A Conceptual Model for Knowledge Sharing Among Small Groups Using Discussion Cases

    Research output: Contribution to journalArticle

    Abstract

    Discussion cases are commonly used at business schools because of their pedagogical values as they expose students to real-life situations through a comprehensive interaction and collaboration among students and their instructors as well as enabling students to be proficient in communication, self-management, decision-making and problem-solving skills. In this research, discussion cases were developed by instructors in collaboration with the industry as educational supports to expose students to real-life business situations and challenges. The paper focuses on the knowledge capture, sharing, and retention during the students’ group work in a semester-long project where they use these pedagogical discussion cases to solve problems, which had already been solved in real life. The paper introduces a conceptual framework for knowledge sharing behavior and its potential effects on the students’ learning experience during a semester long project. The framework provides the infrastructure for the capture/sharing of knowledge during the students’ quest of find solutions to the discussion cases as well as showing the effect of knowledge sharing on the students’ intension to share what they know. It also examines the effects of the involvement of the instructors as well as representatives from local industry on improving the students’ knowledge sharing. The paper alsodiscusses the hypotheses which have been developed to test the validity of the framework. Little prior research has carried out with such an integrated analysis, especially in the educational context. This paper will have significant value in designing higher education class settings to involve students’ teamwork and industry engagement to enhance knowledge sharing.
    Original languageEnglish
    Pages (from-to)177-186
    Number of pages10
    JournalInternational Journal of Computing Academic Research
    Volume5
    Issue number4
    Publication statusPublished - Aug 2016

      Fingerprint

    Cite this