The role of leadership in knowledge sharing of the university teachers a case study at the nguyen trai university

ĐẠI HỌC QUỐC GIA HÀ NỘI
KHOA QUẢN TRỊ VÀ KINH DOANH
---------------------

VŨ THỊ KIM OANH

THE ROLE OF LEADERSHIP IN KNOWLEDGE SHARING OF THE
UNIVERSITY TEACHERS:
A CASE STUDY AT THE NGUYEN TRAI UNIVERSITY

VAI TRÒ CỦA SỰ LÃNH ĐẠO TRONG CHIA SẺ TRI THỨC
CỦA CÁC GIẢNG VIÊN ĐẠI HỌC:
TRƯỜNG HỢP NGHIÊN CỨU TẠI ĐẠI HỌC NGUYỄN TRÃI

LUẬN VĂN THẠC SĨ QUẢN TRỊ KINH DOANH

Hà Nội - 2017


ĐẠI HỌC QUỐC GIA HÀ NỘI
KHOA QUẢN TRỊ VÀ KINH DOANH
---------------------

VŨ THỊ KIM OANH

THE ROLE OF LEADERSHIP IN KNOWLEDGE SHARING OF THE
UNIVERSITY TEACHERS:
A CASE STUDY AT THE NGUYEN TRAI UNIVERSITY

VAI TRÒ CỦA SỰ LÃNH ĐẠO TRONG CHIA SẺ TRI THỨC
CỦA CÁC GIẢNG VIÊN ĐẠI HỌC:

TRƯỜNG HỢP NGHIÊN CỨU TẠI ĐẠI HỌC NGUYỄN TRÃI

Chuyên ngành: Quản trị kinh doanh
Mã số: 60 34 01 02
LUẬN VĂN THẠC SĨ QUẢN TRỊ KINH DOANH
NGƯỜI HƯỚNG DẪN KHOA HỌC: PGS.TS. NGUYỄN NGỌC THẮNG

Hà Nội - 2017


DECLARATION
The author confirms that the research outcome in the thesis is the result of
author’s independent work during study and research period and it is not yet published in
other’s research and article.
The other’s research result and documentation (extraction, table, figure,
formula,and other document) used in the thesis are cited properly and the permission (if
required) is given.
The author is responsible in front of the Thesis Assessment Committee, Hanoi
School of Business and Management, and the laws for above-mentioned declaration.
Date: April, 20, 2017

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ACKNOWLEDGEMENT
I have gained huge knowledge, skill and insights from my MBA course. The course
raises my capacity of administration and management up to the next level. I am now very
confident in my position of management. I would like to extend my sincerest thanks and
appreciation to all those who have made this Thesis to be possible.
I woud like to express my great gratitude to my supervisor Nguyen Ngoc Thang for

his useful comments, remarks and engagement during my process of doing this master
thesis. Also, tôi cũng xin chân thành cảm ơn các đồng nghiệp, lãnh đạo trường đại học
Nguyễn Trãi, đã hỗ trợ trong việc cung cấp thông tin, số liệu, cũng như trả lời các câu hỏi
khảo sát được đưa ra trong nghiên cứu, để tôi có thể hoàn thiện được nghiên cứu của mình.
Sincere thanks are extended to the Faculty of International Training - Vietnam National
University, Hanoi for equipping me with huge knowledge and skills through various interesting
and practical subjects. I also would like to thanks my classmates for their friendship and
reciprocal encouragement to make our class time to be unforgettable time
Lastly, I would like to give my great thanks to my husband, my kids, and my family
who always standby me during the past two years and encourages me to keep moving from
the beginning of my study.

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The role of leadership in knowledge sharing of the university teachers:
A case study at the Nguyen Trai University
1. Summary of the results
In the educational environment, the issue of knowledge sharing is extremely
important and has practical implications for the addition of professional knowledge,
practical knowledge, enhancing teaching capacity and the quality of lecturers. Therefore,
the NUT also pay attentision on the sharing knowledge among faculty by organizing
seminars and science activities at the school.
However, due to not more concern the importance of the role of the leadership in
knowledge sharing activities, the results of the knowledge sharing activities at NUT are
still limited. Thus, the author studies the role of leadership in knowledge sharing at NUT.
To carry out this study, the author has systematized the theoretical foundation for
knowledge sharing, factors that affect knowledge sharing, and choice of research models.
From that, based on the results of the survey, analyze the status of knowledge sharing and
clarify the impact of factors on knowledge sharing at the NUT.

