A three wave longitudinal study of school innovation climate and entrepreneurship teachers' acceptance to technology: Moderating role of knowledge sharing and knowledge hiding.

Autor:	Kaewsaeng-On R; Faculty of Humanities and Social Sciences, Prince of Songkla University, Hatyai, Thailand., Al-Takhayneh SK; Councelling Psychology, Department of Guidance and Special Education, Faculty of Educational Sciences, Mutah University, Karak, Jordan., Jam FA; Global Illuminators, Kuala Lumpur, Malaysia., Chang BL; Department of Architecture and Urban Design, College of Environmental Design, Chinese Culture University, Taipei, Taiwan., Pradana M; Faculty of Communication and Business, Telkom University, Bandung, Indonesia., Mahmood S; Faculty of Management Studies, International Islamic University, Islamabad, Pakistan.
Jazyk:	angličtina
Zdroj:	Frontiers in psychology [Front Psychol] 2022 Oct 10; Vol. 13, pp. 1028219. Date of Electronic Publication: 2022 Oct 10 (Print Publication: 2022).
DOI:	10.3389/fpsyg.2022.1028219
Abstrakt:	Entrepreneurship and business school teachers must extensively use technological and innovative tools to increase the efficacy of their instructional methods. This research aimed to investigate the teachers' acceptance of technology in the school innovation climate, to enhance the use and effectiveness of educational technology in Thai entrepreneurship and business schools. Furthermore, the conditional influence of knowledge hiding and sharing on the link between school innovation climate and educational technology has been investigated and reported. Using a longitudinal study design data were gathered from the 204 entrepreneurship teachers of six different universities in Pattani, Bangkok, and Songkla Provinces, Thailand. Based on SamrtPLS 3.3.3 analysis, results revealed that the "school innovation climate" positively impacts educational technology use. Additionally, knowledge hiding and sharing moderated the relationship between "school innovation climate" and acceptance of educational technology (actual use of educational technology, perceived usefulness, and perceived ease of educational technology). Current research attempted to bridge the gap between knowledge management and innovation theories application in entrepreneurship education. The study brings key policy implications for school leaders and practitioners and suggests several directions for future research. Competing Interests: The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest. (Copyright © 2022 Kaewsaeng-on, AL-Takhayneh, Jam, Chang, Pradana and Mahmood.)
Databáze:	MEDLINE
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