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The purpose of this paper is to focus on active users who are key contributors to online social question-and-answer (Q&A) sites, and examine antecedents of their knowledge-sharing continuance intention, based on expectation-confirmation theory and organizational justice theory.

Sample data were gathered via an online survey from active users of Naver Knowledge-iN, a popular online social Q&A site in South Korea. Partial least squares structural equation modeling was adopted for data analysis. Moreover, a multi-group analysis was conducted to identify the motivators and hygiene factors of the responders’ knowledge-sharing continuance.

Except for perceived self-worth, all the antecedents – perceived playfulness, confirmation, perceived justice with sites, and perceived justice with askers – seemed to have a considerable influence on active users’ satisfaction, and therefore their continuance intention. Among them, perceived playfulness was proven to be a motivator, and perceived justice with sites a hygiene factor.

Despite the limitations of a cross-sectional study, this research successfully illustrated that active users’ continuance intention is influenced by perceived playfulness, and not by perceived self-worth. In addition, perceived justice with social Q&A sites was proven to decrease dissatisfaction (i.e. hygiene factor), while perceived playfulness was proven to increase satisfaction (i.e. motivator).

This study differentiates itself from prior research by focusing specifically on active users of social Q&A sites, since their motivating mechanisms are different from normal users. Additionally, the antecedents of knowledge-sharing continuance were categorized into motivators and hygiene factors. This approach affords detailed guidelines to facilitate active users’ knowledge-sharing continuance and to prevent their defection.

Continuous knowledge sharing by active users, who are highly active in answering questions, is crucial to the sustenance of social question-and-answer (Q&A) sites. The purpose of this paper is to examine such knowledge sharing considering reason-based elaborate decision and habit-based automated cognitive processes.

To verify the research hypotheses, survey data on subjective intentions and web-crawled data on objective behavior are utilized. The sample size is 337 with the response rate of 27.2 percent. Negative binomial and hierarchical linear regressions are used given the skewed distribution of the dependent variable (i.e. the number of answers).

Both elaborate decision (linking satisfaction, intentions and continuance behavior) and automated cognitive processes (linking past and continuance behavior) are significant and substitutable.

By measuring both subjective intentions and objective behavior, it verifies a detailed mechanism linking continuance intentions, past behavior and continuous knowledge sharing. The significant influence of automated cognitive processes implies that online knowledge sharing is habitual for active users.

Understanding that online knowledge sharing is habitual is imperative to maintaining continuous knowledge sharing by active users. Knowledge sharing trends should be monitored to check if the frequency of sharing decreases. Social Q&A sites should intervene to restore knowledge sharing behavior through personalized incentives.

This is the first study utilizing both subjective intentions and objective behavior data in the context of online knowledge sharing. It also introduces habit-based automated cognitive processes to this context. This approach extends the current understanding of continuous online knowledge sharing behavior.

This research investigates the detailed mechanisms of how gamification affordances influence intrinsic and internalized extrinsic motivation and ultimately improve the quality and quantity of knowledge contribution.

Survey responses from 154 users of Stack Overflow in Portuguese were analyzed by the partial least squares–structural equation modeling approach to validate the research model.

Challenge and goal setting influence individuals to reach the flow state, which increases the quantity of knowledge contribution. Rewards enhance the quality of knowledge contribution through perceived self-worth. Social comparison increases perceived reputation, but its impact does not ultimately lead to knowledge contribution.

The current study differentiated types of motivation and dimensions of knowledge contribution when exploring the effects of gamification affordances. This perspective was proven helpful to understand the various gamification affordances' influence on knowledge contribution.

The purpose of this paper is to adopt the recipient’s perspective to explore multi-level antecedents’ effects on knowledge transfer using social capital and social network theories.

Social network and general attribute survey responses from 331 employees were analyzed through hierarchical linear modeling to verify the study’s multi-level research model and hypotheses.

A recipient’s trust in colleagues positively influences knowledge transfer and company tenure has a negative impact. At a dyadic level, the perceived expertise of a source, in addition to strength of ties, exerts a positive effect on knowledge transfer. Additionally, a recipient’s network centrality moderates the effects of dyadic relationships on knowledge transfer.

This study deepened the current understanding of the role of social capital in knowledge transfer from a recipient’s perspective. Three dimensions of a recipient’s social capital respectively showed significant, but different types of influence on knowledge transfer. Interaction effects between individual and dyadic level antecedents should be considered as well.

Both a strong tie at a dyadic level and a diverse network at an individual level should be nurtured to facilitate knowledge transfer. In addition, bi-directional knowledge transfer between seasoned employees and new employees should be promoted.

