Knowledge sharing in information systems development projects: a comparative study of social exchange and social cognitive theories

Abstract

The knowledge-intensive nature of Information Systems Development (ISD) projects requires different types of knowledge and expertise from various Information Technology (IT) professionals. In this thesis, IT professionals are defined as individuals whose skills, trade and practice is in IT and or information systems. ISD projects are knowledge-intensive and they cannot be accomplished by a single individual; hence there is a need for the sharing of knowledge and expertise amongst ISD project IT professionals in order to successfully complete the project. IT professionals in ISD projects are often drawn from various functional teams within the organization and temporarily brought together for the duration of the project. Thus, knowledge sharing amongst IT professionals can be complex and challenging since individual backgrounds, contexts, and ISD expertise differ. Given the complexities, the relevance of this thesis is in explaining why individuals share knowledge during ISD projects. The thesis argues that the decision to share experiences and what you know is influenced by social cognition and the need (or expectation) for social rewards, also known as social exchange. The research argument is that there is a need for a theoretical model that may be used to explain knowledge sharing amongst IT professionals which may assist in putting together an ISD project team. The theoretical model needs to be sensitive to the contextual factors which influence knowledge sharing amongst IT professionals. The study used Social Cognitive (SCT) and Social Exchange (SET) theories as lenses to conceptualize the model for knowledge sharing in ISD projects. A positivistic research philosophy was selected as being the most appropriate in understanding the challenges of knowledge sharing in ISD projects. A deductive quantitative approach using a survey research strategy was adopted as the research methodology. Non-probability, purposive sampling techniques were used to sample participants and a close-ended questionnaire was used for data collection. The research model was tested using Partial Least Square - Structural Equation Modelling (PLS - SEM) with quantitative data collected from 137 IT professionals and qualitative data collected from 70 IT professionals from various sectors in South Africa. The squared multiple correlations (R2), amongst independent variables explained and showed considerable amount of variance towards knowledge sharing as the dependent variable (R2 = 0.32 %). Knowledge sharing explained 25 % of variance in individual performance (R2 = 0.25 %). Knowledge sharing self-efficacy explained 25.3 % of the variance in outcome expectation (R2 = 0.253%). The comparison between SET and SCT were done by contrasting the explanatory power to knowledge sharing using R2 value. The explanatory power of SCT to knowledge sharing was weak at R2 = 3.2 % and SET explanatory power to knowledge sharing was strong at R2 = 14.6%. These results revealed that interpersonal trust, culture and knowledge sharing self-efficacy have a positive significant influence on knowledge sharing, that knowledge sharing self-efficacy has a positive influence on outcome expectation, and that knowledge sharing has a significant influence on individual performance. Insight from qualitative responses revealed that knowledge sharing shortens delivery times during ISD projects, as team members tend to rely on the assistance of their peers when they encounter problems in the project. The finding also reveal that monetary rewards do not entice project team members to share their knowledge, but they are motivated to share knowledge by their desire to help one another and to deliver a working product that meet or exceed customer expectations. Lastly, the results revealed that ISD project leadership should create an environment that is cognizant of different cultural beliefs in the project team, and they need to create an environment where individuals are appreciated for their contribution, and where their ideas are heard. They also need to encourage project team members to embrace the collectivist cultural values where project team members put the interest of the project first above their own. Through a model, this thesis establishes why SET explains knowledge sharing better than SCT. The model for knowledge sharing was conceptualized as an outcome of interpretation of the empirical evidence against the existing body of knowledge. Through this model, this thesis contributes theoretically by explaining the factors which are pertinent to IT professionals sharing knowledge in an ISD project environment. Practically, the thesis may inform decision makers in ISD projects with ways to improve effective knowledge sharing amongst IT professionals. Methodologically, the contribution is in showing the positivistic philosophy and the survey research strategy as appropriate to offer alternative insights into what really influence knowledge sharing amongst IT professionals during ISD projects. The thesis also contributes to context by providing the insight that is distinctive and unique to South African IT professionals and ISD projects.