The results show that the factors of Trust in leader; Leader – follwer relationship and
Leaders behavior have positive effect on knowledge sharing. Based on this analysis, the
author proposes a group of solutions to enhance knowledge sharing in NUT in the future.
2. Applicability in practice
With the results of the study, from the assessment of the situation and proposed
solution based on regression results, combined with the opinions of the lecturers, NUT’s
leaders, the author believes that, if the solutions are synchronized implemented, it will
contribute significantly to improving the efficiency of knowledge sharing among the
lecturers of the NUT.
3. Further research orientations
Research will be improved further if additional factors can be added to knowledge sharing
(such as factors belong to the lectuers, management policies, etc.). Therefore, the direction of the
next study needs to explore more factors to make more detailed conclusions.
At the same time, I would like to express my sincere thanks to my colleagues and
leaders of Nguyen Trai University for providing me information, documents, surveys and
suggestions to help me complete this research.

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TABLE OF CONTENT
DECLARATION ...............................................................................................................................i
ACKNOWLEDGEMENT............................................................................................................... ii
TABLE OF CONTENT .................................................................................................................. iv
LIST OF TABLES ......................................................................................................................... vii
LIST OF FIRGURES .................................................................................................................... viii
INTRODUCTION.............................................................................................................................1
CHAPTER 1: THEORICAL FRAMEWORK AND ASSESSMENT MODEL OF THE
ROLE OF LEADERSHIP ON THE KNOWLEDGE SHARING ............................................. 11
1.1 The knowledge definition ......................................................................................... 11

1.2 The definition of knowledge sharing ........................................................................ 12
1.3 Factors affecting knowledge sharing ........................................................................ 13
1.3.1 Belief ............................................................................................................... 13
1.3.2 Communication ............................................................................................... 13
1.3.3 Leadership ....................................................................................................... 14
1.3.4 Cohesion.......................................................................................................... 14
1.3.5 Reward and incentive system .......................................................................... 15
1.3.6 Information technology ................................................................................... 15
1.4 The concept of leadership and the expression of the leadership ............................... 16
1.4.1 Concept ........................................................................................................... 16
1.4.2 Expression of leadership ................................................................................. 16
1.5 The role of leadership in knowledge sharing ............................................................ 17
1.6 Some empirical research model ................................................................................ 18
1.6.1 The Billy Whisnant & Odai Khasawneh (2014) model .................................. 18
1.6.2 The Mansor và Kenny model (2013) .............................................................. 19
1.6.3 The Phuong, T.T.L and Thuy, N.N (2011) Model .......................................... 21
1.6.4 Research model of Pham Anh Tuan (2013) .................................................... 22
1.6.5 Research model of Lin .................................................................................... 23
1.7 Proposed research model........................................................................................... 24
1.8 Technical quantitative analysis ................................................................................. 26
1.8.1 Adjustment and test the fit .............................................................................. 26

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1.8.2 Regression analysis ......................................................................................... 27
CHAPTER 2: CURRENT STATUS OF ROLE OF LEADERSHIP IN KNOWLEDGE
SHARING OF TEACHERS AT NGUYEN TRAI UNIVERSITY........................................... 28
2.1 Overview of Nguyen Trai University ....................................................................... 28
2.1.1 History and development ................................................................................ 28

2.1.2 Structure and cultural characteristics .............................................................. 29
2.1.3 Scale of training and the quality of training these years ................................. 31
2.1.4 Characteristics of the leadership and lecturers of the university .................... 36
2.2 The role of the leadership to share knowledge in the lecturers of Nguyen Trai
University ........................................................................................................................ 37
2.2.1 Design scales ................................................................................................... 37
2.2.2 Adjustment and test the suitability of the scale............................................... 38
2.2.3 Some basic statistics ....................................................................................... 43
2.2.4 OLS regression analysis .................................................................................. 52
2.2.5 Hypothesis test and the meaning ..................................................................... 53
2.3 Group of promoting and inhibiting factors to the role of leaders to the knowledge
sharing of the lecturers in the Nguyen Trai University ................................................... 54
2.3.1 The promoting factors and causes ................................................................... 54
2.3.2 The inhibiting factors and causes .................................................................... 55
CHAPTER 3: SOLUTION TO PROMOTE KNOWLEDGE SHARING OF THE
TEACHERS AT NGUYEN TRAI UNIVERSITY ..................................................................... 57
3.1 Declaration of mission, vision and development orientations of Nguyen Trai
University ........................................................................................................................ 57
3.2 Solutions to promote knowledge sharing among the lecturers of Nguyen Trai
University. ....................................................................................................................... 58
3.2.1 The basis for the proposed solution ................................................................ 58
3.2.2 Solutions for enhancing the role of the leader in the knowledge sharing ....... 60
3.3 Recommendations ..................................................................................................... 65
3.3.1 Recommendation to the Government and Ministry of Education and Training.... 65
3.3.2 Recommendation for the BOD of the NTU .................................................... 65
CONCLUSIONS, CONTRIBUTIONS AND LIMITATIONS OF RESEARCH .................... 66
REFERENCES ............................................................................................................................... 68

v

ANNEX........................................................................................................................................... 70
Annex 01: Questionnaire................................................................................................. 70
Annex 02: Code .............................................................................................................. 76
Annex 03: Survey results ................................................................................................ 77

