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Babalhavaeji, F. & Jafarzadeh Kermani, Z.knowledge because I can obtain reputation” (50.6%) and “I am willing to share knowledgeas it makes my colleagues know more about my skills”(58.0%). The results presented inTable 9 indicate that intrinsic motivation such as helping colleagues was the mostimportant reason that motivates faculty members to share knowledge, and sharingknowledge to obtain reputation was the least important reason chosen.Table 8: Item Analysis of Faculty Members’ Intention to Share Knowledge (N=93)Aspect Item statement Frequency & percentage MeanIntention toshareknowledgeI am willing to shareknowledge and experiencewhich I acquired in teaching,research and professionalactivitiesI try to participate indiscussion groups andworkshops to shareknowledgeWhen my colleagues face aproblem, I try to help them asmuch as I can.When I take part in meetingsand seminars, I don’tconsider it necessary to tellmy colleagues about theresultsI am willing to share mynotes, teaching files andresearch outcomes withcolleaguesStronglyagree47(50.5%)30(32.3%)57(61.3%)1(1.1%)23(24.7%)Agree Neutral Disagree Stronglydisagree42 4 ____ ____(45.2%) (4.3%)50(53.8%)34(36.6%)5(5.4%)49(52.7%)9(9.7%)1(1.1%)13(14%)16(17.2%)3(3.2%)____46(49.5%)5(5.4%)________28(30.1%)____3.24Table 9: Item Analysis of Faculty Members’ Intrinsic Motivation for Knowledge Sharing(N=93)Aspect Item statement Frequency & percentage MeanIntrinsicmotivationto shareknowledgeI am willing to shareknowledge because I canobtain reputationI am willing to shareknowledge because I enjoyhelping othersI am willing to shareknowledge as it makes mycolleagues know more aboutmy skillsI am willing to shareknowledge to solve mycolleagues’ problemsI am willing to shareknowledge because I believeits outcome is achievementand success.Stronglyagree17(18.3%)38(40.9%)15(16.1%)29(31.2%)55(59.1%)Agree Neutral Disagree Stronglydisagree30 31 14 1(32.3%) (33.3%) (15.1%) (1.1%)46(49.5%)39(41.9%)51(54.8%)34(36.6%)9(9.7%)25(26.9%)11(11.8%)3(3.2%)___14(15.1%)1(1.1%)1(1.1%)____________3.02Page | 10
Knowledge Sharing Behaviour Influences: a Case of LIS FacultiesCorrelation AnalysisPearson correlation coefficient was used to explore the correlation between (a) attitudeand intention to share knowledge (Hypothesis 1), (b) intention and knowledge sharingbehaviour (Hypothesis 2), and (c) correlation between intrinsic motivation and knowledgesharing behaviour (Hypothesis 3).The results of hypotheses testing are reported in Table 10, which shows that all threehypotheses were significantly supported. As hypothesized, attitude is significantlyassociated with intention to share knowledge; intention is significantly associated withknowledge sharing behaviour; and similarly intrinsic motivation is significantly associatedwith knowledge sharing behaviour (for all hypotheses p-value obtained 0.000>0.05) andtherefore hypotheses H1, H2 and H3 are supported.Table 10: Results of Correlation Analysis (N=93)Hypotheses Significance CorrelationValueResults ofHypotheses TestH1: There is a significant relationship between 0.000 0.526 SupportedLibrary and information science faculties’ attitudetoward knowledge sharing and their intention toshare knowledgeH2: There is a significant relationship between 0.000 0.637 SupportedLibrary and information science faculties’intention to share knowledge and theirknowledge sharing behaviourH3: There is a significant relationship between 0.000 0.603 SupportedLibrary and information science faculties’ intrinsicmotivation for sharing knowledge and theirknowledge sharing behaviourp-value < 0.05DISCUSSIONThis study examining the effect of attitude on the intention of LIS faculties to shareknowledge obtains similar findings as those conducted by Lin and Lee (2004), Bock, Kimand Lee (2005) and Shin, Ramayah and Jahani (2008). The results show that there is asignificant relationship between attitude of faculties and their intention to shareknowledge. It means that faculty with the strongest intention to encourage knowledgesharing also has more positive attitudes towards knowledge sharing behaviour.The findings also indicate that faculties' intention to share knowledge is significantlyassociated with their knowledge sharing behaviour. The result accords with Lin and Lee’s(2004) research. Using the applicability of Theory of Planned Behaviour, their findingsshowed that intention (correlation value = 0.49) influences knowledge sharing behaviour ofsenior managers.This study confirms that intrinsic motivation is significantly associated with knowledgesharing behaviour of faculty. The LIS academics share knowledge to mostly achieve success, promote their achievement , solve their colleagues' problems and help them, not for thesake of reputation. Thus finding is consistent with Taylor and Murthy's (2009) research,who found that altruism is a significant predictor (p-value= 0.021) in sharing knowledgeamong accounting academics but not reputation (p-value= 0.213).Page | 11
Page 1 and 2: Malaysian Journal of Library & Info
Page 3 and 4: Knowledge Sharing Behaviour Influen
Page 9: Knowledge Sharing Behaviour Influen

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