Abstract

The aim of the study is to analyze the relationship between 1) perceived organizational support from the university, and 2) student involvement in the study process described from the perspective of the concept of knowledge-sharing culture. In addition, we analyze the impact of these factors on the student's average grade obtained in the last academic year.

The study presented here focuses on the interaction of the following factors: 1) perceived organizational support from the university, and 2) student involvement in the study process. The concept of the culture of knowledge-sharing is a theoretical basis for the analysis. As a result, the research explores the impact of the factors (1 and 2) mentioned above on the effectiveness of the student's academic development. Based on the literature review, it is being assumed that the culture of knowledge-sharing is built in a two-way process: on the one hand, the university is to support the students in their development, and on the other hand, students themselves are to show commitment to this process. However, the available literature does not clearly indicate the strength of the relationship or the directions of influence between the elements of the model.

The study conducted to create this analysis consisted of two stages: the first was carried out in June 2019, the second in May 2020, after the outbreak of the COVID-19 pandemic. This allowed for more complete conclusions regarding the interaction of factors responsible for building the academic culture of sharing knowledge. Regardless of whether students work in a classroom or in an e-classroom (remotely), the results show that the basis for their involvement is the support they perceive from universities, setting ambitious tasks for them, and accompanying them in overcoming emerging challenges. The factor modifying the relationship between university support and the effectiveness of academic development turned out to be the student's involvement in the study process.

Keywords: culture of knowledge-sharing, commitment, perceived organizational support, higher education, new technologies, competences of students and graduates

