Individual Factors Affecting the Knowledge-Sharing Process in Academic Libraries

Document Type : Original Article

Author

Seifallah Andayesh

Assistant Professor, Knowledge and Information Science, Persian Gulf University, Bushehr, Iran.

10.22067/infosci.2026.95833.1257

Abstract

Introduction
Knowledge sharing in academic libraries constitutes a fundamental element of knowledge management, playing a critical role in advancing service quality, optimizing organizational processes, and stimulating innovation. Although certain institutions have formally adopted structured knowledge management systems, many academic libraries have progressively developed organized knowledge-sharing practices as awareness of the significance of knowledge creation and re-creation has grown. Through the establishment of communities of practice, regular professional meetings, and collaborative digital platforms, these libraries foster ongoing interaction and continuous learning among library professionals. At its core, knowledge sharing is a collaborative process grounded in voluntary engagement, mutual support, collective learning, and the cultivation of new competencies. Librarians, as essential knowledge workers, occupy a central position within this process, actively generating, organizing, and disseminating knowledge. Their effective engagement in knowledge-sharing activities not only contributes to service enhancement and improved user experience, but also reinforces the library’s professional identity and strengthens its organizational reputation. Prior research consistently demonstrates a robust and positive relationship between individual-level determinants and knowledge-sharing behavior. Personality traits are most frequently identified as the most potent predictors, followed by factors such as trust—encompassing both interpersonal and institutional dimensions—self-efficacy, personal attitudes and beliefs, intrinsic motivation, and the enjoyment derived from assisting others. Additional influential variables include job satisfaction, personal values, cultural intelligence, and perceived behavioral control.
 
Methodology
This study adopted a hybrid multi-stage methodological design to address the research questions. In the initial phase, a systematic literature review was conducted following the PSALSAR framework to identify key dimensions and indicators of individual-level factors influencing knowledge sharing. A comprehensive search across major academic databases, utilizing predefined keywords, retrieved 112 candidate sources. These were systematically screened against inclusion criteria and subsequently evaluated for methodological quality using the Critical Appraisal Skills Programme (CASP) tool. This process culminated in the selection of 41 medium- to high-quality articles, from which pertinent indicators were extracted. In the subsequent phase, the Analytic Hierarchy Process (AHP) was employed to prioritize the identified indicators. A pairwise comparison questionnaire, developed for this purpose, was validated for both face and content validity. The instrument’s reliability was established, demonstrating a Cronbach’s alpha coefficient of 0.87. The questionnaire was administered to academic librarians, and the data were analyzed using Expert Choice software to ascertain the relative weighting of each indicator. Subsequently, Interpretive Structural Modeling (ISM) was employed to construct a structural model of the indicators. A specialized questionnaire, designed to evaluate binary relationships among the indicators, was completed by 112 experienced academic librarians. The responses informed the development of a Structural Self-Interaction Matrix (SSIM), which was subsequently transformed into a reachability matrix. Through this analytical process, hierarchical levels were delineated, culminating in the formulation of a final model that illustrates the interrelationships among the individual factors influencing knowledge sharin.
Findings
The findings indicate that the individual factors influencing knowledge-sharing behaviors among academic librarians can be classified into 11 principal dimensions encompassing 67 discrete indicators. The majority of participants were aged 40–50 years and held master’s degrees. Analytic Hierarchy Process (AHP) results identified “beliefs and attitudes” as the most influential dimension, whereas “situational characteristics” were found to be the least influential, underscoring the predominance of internal psychological factors over external contextual conditions. Interpretive Structural Modeling (ISM) analysis revealed a four-tier hierarchical structure. Level 4, comprising beliefs and attitudes alongside personal values, functioned as the fundamental driving forces of the system. Level 3, which included intrinsic motivation and personality traits, served a mediating role by transmitting the influence of the higher-level factors. Level 2 consisted of knowledge and experience, individual competencies, and learning styles, which exhibited balanced levels of influence and dependence. Level 1 encompassed emotions, social relationships, organizational perceptions, and situational factors; these elements demonstrated high dependence on factors situated at superior hierarchical levels. Finally, Structural Equation Modeling (SEM) was employed to validate the proposed framework, confirming both its construct validity and its predictive capability.
Conclusion
In knowledge-intensive environments such as academic libraries, knowledge sharing constitutes a critical determinant of organizational effectiveness and service quality. This study established that individual-level factors play a decisive role in shaping knowledge-sharing behaviors. Among the examined dimensions, beliefs and attitudes, intrinsic motivations, and personal values emerged as the most influential drivers, whereas situational and demographic factors demonstrated comparatively limited impact. These findings indicate that knowledge sharing is fundamentally rooted in psychological and attitudinal dispositions rather than external conditions alone. Consequently, library administrators should prioritize fostering positive attitudes, intrinsic motivation, mutual trust, and shared values through targeted training initiatives, supportive leadership practices, and non-material incentives. A limitation of this research lies in its exclusive focus on individual factors within academic library contexts. Future investigations should examine the interplay between individual, organizational, and technological variables to advance a more holistic understanding of knowledge-sharing dynamics.

Keywords

Knowledge Sharing

Academic Libraries

Knowledge Management

Individual Factors

Knowledge Transfer

Subjects

• Knowledge Management

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