Most studies have focused on motivating a knowledge source, assuming that a recipient is always ready to adopt a source’s knowledge. To reduce this bias, the current study examined social capital’s role in knowledge transfer from a recipient’s perspective.

This paper suggests embedded resources as a new dimension of social capital and aims to prove its value in the knowledge transfer context.

Hierarchical multiple regression was adopted to analyse survey responses from 337 R&D employees. Barron and Kenny's mediation test was also conducted to test an indirect effect of embedded resources.

In addition to the traditional three dimensions of social capital, the embedded resources dimension showed direct and indirect effects on knowledge transfer. Additionally, cognitive similarity among R&D employees was from the professional tenure rather than company tenure.

Despite the limitations of cross-sectional study and R&D focused sample, this study successfully extended existing research on social capital in the knowledge transfer context by validating the role of embedded resources as a new dimension of social capital.

Facilitating social networks among employees is not enough for active knowledge transfer. Each employee should be guided to connect to the right experts who have the right knowledge (i.e. embedded resources) for his or her job.

Traditional dimensions of social capital were biased towards social relationships. This paper emphasized social assets (i.e. embedded resources) as a new dimension of social capital.

Past studies have paid extensive attention to investigate learning issues in individual, organizational and team contexts. Learning activities in the workplace, however, often occur in the interdisciplinary dyadic context. Hence, the purpose of this paper is to clarify what factors make interdisciplinary dyads lead to better learning effects. The authors attempted to clarify two major agendas: What knowledge factors (intellectual capitals) owned by the parties of the dyads can induce better learning effects? What contextual factors (learning tasks) can make better learning effects during the dyadic learning process?

To examine the previous agendas, the authors first conducted in-depth interviews and an exploratory survey so that a four-element dyadic intellectual capital (DIC) architecture was circumscribed: knowledge interdependency, expertise similarity, collaborative routines and mutual trust. Dyadic learning tasks were classified as exploitative and exploratory learning. The authors then sampled 248 respondents for the formal empirical survey to examine the relationship between DIC, dyadic learning tasks and knowledge sharing.

The statistical evidences confirmed the positive relationships between DIC and knowledge sharing, and the results also signified the previous relationships with a mediating effect from exploratory learning, while the effect of exploitative learning was not supported. Thus, only dyads (the two heads) with knowledge interdependency and mutual trust can make the exploratory task better than that of one individual (the one head).

This study provides a new insight into the learning issue with an interdisciplinary dyadic perspective to supplement the existing gap between academic efforts and learning practices in the workplace.

Effective safety communication facilitates the sharing of relevant knowledge that helps to improve safety behaviours, such as superior hazard identification and compliance. This study aims to explore channels by which construction companies can effectively communicate health and safety (H&S) among communities of their operations.

Based on a quantitative research approach, this study addressed the knowledge gap through a cross-sectional survey of 250 contractors (comprising 155 building and 95 road contractors) involved in various projects in the Ghanaian construction industry. These contractors were selected by using a stratified simple random sampling technique. Data obtained from the survey was analysed through descriptive (i.e. frequencies, mean and standard deviation) and inferential (i.e. exploratory factor analysis) statistical analyses.

The findings from the mean scores revealed that all the 12 communication channels identified in the literature, confirmed through piloting and examined by the respondents, were important channels through which construction companies can effectively communicate H&S amongst communities of their operations. The exploratory factor analysis revealed a clustering of the 12 channels of communication into 5 components: “safety demonstration in the community”; “social media”; “mass media”; “community engagement”; and “opinion leaders”.

This study offers construction project managers the means of managing one of the major stakeholders of a construction project (the community). It provides an actionable opportunity that can be leveraged strategically to integrate community members into projects to promote synergy and local content inclusion while gaining a peaceful atmosphere to achieve their project goals.

Practically, this study provides construction project managers with a means of managing one of the major stakeholders of a construction project (the community) and also demonstrates the integration of community members into projects to promote synergy and local content inclusion. This would give construction organisations a peaceful atmosphere to accomplish their project objectives.

The social implication of this study is that the study offers society a means of creating safer Ghanaian communities by offering them the knowledge of identifying hazards and avoiding risky behaviours, creating a good safety atmosphere in these communities.

This study presents construction organisations with a unique opportunity to transfer and share novel external knowledge within a different social system (the community). It contributes to the state-of-the-art knowledge in H&S communication by providing channels through which H&S can be communicated in a developing country such as Ghana.