How digital equity and workplace learning influence acceptance of a knowledge sharing technology in the higher education workplace

Hart, Julia

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https://hdl.handle.net/2142/72920 Copy

Description

Title

How digital equity and workplace learning influence acceptance of a knowledge sharing technology in the higher education workplace

Author(s)

Hart, Julia

Issue Date

2015-01-21

Director of Research (if dissertation) or Advisor (if thesis)

Huang, Wen-Hao

Doctoral Committee Chair(s)

McCarthey, Sarah

Committee Member(s)

• Huang, Wen-Hao
• Li, Jessica
• Gant, Jon

Department of Study

Curriculum and Instruction

Discipline

Curriculum and Instruction

Degree Granting Institution

University of Illinois at Urbana-Champaign

Degree Name

Ed.D.

Degree Level

Dissertation

Keyword(s)

• digital equity
• workplace learning climate
• Unified Theory of Acceptance and Use of Technology (UTAUT)
• SharePoint
• Knowledge sharing
• Knowledge Management

Abstract

How organizations share knowledge is very important. Research has shown that organizations are implementing knowledge sharing technologies, but employees are not using them. This study used an extended Unified Theory of Acceptance and Use of Technology (UTAUT) model to explain to what extent and under what conditions employees accept and use a knowledge sharing technology, Microsoft SharePoint (SharePoint), in the higher education workplace. In an effort to understand the complexities of employee acceptance and use of technology in the higher education workplace two additional moderators were incorporated into the context of UTAUT – digital equity (i.e., individual level) and workplace learning climate (i.e., organizational level) factors. The rollout of SharePoint as a knowledge sharing technology at the University of Illinois provided the opportunity for this study. Using a mixed-methods approach, data was collected from 390 survey respondents and 18 focus group participants from three campuses at the University of Illinois. Using multiple regression analysis, this data was examined to answer three research questions: To what extent and under what conditions do digital equity factors influence predictors (i.e., performance expectancy, effort expectancy, and social influence) of intent to use a knowledge sharing technology (SharePoint) in the higher education workplace? To what extent and under what conditions does workplace learning climate affect predictors (i.e., performance expectancy, effort expectancy, and social influence) of intent to use a knowledge sharing technology (SharePoint) in the higher education workplace? Which moderator (digital equity factors or workplace learning factors) would better influence the use of a knowledge sharing technology (SharePoint) in the higher education workplace? The results suggested that gender, job position, and workplace learning climate factors influenced employees’ acceptance and use of a knowledge sharing technology in the higher education workplace. Specifically as moderators to effort expectancy and social influence. Focus group participant responses provided a more in-depth understanding of these quantitative data results. These results provided contributions to both research and practice. With digital equity in the workplace being primarily overlooked in the literature, this study attempts to fill in this gap and provide a quantitative as well as contextual analysis of how factors of digital equity impact technology acceptance and use in the workplace. Likewise, the interaction between individual and organizational-level factors and technology acceptance and use provides a framework that researchers can use for future studies. Employers wanting to implement a knowledge sharing technology in their organization can benefit from the results in this study. Specifically the challenges and benefits noted by focus group participants are invaluable insights into a successful implementation of SharePoint.

Graduation Semester

2014-12

Permalink

http://hdl.handle.net/2142/72920

Copyright and License Information

Copyright 2014 Julia Hart

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