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LIST OF TABLES
Table 2.1 Scale of the training ..................................................................................................... 32
Table 2.2 Code and study scales content................................................................................... 37
Table 2.3 Test the realiability of the scales on factor "Trust in Leaders" .............................. 39
Table 2.4 Test the realiability of the scales on factor "Leader - Follower relationship" ..... 39
Table 2.5 Test the realiability of the scales on factor "Leader behavior" .............................. 40
Table 2.6 Test the realiability of the scales on factor " Knowledge sharing " ...................... 40
Table 2.7 Test on factor " Independent variables" .................................................................... 41
Table 2.8 Matrix rotation of independent variables .................................................................. 41
Table 2.9 Test on factor " Dependent variables"....................................................................... 42
Table 2.10 Matrix rotation of "dependent variables" .............................................................. 43
Table 2.11 Statistics on characteristics of respondents ............................................................ 43
Table 2.12 Evaluation of " Trust in Leaders" ........................................................................... 46
Table 2.13 Evaluation of Leader - Follower relationship ........................................................ 48
Table 2.14 Evaluation of Leader Behavior ................................................................................ 49
Table 2.15 Evaluation of knowledge sharing activities............................................................ 51
Table 2.16 Parameter regression model ..................................................................................... 52
Table 2.17 Variance testing of the model .................................................................................. 52
Table 2.18 Regression coefficient ............................................................................................... 53
Table 3.1 Basis for the proposed solution .................................................................................. 58

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LIST OF FIRGURES
Firgure 1.1: Theoretical model of knowledge sharing ............................................................. 19
Figure 2.2: The Mansor and Kenny model ................................................................................ 21
Figure 2.3: The Phuong, T.T.L and Thuy, N.N model ............................................................. 22
Figure 2.4: The Pham A, T model ............................................................................................... 23
Figure 2.5: The Lin model............................................................................................................ 24
Figure 2.6: The proposed research model .................................................................................. 26
Digram 2.1 Organizational Structure of Nguyen Trai University .......................................... 29
Chart 2.1 Areas of NTU ............................................................................................................... 34
Chart 2.2 Application oriented model ........................................................................................ 34
Chart 2.3 Graduation rate ............................................................................................................. 35

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INTRODUCTION
1. Rationale
The 21st century, after the era of information technology, human has entered the era
of innovation thinking and knowledged economy . Today, it is quite simple if someone
wants to learn about a specific field or certain information. However, receiving
information, and making that information, skill... to become their own knowledge is not
easy matter as the Enter button on the Google search. It is natural hat, it depends on the
capacity of the learners ( on every levels) and skills, sharing conditions of the teachers ( in
all fields) ...in which, the sharing of knowledge is the key.
"In recent years, the important role of the factors to receive and share knowledge
with others in organizations, businesses and the whole of modern society is acknowledged
by many researchers"1. Obviously that, for an organization with a high level of knowledge,

such as universities, research institutes, educational institutions ... knowledge sharing is
even much more important. In the higher educational environment, quality of education is
always the decisive factor of success, reputation and development. In this regard, the
educational managers and scientific researchers have acknowledged the role of strategic
vision, infrastructure, platform trainers ... and especially knowledge sharing. The sharing
of knowledge is not only the viewing angle from the faculty to the students but also to
other teaching staffs in the faculty together, in which, the role of leadership is highly
valued in this process2.
So how to process knowledge sharing effectively, what factors affect the
knowledge sharing? That is a question that many scientific researchers and educational
administrators in the world try to find the answers. However, with each different object, in
different conditions and at different stages, the answers also have many interesting
differences.
In the current status of education in Viet Nam, the stable development and
existence in the severe competitive environment of the universities depend heavily on the
level of knowledge using in the organizations. Many previous studies show that, the
knowledge management system totally depends on technical features (information
technology, infrastructure, supported equipments...) without concerned to other important
1

Quote part in the study of PGS. Dr. Nguyen Van Thang. Managing Director of Institute of Asia - Pacific, National Economics
University.
2
Lu, L., Leung, K., and Koch, P.T (2006). Managerial Knowledge Sharing. The role of individual, interpersonal and organizational
factors. Managemetn and Organization Review, 2(1), 15-41.