References

• Al-Kurdi, O., El-Haddadeh, R. i Eldabi, T. (2018). Knowledge sharing in higher education institutions: a systematic review. Journal of Enterprise Information Management, 31(2), 226-246. https://doi.org/10.1108/JEIM-09-2017-0129
• Andriessen, D. i van den Boom, M. (2007). East is East, and West is West, and (n)ever its intellectual capital shall meet. Journal of Intellectual Capital, 8(4), 641-652. https://doi.org/10.1108/14691930710830800
• Argote, L. (1999). Organizational learning: Creating, retaining, and transferring Knowledge. Kluwer Academic.
• Argote, L., Gruenfeld, D. i Naquin, C. (2001). Group learning in organizations. W M. E. Turner (red.), Groups at work: Theory and research (s. 369-411). Lawrence Erlbaum Associates.
• Asiaei, K. i Jusoh, R. (2015). A multidimensional view of intellectual capital: The impact on organizational performance. Management Decision, 53(3), 668-697. https://doi.org/10.1108/MD-05-2014-0300
• Bakker, A. B., Schaufeli, W. B., Leiter, M. P. i Taris, T. W. (2008). Work engagement: An emerging concept in occupational health psychology. Work & Stress, 22(3), 187-200. https://doi.org/10.1080/02678370802393649
• Barber, B. L., Stone, M. i Eccles, J. S. (2010). Protect, prepare, support, and engage. W J. Meece i J. S. Eccles (red.), Handbook of research on schools, schooling, and human development (s. 366- 378). Routledge.
• Benevene, P. i Cortini, M. (2010). Interaction between structural capital and human capital in Italian NPOs: Leadership, organizational culture and human resource management. Journal of Intellectual Capital, 11(2), 123-139. https://doi.org/10.1108/14691931011039642
• Bontis, N. (1999). Managing organisational knowledge by diagnosing intellectual capital: Framing and advancing the state of the field. International Journal of Technology Management, 18(5-8), 433-462. https://doi.org/10.1504/IJTM.1999.002780
• Brdulak, J. (2013). Czynnik kultury w naukach o zarządzaniu. W R. Kucęba, W. Jędrzejczyk i K. Smoląg (red.), Rozwój nauk o zarządzaniu, kierunki i perspektywy (s. 140-166). Wydawnictwo Politechniki Częstochowskiej.
• Bunderson, J. M. i Reagans R. E. (2011). Power, status, and learning in organizations. Organization Science, 22(5), 1182-1194. https://doi.org/10.1287/orsc.1100.0590
• Cook, K.C. i Grant-Davis, K. (2020). Online education: Global questions, local answers. Routledge.
• Eccles, J. S. i Roeser, R. W. (2009). Schools, academic motivation, and stage-environment fit. W R. M. Lerner i L. Steinberg (red.), Handbook of adolescent psychology: Individual bases of adolescent development (s. 404-434). Wiley. https://doi.org/10.1002/9780470479193.adlpsy001013
• Edmondson, A. C., Dillon, J. R. i Roloff, K. (2007). Three perspectives on team learning: Outcome improvement, task mastery, and group process. Academy of Management Annals, 1(1), 269-314. https://doi.org/10.5465/078559811
• Eisenberger, R., Huntington, R., Hutchison, S. i Sowa, D. (1986). Perceived organizational support. Journal of Applied Psychology, 71(3), 500-507. https://doi.org/10.1037/0021-9010.71.3.500
• Fertig, M. (2004). What can we learn from international student performance studies? Some methodological remarks. RWI: Discussion Paper, 23. http://dx.doi.org/10.2139/ssrn.626854
• Fischer, N. i Klieme, E. (2013). Quality and effectiveness of German all-day schools: Results of the study on the development of all-day schools. W J. Ecarius, E. Klieme, L. Stecher i J. Woods (red.), Extended education - an international perspective (s. 27-52). Verlag Barbara Budrich.
• Fischer, N. i Theis, D. (2014). Extracurricular participation and the development of school attachment and learning goal orientation: The impact of school quality. Developmental Psychology, 50(6), 1788-1793. https://doi.org/10.1037/a0036705
• Harari, Y. N. (2018). Homo deus. Krótka historia jutra. Wydawnictwo Literackie.
• Hayes, S. C. i Hofmann, S. G. (2021). "Third-wave" cognitive and behavioral therapies and the emergence of a process-based approach to intervention in psychiatry. World Psychiatry, 20(3), 363-375. https://doi.org/10.1002/wps.20884
• Hirschi, T. (1969). Causes of delinquency. University of California Press.
• Huang, C. H. (2013). Shared leadership and team learning: Roles of knowledge sharing and team characteristics. Journal of International Management Studies, 8(1), 124-133.
• Huber, G. (1991). Organizational learning: The contributing processes and the literatures. Organization Science, 2(1), 88-115. https://doi.org/10.1287/orsc.2.1.88
• Kim, Y. J. i Hancer, M. (2010). The effect of knowledge management resource inputs on organizational effectiveness in the restaurant industry. Journal of Hospitality and Tourism Technology, 1(2), 174-189. https://doi.org/10.1108/17579881011065065
• King, W. R. (2006). Knowledge sharing. W D. G. Schwartz (red.), Encyclopedia of Knowledge Management (s. 114-126). Herslen.
• Kellerman, D. (2021). Academics aren't content creators, and it's regressive to make them so. https://www.timeshighereducation.com/opinion/academics-arent-content-creators-and-its-regressive-make-them-so
• Landaeta, R. E. (2008). Evaluating benefits and challenges of knowledge transfer across projects. Engineering Management Journal, 20(1), 29-38. https://doi.org/10.1080/10429247.2008.11431753
• Lee, C. K. i Al-Hawamdeh, S. (2002). Factors impacting knowledge sharing. Journal of Information & Knowledge Management, 1(1), 49-56. https://doi.org/10.1142/S0219649202000169
• Levitt, B. i March, J. G. (1988). Organizational learning. Annual Review of Sociology, 14, 319-340. https://doi.org/10.1146/annurev.so.14.080188.001535
• Łużniak-Piecha, M. (2009). Kontrakt psychologiczny i postrzegane wsparcie organizacyjne jako kluczowe elementy budowania zaangażowania organizacyjnego. Przegląd koncepcji badawczych. Edukacja Ekonomistów i Menedżerów. Problemy. Innowacje. Projekty, 2(12), 83-97.
• Łużniak-Piecha, M. (2019). Idealne dzieci, ale nieidealni podwładni. Centrum Prasowe i Spraw Publicznych Uniwersytetu SWPS. https://swps.pl/centrum-prasowe/informacje-prasowe/20579-idealne-dzieci-ale-nieidealni-podwladni
• Łużniak-Piecha, M., Nowicka, M. i Goroszkiewicz, M. (2017). Wyższe uczelnie jako inkubatory partycypacyjności, czyli o edukacji akademickiej jako wspólnym przedsięwzięciu Studenta i Uczelni. Studia Społeczne, 19, 59-70. Wyższa Szkoła Menedżerska.
• Mądrzycki, T. (1977). Psychologiczne prawidłowości kształtowania się postaw. Wydawnictwa Szkolne i Pedagogiczne.
• Melosik, Z. i Śliwerski, B. (red.) (2010). Edukacja alternatywna w XXI wieku. Oficyna Wydawnicza "Impuls".
• Noor, N. H. M., Hajar, S. A. B. i Idris, M. A. (2015). The determinant of nonprofit external and internal effectiveness: The role of knowledge sharing, collaborative culture, and beneficiary participation. Human Service Organizations: Management, Leadership & Governance, 39(5), 459-474. https://doi.org/10.1080/23303131.2015.1076550
• Preacher, K. J. i Hayes, A. F. (2008). Asymptotic and resampling strategies for assessing and comparing indirect effects in multiple mediator models. Behavior Research Methods, 40(3), 879-891. http://dx.doi.org/10.3758/BRM.40.3.879
• Radaelli, G., Lettieri, E., Mura, M. i Spiller, N. (2014). Knowledge sharing and innovative work behaviour in healthcare: A micro-level investigation of direct and indirect effects. Creativity and Innovation Management, 23(4), 400-414. https://doi.org/10.1111/caim.12084
• Ragsdell, G., Espinet, E. O. i Norris, M. (2014). Knowledge management in the voluntary sector: a focus on sharing project know-how and expertise. Knowledge Management Research and Practice, 12(4), 351-361. https://doi.org/10.1057/kmrp.2013.21
• Rhoades, L. i Eisenberger, R. (2002). Perceived organizational support: A review of literature. Journal of Applied Psychology, 87(4), 698-714. https://doi.org/10.1037/0021-9010.87.4.698
• Ryg, M. A. i Kramer, E. (2015). Reconstructing Dewey, techne, and educational experience in the University. The Journal of School & Society, 2(1), 19-27.
• Von Krogh, G. (2011). Knowledge sharing in organizations: The role of communities. W M. Easterby-Smith i M. A. Lyles (red.), Handbook of organizational learning and knowledge management (s. 403-432). John Wiley & Sons. https://doi.org/10.1002/9781119207245.ch19
• Wentzel, K. R., Battle, A., Russell, S. L. i Looney, L. B. (2010). Social supports from teachers and peers as predictors of academic and social motivation. Contemporary Educational Psychology, 35(3), 193-202. https://doi.org/10.1016/j.cedpsych.2010.03.002
• Wilson, J. M., Goodman, P. S. i Cronin, M. A. (2007). Group learning. The Academy of Management Review, 32(4), 1041-1059. https://doi.org/10.5465/amr.2007.26585724
• Yu, A. i Humphreys, P. (2013). From measuring to learning? - Probing the evolutionary path of IC research and practice. Journal of Intellectual Capital, 14(1), 26-47. https://doi.org/10.1108/14691931311289002