and material incentive (X4) of the attitude toward incentives
dimension has no impact on knowledge sharing. Such ndings suggest to VCoP
managers that online services and material incentives are the least useful factors for
promoting online knowledge sharing.
Thus, this study conrms that VCoP system quality and the members attitudes
toward incentives have independently inuenced knowledge sharing behavior in a
context where human resource professionals voluntarily participated in a virtual
community with aspirations to advance or contribute their professional knowledge and
skills. The nding is in line with past studies which support the correlation between
system quality (in a broad term) and knowledge sharing (Alvarez et al., 2010; Hew,
2009) as well as attitudes toward incentives and knowledge sharing (Taylor, 2006; Lin,
2007; Lam and Lambermont-Ford, 2010). However, since knowledge sharing is a
complex process, some factors, such as motivation, attitudes, individual preferences,
etc. are considered double-edged factors to knowledge sharing among individuals
(Sndergaard et al., 2007). It is valuable that the present study examines the collective
effects of these factors on knowledge sharing. To this end, the present study reveals
that although VCoP system quality alone inuences the community members
knowledge sharing behaviors, it no longer plays a critical role in the process of
knowledge sharing when attitude toward incentive comes into the picture. This nding
contradicts existing understanding of the importance of VCoP system quality on
knowledge sharing, and implies that as long as an online system provides adequate
functions as well as accurate, complete and useful information, the managers of VCoP
should not invest too much time and effort on the system itself.
The study also conrms that social incentives and activity incentives are stronger
factors than material incentives for knowledge sharing. The results of this study suggest
that the material incentive has no effect at all on promoting knowledge sharing in VCoP,
which is consistent with Finertys (1997) argument that reward seldom enhances
long-term knowledge sharing. On the other hand, social and activity incentives were
found to signicantly affect knowledge sharing, independently and collectively, which
is in line with the literature pointing out that individual contribution of knowledge in
informal interactions is primarily based on the social exchanges (Bartol and Srivastava,
2002). Empirical evidence has suggested that intrinsic motivation, such as
self-actualization, learning, and advancement of community are major motivators of
IMDS
113,7
1058
informal knowledge exchanges (Faraj and Wasko, 2002). This study substantiates
Farag and Waskos argument which suggests the two reasons responsible for
knowledge contributions in CoP are that people want to create relationship with others
who have similar interests, and that people want to actualize their potential andlearning.
Bartol and Srivastava also pointed out that factors which build expertise and feelings of
competence are most critical for inuencing knowledge sharing behaviors within
communities. The nding implies that in order to promote knowledge sharing behavior,
VCoP managers must foster an online environment which provides a variety of social
exchange opportunities for the members to interact, as well as challenging topics or
tasks for the members to practice or advance professional knowledge and skills.
We hope this paper is interpreted as a call for future empirical study on the
collective effect of VCoP system quality along with other factors in knowledge sharing,
which would be substantially enriched by additional empirical results. Even so, in the
long run, the question of how to motivate people in the participation of online
community members deserves greater attention.
6. Conclusion and limitation
The study explores the condition of online system quality and the members attitude
toward incentives provided by the community as well as their effect on knowledge
sharing, thereby empirically testing a theoretical model which is analyzed using the
Pearson correlation analysis and multiples stepwise regression method. Similar models
which discuss the association between what triggers individual motivation and
knowledge sharing has been largely unexplored by prior researchers even though there
exists numerous studies on organizational learning and knowledge management
(Lam and Lambermont-Ford, 2010). The ndings indicate that the system quality of a
VCoP as well as the members attitude toward incentives independently inuences
knowledge sharing behaviors, which are consistent with existing literature. This study
also further examined the collective effect of both factors and found that the system
quality of VCoP cease its effect on knowledge sharing as it competes against the
members perception on incentives. Although the present study nds system quality
does not play a signicant role in promoting online knowledge sharing, it is premature
to conclude that the factor is inconsequential without further empirical evidence.
Moreover, only social incentive and activity incentive can impact online community
members knowledge sharing behaviors. Clearly, achievement, advancement,
enjoyment, and social interactions are major drives that would draw people to
participate in VCoP as well as elicit their knowledge sharing behaviors. As
James-Gordon and Bal (2003) pointed out, people should be given more responsibility
over their self-development and job-related training in order to enhance their
self-directedness. Jude-York (1991) argued that a proper culture for self-directed
learning is necessary to trigger the members of the organization to become
independent learners, which increases the possibility for themto participate in effective
learning activities (Dolezalek, 2004), such as learning communities.
