Exploring knowledge sharing in virtual communities

Abstract

Purpose

Knowledge sharing has played an important role in the proliferation of virtual communities. However little research has provided an integrated view of knowledge sharing for a general-purpose (non-professional) virtual community. This study aims to suggest that four driving forces, i.e. utilitarian motivation, hedonic motivation, control belief (self-efficacy) and contextual force (sharing culture), motivate users' attitudes toward knowledge sharing.

Design/methodology/approach

The research participants are knowledge contributors who participate in general-purpose virtual communities. A total of 473 valid questionnaires were collected. Structural equation modelling was used to test the research hypothesis.

Findings

The results show that users' attitude toward knowledge is determined by all four key forces: utilitarian motivation (reciprocity, reputation), hedonic motivation (enjoying helping), control belief (self-efficacy) and contextual force (sharing culture). Users' attitude, self-efficacy and sharing culture have an effect on continuance intention to share knowledge.

Research limitations/implications

Contrary to prior studies of professional knowledge sharing, this study found that hedonic motivation is more important than utilitarian motivation in terms of intention to continue sharing knowledge.

Practical implications

Virtual community service providers should provide mechanisms for users to enjoy helping others, refine utilitarian benefits by improving honour and rewards systems, support a fair and open sharing culture, and help users to gain a stronger sense of competence as successful knowledge sharers.

Originality/value

This study articulates and empirically validates an integrated model of knowledge sharing. It helps researchers better understand continued knowledge sharing behaviour in virtual communities.

Citation

Liao, C., To, P.-L. and Hsu, F.-C. (2013), "Exploring knowledge sharing in virtual communities", Online Information Review, Vol. 37 No. 6, pp. 891-909. https://doi.org/10.1108/OIR-11-2012-0196