1


factors. The modern knowledge management model absolutely needs the cooperation of

staffs and opening environment of knowledge discussion and sharing, especially in
universities. In addition, the role of incentive regulations and leadership are major factors
that would help promoting the knowledge sharing. Knowledge sharing just be the best
effective in the case of strictly relation to the organization and be encouraged to develop.
Therefore, knowledge sharing is very important for the universities. Because, though many
teachers (lecturers) have professional skills, rich of experiences of teaching content,
teaching methods should be encouraging them to share for young teachers, quickly
improvement the qualification level and skills, access to knowledges and experiences of
the older generation. In addition, updating new knowledge and sharing knowledge within
teachers is neccesary to create a dynamic higher educational environment.
At Nguyen Trai University - an young profession - oriented higher education
university, improving the quality of education, qualifications, knowledge of the lecturers
(teachers-in general) is a top priority task in the University's development. To do this,
teachers must implement effectively knowledge sharing among high - qualified lecturers
with teaching staffs nearby. Because, with uneven team qualifications (teaching
experiences, knowledges and professional skills ...), when the process of sharing
knowledge between teachers effectively takes place, the quality of the teaching staff will
be enhanced. And from there, the quality of education will soon achieve such statement by
the Chairman of the Board "...the biggest dream of my life is to help students succeed
faster than their teachers"3
In recently years, at the Nguyen Trai University, there was lack of seminars,
conferences, discussions to sharing knowledge. This actual status is very worried situation
that needs to be more consideration of all the lecturers, department leaders and university
manager board. To solve this current status, the manager board of the Nguyen Trai
university specially needs critical evaluation informations, of which the role and impact of
leadership factor is the most concerned. Since then, the search for solutions to promote the
knowledge sharing activities on a regular basis, more effective and step by step to set up it
as a specific culture of the Nguyen Trai university.
Hence, finding out the factors that influence the process of knowledge sharing in the
teaching staffs of the university will help somewhat to raise the level of teaching staffs and

3

Message from Chairman of the Management Board and mission announcement of NTU

2


support the development of the Nguyen Trai university. Therefore, the author select the
research title of "The role of leadership in knowledge sharing of the university teachers:
A case study at the Nguyen Trai University" to fulfillment the master thesis
2. Literature review
Contents of research on knowledge sharing and knowledge creation is an array of
research is quite new in the world since the term "age of information technology" was
gradually replaced by the term "time era of knowledge economy. " However, the studies
were carried out in recent years are extremely rich and become a source of qualified
references for researchers, managers are interested in this field. It can be classified
according to the following directions:
2.1 Foundation research
Among the research platform, Nonaka is regarded as the "father" of the theory and
practice of innovation and knowledge sharing. In his classic work 4, Nonaka establish a
model of knowledge creation process, which is based on that, a series of experimental
studies later inherit. The process of knowledge creation of Nonaka be summarized into
four stages are:
Social communication (Socialization)
Externalization process (Externalization)
The process of combining (Conbination)
The process of internalizing (Internationalization)
Basically, Nonaka has designed innovative model called SECI as the above. The
results of this study are inherited thoroughly (and almost entirely) in future research. It is a
particularly point that, in this model the role of leadership is recognized of in every

knowledge creation process (as well as sharing knowledge - a step in the creation of
knowledge)5.
2.2 The theoretical research and model of knowledge sharing assessment
In this section, the author does not summarize all the theoretical researches have
been done before. This section is totally inherited from an essay of Seng Wang (2010). In
this study, Seng Wang summed over 76 studies published since 1998 to 2010. The studies
4

5

This work has been quoted on international magazines ISSN by more than 6000 other researchers

See details in Nguyen Van Thang. Nonaka's creative theory and applications in public organizations in Vietnam.

Institute of Southeast Asian Studies. National Economics University. 2014.

3


were designed both by qualitative and quantitative methods to show the basic factors
affecting knowledge sharing include:
• Group Organizational

factors include:

organizational

culture, structure,

environment, perspective and style of management, rewards and incentives, facilities ...)