Even though the empirical results of this study largely support the proposed
research model, at least three limitations should be noted. First, the survey of the
present study was distributed via the bulletin board of the VCoP and was available
over a period of time. However, the research participants were recruited only by
invitation that may lower down the reliability of the analysis results. Also, the sample
System quality
and incentive
1059
may be skewed by the frequency of their visits. Second, since individual informants
provide the empirical data, possible biases or preferences, such as learning habits,
work habits, communication preferences, or social preferences, may affect the results.
Third, since the data collection targets one particular online professional community,
the characteristics and operations of this virtual CoP may be quite different from those
in other areas or countries as well as from those in other subject domains. Hence,
additional surveys and investigations may be worthwhile to discover the applicability
of the present results in representing the general case. At the same time, the results for
this report may provide a fundamental reference for virtual professional communities
in other countries whose environments are similar to those in Taiwan.
References
Aalst, V.J. (2009), Distinguish knowledge-sharing, knowledge-construction and
knowledge-creation discourses, Computer-Supported Collaborative Learning, Vol. 4
No. 3, pp. 259-287.
Alvarez, H., R os, S.A., Aguilera, F., Merlo, E. and Guerrero, L. (2010), Enhancing social network
analysis with a concept-based text mining approach to discover key members on a virtual
CoP, Proceedings of the 14th International Conference on Knowledge-Based and Intelligent
Information and Engineering Systems: Part II, September, pp. 591-600.
Armstrong, J.S. and Overton, T.S. (1977), Estimating nonresponse bias in mail surveys, Journal
of Marketing Research, Vol. 14 No. 3, pp. 396-402.
Bartol, K.M. and Srivastava, A.S. (2002), Encouraging knowledge sharing: the role of
organizational reward systems, Journal of Leadership and Organization Studies, Vol. 9
No. 1, pp. 64-76.
Bock, G.W., Zmud, R.W., Kim, Y.G. and Lee, J.N. (2005), Behavioral intention formation in
knowledge sharing: examining the roles of extrinsic motivators, social-psychological
forces, and organizational climate, MIS Quarterly, Vol. 29 No. 1, pp. 87-111.
Chen, I.Y.L. (2007), The factors inuencing members continuance intentions in professional virtual
communities a longitudinal study, Journal of InformationScience, Vol. 33No. 4, pp. 451-467.
Christensen, P.H. (2005), Facilitating Knowledge Sharing: A Conceptual Framework, available at:
www.cbs.dk/content/download/33323/466533/le/SMG%2520WP%25204-2005.pdf (accessed
11 November 2012).
Cross, R., Parker, A., Prusak, L. and Borgatti, S.P. (2003), Knowing what we know:
supporting knowledge creation and sharing in social networks, in Cross, R., Parker, A.
and Sasson, L. (Eds), Networks in the Knowledge Economy, Oxford University Press,
Oxford, pp. 208-234.
Cuieford, J.P. (1965), Fundamental Statistics in Psychology and Education, McGraw-Hill,
New York, NY.
Davis, F.D., Bagozzi, R.P. and Warshaw, P.R. (1989), User acceptance of computer technology:
a comparison of two theoretical models, Management Science, Vol. 35 No. 8, pp. 982-1003.
Deci, E.L. (1976), Intrinsic Motivation, Plenum Press, London.
DeLone, W.H. and McLean, E.R. (1992), Information system success: the quest for the dependent
variable, Information System Research, Vol. 3 No. 1, pp. 60-95.
DeLone, W.H. and McLean, E.R. (2003), The DeLone and McLean model of information success:
a ten-year update, Journal of Management Information Systems, Vol. 19 No. 4, pp. 9-30.
Dolezalek, H. (2004), Building better learners, Training, Vol. 41 No. 1, pp. 30-34.
IMDS
113,7
1060
Earl, M. (2001), Knowledge management strategies: toward a taxonomy, Journal of
Management Information Systems, Vol. 18 No. 1, pp. 215-233.
