مشخصات مقاله | |
ترجمه عنوان مقاله | توسعه کار تیمی دانش بنیان از طریق اتخاذ رسانه های اجتماعی پس از همه گیری کووید-۱۹ در موسسات آموزش عالی |
عنوان انگلیسی مقاله | Knowledge-intensive teamwork development through social media adoption after the COVID-19 pandemic in higher education institutions |
نشریه | الزویر |
انتشار | مقاله سال ۲۰۲۴ |
تعداد صفحات مقاله انگلیسی | ۱۳ صفحه |
هزینه | دانلود مقاله انگلیسی رایگان میباشد. |
نوع نگارش مقاله |
مقاله پژوهشی (Research Article) |
مقاله بیس | این مقاله بیس میباشد |
نمایه (index) | Scopus – Master Journals List – JCR – DOAJ – PubMed Central |
نوع مقاله | ISI |
فرمت مقاله انگلیسی | |
ایمپکت فاکتور(IF) |
۴٫۰۰۳ در سال ۲۰۲۲ |
شاخص H_index | ۸۸ در سال ۲۰۲۴ |
شاخص SJR | ۰٫۶۱۷ در سال ۲۰۲۲ |
شناسه ISSN | ۲۴۰۵-۸۴۴۰ |
شاخص Quartile (چارک) | Q1 در سال ۲۰۲۲ |
فرضیه | دارد |
مدل مفهومی | دارد، تصویر۱ صفحه ۴ |
پرسشنامه | ندارد |
متغیر | دارد |
رفرنس | دارد |
رشته های مرتبط | مدیریت – علوم تربیتی |
گرایش های مرتبط | مدیریت اجرایی – مدیریت آموزشی – تکنولوژی آموزشی |
نوع ارائه مقاله |
ژورنال |
مجله | هلیون – Heliyon |
دانشگاه | Industrial University of Ho Chi Minh City, Viet Nam |
کلمات کلیدی | مدیریت دانش، کارتیمی دانش بنیان، پیش زمینه آموزشی، رهبری، اتخاذ رسانه های اجتماعی، موسسات آموزش عالی |
کلمات کلیدی انگلیسی | Knowledge management, Knowledge-intensive teamwork, Education background, Leadership, Social media adoption, Higher education institutions |
شناسه دیجیتال – doi |
https://doi.org/10.1016/j.heliyon.2024.e26210 |
لینک سایت مرجع | https://www.sciencedirect.com/science/article/pii/S2405844024022412 |
کد محصول | e17696 |
وضعیت ترجمه مقاله | ترجمه آماده این مقاله موجود نمیباشد. میتوانید از طریق دکمه پایین سفارش دهید. |
دانلود رایگان مقاله | دانلود رایگان مقاله انگلیسی |
سفارش ترجمه این مقاله | سفارش ترجمه این مقاله |
فهرست مطالب مقاله: |
Abstract ۱ Introduction ۲ Literature review ۳ Methodology ۴ Result ۵ Discussion ۶ Conclusion Funding Institutional review board statement Informed consent statement Data availability statement CRediT authorship contribution statement Declaration of competing interest Appendix A Supplementary data References |
بخشی از متن مقاله: |
Abstract Although knowledge drives organizational growth, limited teamwork skills have hindered effective knowledge sharing and utilization across departments and individuals in higher education institutions (HEIs). Thus, this paper develops a pertinent knowledge-intensive teamworking model for HEIs. Educational background, leadership, and social media adoption were independent variables, while knowledge acquisition, development, application, revision, and knowledge-intensive teamwork were dependent variables. Using an online questionnaire, a quantitative investigation of 918 people across different HEIs tested hypotheses based on PLS-SEM findings. Results showed that educational background, leadership, and social media adoption are integral enablers in smoothing knowledge management operations, while the synergistic combination of process phases drives teamwork. Consequently, outcomes establish foundations for fostering a continuous learning culture, accountability, and cooperation in HEIs. Introduction Most management and technology research has focused on the technical efficiency of social media [1]. Information technology revolutionized education over three decades ago, and more recent research has examined various impacts on the workplace, such as training and communication [2,3]. Social media adoption in higher education institutions (HEIs) depends on strategic aims, resources, and cultural factors [4]. Furthermore, the adoption of technology by HEIs is contingent on organizational strategy and differs among HEIs in the same education system [5]. The use of social media in education has drawn interdisciplinary interest [6,7] as HEIs shift communication from one-way to interactive to regularly engage stakeholders [8]. Continual society-wide communication needs frequent updates across media, especially social platforms. Different methods can shape how HEIs utilize social media as key channels, enabling stakeholder conversations. Communication frequently starts on blogging platforms and spreads across media as users access multiple integrated channels, facilitating tailored, multi-way exchanges without time barriers. The COVID-19 pandemic necessitated remote work and learning, disrupting traditional HEI teamwork models and requiring new virtual collaboration approaches [9]. This research extends knowledge management theory by examining how social media enables leadership, knowledge sharing, and co-development in virtual teams. Specifically, it provides empirical support for the knowledge management cycle model of Kang and Hau [10] by demonstrating how social media can facilitate key stages of knowledge acquisition, sharing, and revision in virtual settings. The findings reveal how social media-enabled leadership, through modeling knowledge-sharing practices and incentivizing participation, is critical for overcoming motivational barriers to collaborative knowledge activities online [11]. This paper advances the theoretical understanding of the interconnected relationships between social media adoption, leadership influence, and iterative knowledge improvement critical for virtual team effectiveness in higher education institutions. Moreover, a key contribution is providing empirical evidence on the affordances of different social media platforms for enabling specific collaborative activities in virtual HEI teams. The findings provide actionable guidance to HEI leaders on effective social media policies and professional development to optimize virtual teamwork. This research also contributes a new conceptual model of social media-enabled knowledge-intensive teamwork tailored to the HEI context. Conclusion The COVID-19 pandemic has significantly impacted higher education institutions, catalyzing a shift towards remote and online learning. In this context, social media has become an integral platform enabling knowledge-intensive teamwork, allowing seamless communication and collaboration regardless of location. Specifically, social media can promote the development of such teams in several key ways. Online discussions and forums can be leveraged to share information and resources, discuss ideas, brainstorm solutions, and provide feedback among team members. Video conferencing tools facilitate virtual meetings and presentations, helping members stay connected and engaged. Additionally, knowledge management systems allow the centralized sharing and accessing of documents while tracking progress – optimizing coordination. Consequently, social media facilitates effective knowledge-intensive teamwork in higher education after COVID-19 by providing ubiquitous channels for cooperation. In conclusion, high-performing knowledge-based teams in higher education are predicated on an innovation-centric framework requiring integrated organizational and procedural alignment. Positive relationships among knowledge skill-building, leadership support, and cultural enablement underscore the need to embed holistically developmental, technological, and structural conditions that foster learning and innovative capacity at individual and team levels. Internally, sustained idea flows via cooperation enable continuous adaptation and improvement as contexts shift. |