• Factors in a team: including team characteristics, diversification, social relations
• Factors of the culture
• Factors of the individual
• Groups of motivation factors: trust, benefits received, the attitude ...
The results summarized in the study by Seng Wang will be radically inherited in
proposing the scale, adjust the scale, factor analysis ... in surveys and regression of the
author in this study.
2.3 Some typical quantitative research related intimately
In 2015, the authors Abdur-Rafiu, M. A and Opesade, A. O (2015) performed a study
titled " Knowledge Sharing Behaviour of Academics in The Polytechnic Ibadan". This
study conducted on a sample size of 235 teachers (scholars) of 5 different faculties of the
Polytechnic Ibadan, based on behavioral theory (TPB-theory of planned behaviour). The
study results showed that, the scholars of the Polytechnic Ibadan willing to share
knowledge if both groups of factors promoting and hindering (inhibiting) are adequately
addressed. While behavioral and commitment is statistically to knowledge sharing, the
variable attitudes, beliefs, and the contents are non-statistically significant.
However, limitations of this study is that the methods just is basic statistical. This
simple method may lead to biassed conclusion because regression analysis and correlation
analysis on the modern regression model are not applied.
A similar study was conducted by Goh See Kwong (2013) in Malaysia. The author
has done a research with the title "Knowledge sharing among Malaysian academics:
Influence of affective commitment and trust". The research was done with the sample of
545 frequencies that belong to 30 different universities across Malaysia. Research models
are also designed based on the theory of behavior (TPB). This study is more
comprehensive than study by Abdur-Rafiu, M. A and Opesade, A. O. That cited a the
regression model with high reliability technic. At the same time, the conclusion of this
study is completely different with Abdur-Rafiu study, M. A and Opesade, A. O when
author Goh See Kwong confirmed positive impact of the beliefs to knowledge sharing

4

intentions. Additionally, authors reach a conclusion also extremely meaningful. That is,
scholars (lecturers) at private schools willing to share knowledge fewer than scholars in the
public schools. This conclusion is an interesting indication of future studies in my thesis.
Because, if this conclusion is true with university Nguyen Trai (knowledge sharing
expectation in the Nguyen Trai University is low), then the University will have to do a lot
of solutions to promote this activity further.
However, this study has some given limitations at the research data (as the authors
have pointed out). That is, the authors used only the data at a time of the respondents on
the whole territory of Malaysia (cross sectional data) but not verifiable relationships based
on time series data research.
A study of the authors Islam, Z. M, Hasan I, Ahmed, S. U, and Ahmed, S. M (2011)
with service organizations were conducted in Bangladesh in 2011. The authors have had
many interesting conclusions such as: the system of rewards and incentives is absolutely
no sense in terms of knowledge sharing6. Conversely, factors such as trust, connection
between the staff and the role of leadership positively affect (positively) to share
knowledge. Conclusion of this research is quite unexpected. However, it may be one of the
study's limitations. In fact, the authors conducted a survey with questionnaires to a large
number of middle-level managers and senior (129 frequencies sample are satisfactory).
This can be explained by differences in the conditions of individual knowledge sharing.
The senior managers (high-income) who have better social status of other employees.
According to Maslow's theory of needs, they obviously need social interaction and
connection (rather than physical needs, financial needs). And therefore, reward or incentive
would not the engine to share their knowledge. On the other hand, the research model of
the authors performed only with 4 variables (4 fators) and therefore, there can be a lack of
explanatory variables (and affected to the conclusions).
In Vietnam, Dr. Nguyen Van Thang (2014) is regarded as one of the leading
researchers in this field. In his study entitled "Theory of Knowledge Creation of Nonaka
and applications in public organizations in Vietnam", the author has come to the

conclusion: The sharing of knowledge has a direct impact on results of work of the staff in
the public units in Vietnam. In addition, the author Nguyen Van Thang said that the
opportunity to experience the new job and formalize the instructor assignment of new staff
6

This is one of the few researchers concluded no effect.

5


will increase knowledge sharing within the organization. These conclusions are the basis
for the expectation that, if finding out the specific impacts of the role of leadership in
knowledge sharing at the University of Nguyen Trai, one may propose effective solutions
for promoting knowledge sharing and improve the quality of education at the university, in
general.
In a study from 2007, the author Lin, H.F proposed a fairly simple and efficiency
model in the evaluation intent to sharing knowledge. In the model of Lin, the author only 3
factors proposed include: enjoy helping others, self-efficiency knowledge and support of
senior managers, in which factors enjoy helping others has the greatest impact. This
suggests that a friendly working environment and equality will be a prerequisite for
knowledge sharing within the organization.
Thus, there are many theoretical and practical researches on the content of
knowledge sharing within the organization have been made in Vietnam and around the
world. However, as most authors state, in each a different period, different organizational
characteristics, different environment ... then the impact of each factor is also very
different. In particular, the leadership factor (which appears in most studies) are oftenly
mentioned as a major factor. The leadership factor is reflected in three aspects including
leadership behavior, staff - leader (leader - follower) relationship and the trust in leaders.
With Nguyen Trai University, author of this thesis assert that there unprecedented studies
have been performed with the same content. And so, with the urgency of the topic and

planned research model, the author committed to the new and different of this study (in
terms of subject research, scope, context, data, ...).
The specific contents of the model and scale will be detailed in future studies. Here
just briefly identification of the intended model:

6


Research model
In which, the variables are expected to be implemented under the survey and scales
measured by Whisnant successor, B., & Khasawneh, O. (2014) as follows:
• The behavior of the leader (Leader behavior)
+ Judiciously decision
+ Wisdom
+ Towards the organization
+ Persuasive appointment (personnel)
+ Emotion healing
• Leader-follower relationship
+ Strengthening informal conversation
+ Close relationships with employees
+ Responsibility sharing
+ Empathy together
• Trust in leaders
+ Feeling confident because the leaders will understand the problems
+ Believe in the truth of the words of leaders
+ Believe that the leaders’ decision would benefit (good for staff)
• Knowledge sharing
+ Believe that they can share the knowledge
+ The leaders will apply the knowledge that was shared in the best way
+ Trust that the leaders fully appreciate the shared knowledge

+ Feeling responsible to share knowledge
+ Ready to share knowledge, information

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+ Ready collaborate to share knowledge, information
+ Constantly searching and mining information together
3. Research objectives
3.1 Overall objective
This study aims to determine the influence of the factors include: leader behaviour,
relationship leader-follower and trust with leaders to the knowledge sharing within
lecturers of Nguyen Trai University, as the basis for the orientation of practical solutions to
promote this activity at Nguyen Trai University.
3.2 Specific objectives
• Overview the documents to specify the expression of knowledge, and knowledge
sharing, the assessment model of knowledge sharing, the relationship between the
leadership and knowledge sharing ... and select the research model;
• Accurately assess the influence of the factors: leader behaviour, relationship of
leader-follower and trust in the leaders to the knowledge sharing within lecturers of
Nguyen Trai University, specifying the factors to promote or to limit the activity of
knowledge sharing in Nguyen Trai University.
• Propose some solutions to support knowledge sharing activities within lecturers of
Nguyen Trai University, improve the quality of teaching staffs and education quality of
Nguyen Trai University.
4. Objects of research
This research focus on the influence of the factors (selected) to the knowledge
sharing within lecturers of Nguyen Trai University.
5. Scope of research
Location: This study will be conducted at Nguyen Trai University in Hanoi

Time: This study is inplemented basing on the secondary data of Nguyen Trai
University since 2014 to 12/2016. Primary data is collected through surveys by email and
direct interviews with lecturers in April and May 2017. The survey respondents are faculty
lecturers, back - office staffs and university managers in different levels.
6. Research methodology
Three main methods are used in this study include:
• Qualitative methods: used in the research overview, orientation and scale factors,
the proposed model selection, techniques and quantitative analysis selection.

8


• Statistical method: use in analyzing the basic information about the team,
demographics, qualifications, income ... of the secondary data collected from Nguyen Trai
University. The secondary data include: information of lecturers, educational results,
konwledge sharing data of Nguyen Trai university since 2014-12/2016.
•

Quantitative Approach: the main method in this study include: design and

evaluation scale, exploring factor analysis (EFA), correlation analysis and regression
analysis, using techniques OLS-based rules, SPSS 20.0 software. The primary data is
collected through surveys by email and direct interviews lecturers, faculty managers and
university managers in April and May 2017.
Sample size:
This study using the EFA and linerity regerssion analysis, the model include 4
variables (1 dependent variable, 3 explanatory variables) with total 20 indicators. Thus, as
the principle of 5 observations per indicator, the minimum sample size is 100 observations.
In addition, in order to fit with the reserch objectives and high representative of the
sample, the sampling method is choosen as “Stratified Random Sampling method”.

Formula for sample size determination:
Sample size formula: n= {(1/N + (N-1)/N* 1/(p(1-p) * (e/ Z1 - &/2) 2 }-1
(*)
In which: n is sample size; N is population size; Z is Z distributation (at 95%
confidence interval, Z=1.96); e is random error (in general, accepted error about +/- 1%
or +/-5 %); P is probability of choosing answer (best situation is 50%); N is the
population (total lecturers and managers in Nguyen Trai university)
The “stratified” refer to groups of: (1) long-term lecturers (by age, gender,
experiences); (2) short-term lecturers; (3) visitting lecturers; (4) faculty managers; (5)
university managers.
The minimum sample size as the (*) formula at least equal to 100.
Scale: Use the Likert 5-levels scale to measure the criteria for the four variables (as
indicated above). The criteria reflecting these four factors are inherited from Lin's 2007
study; Whisnant, B., & Khasawneh, O. (2014).
7. Research structure
Thesis is structured in accordance with the following content:
FOREWORD

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Chapter 1: Theorical framework and assessment model of the role of leadership
for knowledge sharing
Chapter 2: Current status of role of leadership in knowledge sharing of the
teachers at the Nguyen Trai University
Chapter 3: Solutions to promote knowledge sharing of the the teachers at the
Nguyen Trai University
CONCLUSIONS, CONTRIBUTIONS AND LIMITATIONS OF RESEARCH