Faraj, S. and Wasko, M.M. (2002), The Web of Knowledge: An Investigation of Self-organizing
Communities of Practice on the Net, available at: http://ossmole.org/sites/osshub.org/
les/Farajwasko.pdf (accessed 11 June 2012).
Finerty, T. (1997), Knowledge the global currency of the 21st century, Knowledge
Management, Vol. 1 No. 1, pp. 20-26.
Gottschalk, P. (2006), Research propositions for knowledge management systems supporting it
outsourcing relationships, The Journal of Computer Information Systems, Vol. 46 No. 3,
pp. 110-116.
Greenberg, J. and Liebman, M. (1990), Incentives: the missing link in strategic performance,
Journal of Business Strategy, Vol. 11 No. 4, pp. 8-11.
Gupta, S. and Kim, H.W. (2008), Linking structural equation modeling to Bayesian networks:
decision support for customer retention in virtual communities, European Journal of
Operational Research, Vol. 190 No. 3, pp. 818-833.
Harrison, J. and Daly, M. (2009), Leveraging health information technology to improve patient
safety, Public Administration and Management, Vol. 14 No. 1, pp. 218-237.
Hew, K.F. (2009), Determinants of success for online communities: ananalysis of three communities
in terms of members perceived professional development, Behaviour & Information
Technology, Vol. 28 No. 5, pp. 433-445.
Hsu, M.-H., Ju, T.L., Yen, C.-H. and Chang, C.-M. (2007), Knowledge sharing behavior in virtual
communities: the relationship between trust, self-efcacy, and outcome expectations,
International Journal of Human-Computer Studies, Vol. 6 No. 2, pp. 153-169.
Ipe, M. (2003), Knowledge sharing in organizations: a conceptual framework, Human Resource
Development Review, Vol. 2 No. 4, pp. 337-359.
James-Gordon, Y. and Bal, J. (2003), The emerging self-directed learning methods for design
engineers, The Learning Organization, Vol. 10 No. 1, pp. 63-69.
Jantunen, A. (2005), Knowledge-processing capabilities and innovative performance:
an empirical study, European Journal of Innovation Management, Vol. 8 No. 3,
pp. 336-349.
Jude-York, D.A. (1991), Organizational learning climate, self-directed learners, and performance
at work, unpublished doctoral dissertation at The Fielding Institute, De La Vina St Santa
Barbara, CA.
Kakabadse, N.K., Kouzmin, A. and Kakabadse, A. (2001), From tacit knowledge to knowledge
management: leveraging invisible assets, Knowledge and Process Management, Vol. 8
No. 3, pp. 137-154.
Kerlinger, F.N. (1999), Foundations of Behavior Research, A Harcourt College Publishing,
Fort Worth, TX.
Kim, S. and Lee, H. (2006), The impact of organizational context and information technology on
employee knowledge-sharing capabilities, Public Administration Review, Vol. 66 No. 3,
pp. 370-384.
Kwok, J.S.H. and Gao, S. (2004), Knowledge sharing community in P2P network: a study of
motivational perspective, Journal of Knowledge Management, Vol. 8 No. 1, pp. 94-102.
Lam, A. and Lambermont-Ford, J.-P. (2010), Knowledge sharing in organisational contexts:
a motivation-based perspective, Journal of Knowledge Management, Vol. 14 No. 1,
pp. 51-66.
System quality
and incentive
1061
Lave, J. and Wenger, E. (1991), Situated Learning: Legitimate Peripheral Participation,
Cambridge University Press, Cambridge.
Lin, C.-H., Shih, H.-Y. and Sher, P.J. (2007), Integrating technology readiness into technology
acceptance: the TRAM model, Psychology & Marketing, Vol. 24 No. 7, pp. 641-657.
Lin, H.F. (2007), Effects of extrinsic and intrinsic motivation on employee knowledge sharing
intentions, Journal of Information Science, Vol. 33 No. 2, pp. 135-149.
Lin, H.-F. and Lee, G.-G. (2006), Determinants of success for online communities: an empirical
study, Behaviour & Information Technology, Vol. 25 No. 6, pp. 479-488.
Lodico, M.G., Spaulding, D.T. and Voegtle, K.H. (2006), Methods in Educational Research:
From Theory to Pratioe, Jossey-Bass, San Francisco, CA.
