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Examining antecedents of knowledge-sharing factors on research supervision: An empirical study

机译：研究监管中知识共享因素的前因：一项实证研究

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The use of an effective supervision mechanism is crucial between a student and supervisor. The essential knowledge shared and transferred between these two parties must be observed and understood very well in order to ensure that students are produced at good level of quality for future professional knowledge workers. The aim of this study was to conduct an assessment of the impact of individual, organisational and technical factors on knowledge sharing in a research supervision domain. In order to achieve this aim, a specific research model was developed. This model was based on systematically analysing and extracting all the knowledge-sharing impact factors and then choosing the more iterative and adaptable ones, according to research supervision models. These factors categorized to individual, organizational and technological factors. To effectively evaluate the research model, a quantitative research method was adopted. Data was collected by a survey of 150 students from the Faculty of Computing at Universiti Teknologi Malaysia. The Smart PLS tool was used for data analysis. In sum, the results of this research show that the individual factor in the research supervision domain - namely, the ability of students to share knowledge - in addition to technological factors - specifically, IT systems -have the greatest impact on knowledge sharing in the supervision process. In addition, it was shown that organisational factors including the culture of the university, social networks, and supervisor support have a positive impact on knowledge sharing in research supervision. However, when compared with individual and technical factors, the effect of organisational factors on knowledge sharing in research supervision was not particularly strong in the case of this study. A positive relationship did not exist between the learning strategy and knowledge sharing in research supervision. This study is among the first of its kind to empirically examine the antecedent factors of knowledge sharing in the context of research supervision.
机译：在学生和主管之间使用有效的监督机制至关重要。必须很好地观察和理解这两方之间共享和转移的基本知识，以确保为将来的专业知识工作者提供高质量的学生。这项研究的目的是对研究监督领域中个人，组织和技术因素对知识共享的影响进行评估。为了实现这一目标，开发了一种特定的研究模型。该模型基于系统地分析和提取所有知识共享的影响因素，然后根据研究监督模型选择更具迭代性和​​适应性的因素。这些因素分为个人因素，组织因素和技术因素。为了有效地评估研究模型，采用了定量研究方法。数据是通过对来自马来西亚Teknologi大学计算机系的150名学生的调查而收集的。 Smart PLS工具用于数据分析。总而言之，这项研究的结果表明，研究监管领域中的个人因素，即学生共享知识的能力，除技术因素外，特别是IT系统，对监督中知识共享的影响最大。处理。此外，研究还表明，包括大学文化，社交网络和主管支持在内的组织因素对研究监管中的知识共享具有积极影响。但是，与个人和技术因素相比，在本研究中，组织因素对研究监督中知识共享的影响并不是特别明显。研究监督中的学习策略与知识共享之间不存在正相关关系。这项研究是在研究监督的背景下以实证检验知识共享的前因的同类研究之一。

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