10

CHAPTER 1: THEORICAL FRAMEWORK AND ASSESSMENT MODEL OF
THE ROLE OF LEADERSHIP ON THE KNOWLEDGE SHARING
1.1 The knowledge definition
Nonaka and Takeuchi (1995) define the knowledge as "the dynamic process of
human beings to prove their personal beliefs about the truth. Davenport and Prusak (1998)
defined as “the knowledge is a collection of experience, value, information, to provide an
assessment model that help to create new experiences and information. They claim that
“knowledge is formed and be applied right in the minds of people. In organizations,
knowledge not only appears in documents but also in habits, working processes, practices,
and quality (management) standards of the organization. In addition, knowledge is the full
use of information and data combined with the skills, ideas, intuition, commitment, and
motivation of people.
Knowledge is often confused with information, but the nature of knowledge and
information are two completely different concepts (Gray, 2007). Information gathering
data for a clearly identifying purpose while knowledge is seen as a process, motivation,
ability and sharing of understanding. In reality, people can easily share information but it is
difficult to share knowledge with others. Knowledge is the internal asset of the human
being, depending on the circumstances, so it is completely different from the information
or data. Malhotra (2000) argued that “the confusion between knowledge and information
leads managers to spend a lot of time, effort and money investing in information
technology but not achieve the results as expected”. Knowledge is clearly defined as the
internal property of the human being and is used in response to problems. In other words,
knowledge is the synthesis of information, data and experience.
Martensson (2000) states that knowledge is a fundamental factor, helping
organizations to create innovative products and services. The most common definition of
knowledge is "ideas or knowledge owned by an individual, used to perform effective
actions to achieve an organization's goals."
A special feature for distinguishing the knowledge from other resources is the

infinity of the knowledge that not be exhausted in using. Though, more use of knowledge
will make knowledge more plentiful. The value of knowledge tends to be developed,
popularized and used by many organizations. Drucker (1994) concludes that knowledge is

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the key resource for individuals and organizations (society in general). Factors of
production processes such as land and labor, which often change (decrease) in quality and
quantity during development. Knowledge is considered to be a resource that is hard to
copy. This is a unique and special resource. Unlike other resources, while capital (land,
machinery, materials ...) can be replaced, supplemented and multiplied, knowledge can
only be replenished. In the “knowledge economy”, knowledge is the key factor for
organizational success (more important than other resource factors such as land, labor,
capital, equipment, etc…). Experts conclude, knowledge and innovation are the core
elements of success in today's economy. Jain et al. (2007) argue that "knowledge is an
important input in most organizations because it allows organizations to grow and gain
competitive advantage." Hsu (2006) confirmed that the knowledge helps organizations
evaluate employees, helps employees do their work and creates competitive advantage for
the organization. Therefore, the effective exploitation and use of knowledge will help the
organization to achieve the success.
Kothuri (2002) emphasized that knowledge in the organization be considered as
“intellectual resource” and exists in the two main forms (existing and hidden). Existing
knowledge is less dependent on people, can be systematized, measured, disseminated and
store (including information and communication skills) and can be transfered to others.
The hidden knowledge depends very much on the individual and it can be created by
processing information that combines knowledge and experience.
In whatever form, knowledge is also accumulated through daily experiences that can
be shared in the interaction between individuals in the organization. An important point is
that the knowledge can be lost or leave the organization when that employee no longer

works for the organization, or when the organization decides to change the structure of the
workgroup or when the organizations apply the new knowledge into the process. Hence,
hidden knowledge is more strategic to the organization because it is created in specific
situations (and events) during the work process (and, moreover, it is difficult to copy).
1.2 The definition of knowledge sharing
Knowledge sharing is defined as the exchange of the knowledge (skills,
experiences…) among individuals in the organization (Tsui et al., 2006). Geraint (1998)
argued that knowledge sharing can help employees share their understanding and
experiences to help projects and plans to be completed quickly and cost-effectively. In

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addition, knowledge-sharing involves the individual in sharing with the organization
information, ideas, suggestions, and proficiency to others.
Maponya (2004) points out that empirical knowledge sharing is gained in the process
of working within and outside the organization. If knowledge is available in the members,
the organization will minimize duplicate decisions and solve the problem will be faster.
The effective knowledge sharing activities will help reuse the knowledge of each fish.
multiply and raise the knowledge to a new high plate.
Tsui et al. (2006) defined the mechanisms of knowledge sharing in organizations as follow:
- Contribute knowledge to the organization's database.
- Knowledge sharing during formal and informal interaction with members inside
and outside the teams.
- Sharing knowledge in community activities.
- Knowledge sharing may be visible or invisible. Sharing of visible knowledge can
be realized in verbal communication, while invisible knowledge sharing can occur in social
activities, observations or consultancy activities.
1.3 Factors affecting knowledge sharing
1.3.1 Belief