Medina, M.Q. and Chaparro, J.P. (2007), The impact of the human element in the information
systems quality for decision making and user satisfaction, The Journal of Computer
Information Systems, Vol. 48 No. 2, pp. 44-52.
Nickerson, J. and Zenger, T. (2004), A knowledge-based theory of the rm: the problem-solving
perspective, Organization Science, Vol. 15 No. 6, pp. 617-632.
Nishimoto, K. and Matsuda, K. (2007), Informal communication support media for encouraging
knowledge-sharing and creation in a community, International Journal of Information
Technology & Decision Making, Vol. 6 No. 3, pp. 411-426.
Nunnally, J.C. (1978), Psychometric Theory, McGraw-Hill, New York, NY.
ODell, C. and Hubert, C. (2011), Building a knowledge-sharing culture, The Journal for Quality
& Participation, Vol. 34 No. 2, pp. 22-26.
Petter, S., Delone, W. and Mclean, E. (2008), Measuring information systems success: models,
dimensions, measures, and interrelationships, European Journal of Information Systems,
Vol. 17 No. 3, pp. 236-263.
Preece, J. (2001), Sociability and usability in online communities: determining and measuring
success, Behaviour and Information Technology, Vol. 20 No. 5, pp. 347-356.
Quinn, J.B., Anderson, P. and Finkelstein, S. (1996), Managing professional intellect: making the
most of the best, Harvard Business Review, Vol. 74 No. 2, pp. 71-80.
R os, S.A., Aguilera, F. and Guerrero, L.A. (2009), Virtual Communities of Practices Purpose
Evolution Analysis Using a Concept-Based Mining Approach, available at: http://users.dcc.
uchile.cl/,luguerre/papers/KES-2009.pdf (accessed 12 November 2012).
Sndergaard, S., Kerr, M. and Clegg, C. (2007), Sharing knowledge: contextualising
socio-technical thinking and practice, The Learning Organization, Vol. 14 No. 5,
pp. 423-435.
Taylor, E.Z. (2006), The effect of incentives on knowledge sharing in computer-mediated
communication, Journal of Information Systems, Vol. 20 No. 1, pp. 103-116.
Usoro, A., Sharratt, M.W., Tsui, E. and Shekhar, S. (2007), Trust as an antecedent to knowledge
sharing in virtual communities of practice, Knowledge Management Research & Practice,
Vol. 5 No. 3, pp. 199-212.
Wang, Y., Yu, Q. and Fesenmaier, D.R. (2002), Dening the virtual tourist community:
implications for tourism marketing, Tourism Management, Vol. 23 No. 4, pp. 407-417.
Wasko, M.M. and Faraj, S. (2005), Why should I share? Examining social capital and knowledge
contribution in electronic networks of practice, MIS Quarterly, Vol. 29 No. 1, pp. 35-57.
Wenger, E. (1998), Communities of Practice: Learning, Meaning, and Identity,
Cambridge University Press, New York, NY.
IMDS
113,7
1062
Further reading
Bock, G.W. and Kim, Y.G. (2002), Breaking the myths of rewards: an exploratory study of
attitudes about knowledge sharing, Information Resources Management Journal, Vol. 15
No. 2, pp. 14-21.
Chen, I.Y.L. and Chen, N.-S. (2009), Kinshuk Examining the factors inuencing participants
knowledge sharing behavior in virtual learning communities, Educational Technology &
Society, Vol. 12 No. 1, pp. 134-148.
About the authors
Dr Li-An Ho is a Professor at the Department of Educational Technology, Tamkang University
in Taiwan. She received her PhD from Indiana University, Bloomington. Dr Ho has years of
experience in professional development and performance improvement. Research interests
include knowledge sharing, community of practice, and human resource development. Li-An Ho is
the corresponding author and can be contacted at: lianho@mail.tku.edu.tw
Dr Tsung-Hsien Kuo is an Assistant Professor at the Department of Information Management,
Lunghwa University of Science and Technology. He received his PhD from National Taipei
University of Technology. His research interests include knowledge management and business
administration.
System quality
and incentive
1063
To purchase reprints of this article please e-mail: reprints@emeraldinsight.com
Or visit our web site for further details: www.emeraldinsight.com/reprints