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Title:How digital equity and workplace learning influence acceptance of a knowledge sharing technology in the higher education workplace
Author(s):Hart, Julia
Director of Research:Huang, Wen-Hao
Doctoral Committee Chair(s):McCarthey, Sarah
Doctoral Committee Member(s):Huang, Wen-Hao; Li, Jessica; Gant, Jon
Department / Program:Curriculum and Instruction
Discipline:Curriculum and Instruction
Degree Granting Institution:University of Illinois at Urbana-Champaign
Degree:Ed.D.
Genre:Dissertation
Subject(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.
Issue Date:2015-01-21
URI:http://hdl.handle.net/2142/72920
Rights Information:Copyright 2014 Julia Hart
Date Available in IDEALS:2015-01-21
Date Deposited:2014-12


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