Belief is defined as a positive and confident state of expectation of co-worker
behavior in any situation (subjective, risk-taking from the partners) (M. Baba , 1999).
The level of belief (confidence) in the accuracy of shared knowledge depends entirely on
the attitude and ability of the person sharing. The higher the level of belief, the less doubt about
the accuracy of knowledge will be reduced. Consequently, the level of belief (or trust) will
greatly influence the attitude of knowledge sharing (McEvily et al., 2003).
If one belief on their co-workers (partners), they will easy to accept the knowledge
from colleagues because they believe that knowledge is good for them (Ching, 2003).
According to Von Krogh (1998), the belief (and trust) and the openness in an organization
would strengthening the intentions of knowledge sharing within the organization.
Thus, beliefs have a direct effect on the knowledge sharing. If the level of belief is
high then the knowledge sharing is more effective and vice versa.
1.3.2 Communication
Communication is defined as the interaction of individuals through direct talking and
the use of body language during the interaction. Interaction between individuals is
supported by the organization's system (Al-Alawi et al., 2007).

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Communication between colleagues in the organization is fundamental to encourage
knowledge sharing (Smith and Rupp, 2002). If the knowledge sharing is promoted by an
organization, that will promote the open discussions, enthusiastic discussions and
meaningful to individuals (regardless of work positions), free to express their opinions on a
variety of issues (Davenport and Prusak, 1998). Through practical activities, individuals
can collect information and data from various groups, evaluate their opinions and point of
views, and then convert that data and information to create a new knowledge for
themselves. Consequently, when the organization encourage openned discussions and talks
among individuals, they can facilitate the sharing of knowledge easily and successfully,
create new knowledge and minimize the costs of testing and remediation.

From the above theory, there is a positive influence between communication with
knowledge sharing. If communication is more effective, knowledge sharing is more
effective too.
1.3.3 Leadership
The leadership of senior managers refers to the process of impact, that affects others
to achieve the desired purpose. The leader plays a guiding role in the knowledge sharing
process (Zahidul et al., 2011). A leadership style is the behaviour a leader exhibits while
guiding organizational members in appropriate directions
A leader group is a group of individuals at the highest positions of an organization
that is responsible for management and decisions in the organizational operations. In the
process of building values for the organization, leaders influence the employees they
manage by creating and maintaining the values and beliefs of the organization (Lin, 2007).
According to Yu et al. (2004), the support and concern of the leaders will affect employee
perceptions of knowledge sharing. Therefore, the leadership plays an important role in the
knowledge sharing of individuals in the organization.
1.3.4 Cohesion
Lee (2001) argues that knowledge sharing is the process of transmitting or
popularing knowledge from one person (group, or an organization) to others. The
organization always encourages the cohesion and open communication between units in
the organization. The high level of cohesion will build the belief (trust) within individuals
(Wuyts and Geyskens, 2005). Cohesion promotes communication and knowledge sharing
within the organization. In addition, the cohesion is also an important signal for partners to

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see the willingness to communicate and exchange information and knowledge that
facilitate the acquisition of knowledge more easily.
Nyagavaf et al. (2010) concluded that when one person shares important knowledge
with others, it is the motivate for partners to share the knowledge back. If the level of

cohesion is high, it means the employees will be eager to work and the working attitude in
the organization will also be extremely professional.
Thus, cohesion is one of the factors that influence knowledge sharing in the
organization. If the cohesion in the organization is higher then the knowledge sharing is
more effective.
1.3.5 Reward and incentive system
Rewards, including money and other incentives, are the center of employee
motivation to follow the individual career goals. In the knowledge sharing process, the
reward system has a "close, and tied relationship with the employee's profession"
(Davenport et al., 1998). A good (attractive) reward system will motivate individuals to
perform their work smoothly, which is an important tool in evaluating behavior and
motivating work (Wei et al., 2012).
The level of knowledge sharing within an organization is entirely depend on whether
the employee expects the rewards they receive (more or less), such as financial rewards,
promotions, and opportunities... However, too much depend on reward system to stimulate
knowledge sharing is also more risky when employees overemphasize the reward than the
knowledge they share.
Leonard (1995) argues that organizational reward systems can make knowledge
sharing easier. The incentive system should be implemented to boost employees'
motivation for taking the time to create new knowledge, share their knowledge and help
others (Argote and Epple, 1990).
From the above theories, we can confirm the existence of the relationship between
reward system and knowledge sharing. If the reward system is good (attractive) then the
more knowledge will be shared and vice versa.
1.3.6 Information technology
Information technology is a very important tool in operating system. Information
technology (IT) facilitates the sharing of knowledge within the organization. Information
technology is an indispensable element in the knowledge sharing. Organizations use

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