The Study Of The Influencing Factors Of Knowledge Sharing In Research Collaboration Among Frist-class Discipline Teachers

Discipline,as the basic structure of modern university organization,is the fundamental unit for universities to achieve the forward-looking essential research and some breakthrough original achievements.In the era of big science,the highly differentiated knowledge makes teachers,especially the first-class scholars,inevitably have some knowledge "blind spots".Therefore,those sophisticated academic researches require the first-class academic research team,which are by no means a mechanical summation of some first-class scholars.Actually,when scholars who have the same research interests,common academic identity and similar academic ideals are gathered,the single personal transformation of research and innovation could be possibly changed into the collaborative forms.Only by smashing the isolated “knowledge island”,the better effect of the organic integration of first-class academic teams would be shown.At present,there are rarely researches on knowledge sharing in scientific research collaboration among university teachers in China.Most of these exiguous researches are focused on the knowledge sharing of scientific research teams,and the informal scientific research collaboration based on the spontaneous formation of teachers has been easily ignored.Therefore,from an individual perspective,exploring knowledge sharing and its influencing factors in teachers' scientific research collaboration will have important practical significance on how to improve teachers' knowledge sharing level and improve the effectiveness of scientific research collaboration.Drawing on the Theory of Planned Behavior proposed by Icek Ajzen,this paper takes the first-class subject teachers in China as the research object and mainly discusses some factors,Such as the individual attitudes and beliefs,subjective norms(social influences)and perceived behavioral control,which influence the first-class teachers' knowledge sharing.Qualitative data are used to modify the questionnaire.SPSS 24.0 was used to analyze 754 questionnaires by descriptive analysis,independent sample T test,analysis of variance,correlation and regression analysis.Study findings as following:1.The overall level of knowledge sharing of first-class discipline teachers in research collaboration is above the average;the object of knowledge sharing is mainly based on the formal scientific research projects,and the knowledge sharing in interdisciplinary and international collaboration needs to be further strengthened;the form of knowledge sharing and the way of exchange are mainly face-to-face and informal communication,meanwhile,the utilization of ICT(information and communication technology)still needs to be improved.2.The overall level of knowledge sharing in first-class subject teachers' scientific research cooperation has significant differences in gender,age,professional title and scientific research time,and there is no significant difference in different discipline;however,the specific differences of general knowledge sharing and key knowledge sharing in demographic variables are different.3.The overall level of knowledge sharing in the scientific research collaboration of first-class discipline teachers has significant differences in the scope and types of cooperation disciplines,but there is no significant difference in the geographical scope of cooperation;However,the specific differences between general knowledge sharing and key knowledge sharing in the variables of scientific research cooperation are different.4.The results of related analysis show that: individual attitudes and beliefs(trust,reciprocity,external expected reward,the fear of losing knowledge power),subjective norms(support from important others,institutional regulation),perceived behavioral control(sense of self-efficacy,perception of resource abundance)are interdependent with the overall level of knowledge sharing,general knowledge sharing,and key knowledge sharing in the scientific research collaboration of first-class discipline teachers.5.The results of further regression analysis show that except for the external expected reward and the perception of resource abundance,other factors have a significant impact on the overall level of knowledge sharing,that is,hypothesis 1,2,4,5,6,7 are all valid,but hypothesis 3 and Hypothesis 8 are not.More specifically,self-efficacy has the greatest impact on the level of knowledge sharing in Teachers' scientific research collaboration;Trust takes the second place,and the impact of trust on key knowledge sharing is greater than that of general knowledge sharing;Fear of losing knowledge power has a significant inhibition effect on knowledge sharing,especially on key knowledge sharing;The impact of reciprocity,the support from important people,and institutional regulation on the overall level and two dimensions of knowledge sharing should not be ignored.Based on the above research findings,the results of this study are basically consistent with the model of the theory of Planned Behavior.This paper proposes four methods to enhance the level of knowledge sharing among first-class discipline teachers in research collaboration.First,teachers need to be encouraged to expand the scope of cooperation and increase the breadth and depth of knowledge sharing;Second,universities can create a cultural atmosphere that is happy to share,to cultivate trust,reciprocal attitudes and beliefs;Thirdly,organizations should give priority to people and exert institutional strength to establish knowledge sharing standards;Finally,Organizations need to enhance teachers' individual self-efficacy and stimulate the inherent motivation of knowledge sharing.