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The purpose of this paper is to construct and investigate relationships between knowledge-sharing factors, attitude and the intention to share of UK academics, as research on knowledge sharing in higher education is extremely sparse.

A research model and hypotheses were constructed from individual and organisational factors that were identified to affect knowledge sharing. Questionnaire data were obtained from 367 academics concerning their attitude and intention towards knowledge sharing. This was then used in a two-stage structural equation modelling approach where the measurement model was used for confirmatory factor analysis. The structural model was used to measure and test the hypothesised relationships.

Findings indicate that, in general, individual beliefs amongst academics were more influential on their knowledge-sharing attitudes than organisational culture. Furthermore, leadership was the most influential factor within the overall organisational culture whereas autonomy demonstrated the weakest relationship. Belief in the possibility of rewards through associations was found to be a highly significant individual factor. The relationship between attitude and intention was relatively weak although still statistically significant.

The research demonstrates that management should ensure that departmental leaders promote knowledge sharing and that valued rewards are linked to sharing within the department.

The purpose of this paper is to offer insights into the processes associated with promoting volunteer engagement adopted by a large UK heritage attraction during a period of significant change. Engaged volunteers were regarded as essential to sustain, and where appropriate, to enhance the customer experience.

A case study approach was adopted. This involved review of relevant documentation and interviews and focus groups between researchers, managers and volunteers.

Working from the philosophical stance that information and involvement are strong predecessors to “buy-in”, the managers of the attraction used a series of initiatives that kept volunteers both informed and involved. These initiatives include a values-based induction programme, information and communication, training and development, and creating new narratives.

Volunteer engagement influences volunteer commitment to the organisation. This case study offers some insights into initiatives adopted in one heritage organisation to promote volunteer engagement, and thereby provides a basis for other organisations to reflect on their practices in this area.

The purpose of this paper is to contribute to the limited previous research on knowledge sharing in universities, by profiling the attitudes of and intentions towards knowledge sharing of UK academics, and by profiling their views of some of the factors that might be expected to impact on knowledge sharing activities.

A questionnaire‐based survey was used to gather a profile of UK academics' attitudes and intentions towards knowledge sharing and related factors, including expected rewards and associations, expected contribution, normative beliefs on knowledge sharing, leadership, structure, autonomy, affiliation to institution, affiliation to discipline, and technology platform. Responses were received from 230 academics in 11 universities.

Respondents had positive attitudes towards knowledge sharing and their intentions in this area were also good. This may be related to their belief that knowledge sharing will improve and extend their relationships with colleagues, and offer opportunities for internal promotion and external appointments. Respondents are relatively neutral regarding the way in which they are led, and the role of organisational structure and information technology in knowledge sharing. They have a relatively low level of affiliation to their university, perceptions of a high level of autonomy, coupled with a high level of affiliation to their discipline.

This study demonstrates that universities do have an embedded knowledge culture, but that culture is individualistic in nature and to some extent self‐serving and instrumental. This poses interesting challenges for knowledge management in universities.

The purpose of this paper is to investigate the relationship between online friend networks and the mental well-being (MWB) of adolescent males.

The study used a mixed methods approach: first, questionnaire involving a validated MWB scale and questions regarding online friendship to 14-15 year old males (n=521); and second, focus group interviews (n=8) of between six and eight members three months later.

Positive and negative associations were recorded between online friends and well-being. A positive relationship (p < 0.05) was found between the number of online friends and well-being scores. However, higher numbers of online friends were also associated with increases in negative online experiences namely, receiving embarrassing posts online or risky activities such as, chatting frequently with strangers. Online friends may influence perceptions of social support, status and belonging, each of which may contribute positively or negatively to well-being. However, by increasing these perceptions, online friends may cause additional distress when their presence does not provide tangible support during a crisis period.

Online friends provide the context to which young males explore and negotiate the online world. To date, little mixed methods research has focused exclusively on the MWB of online friends. Policy makers could do well to consider the growing prominence of online social networking and produce targeted programmes to educate young people on the benefits and pitfalls of building large online “friend” networks.