Electronic Journal of Knowledge Management https://academic-publishing.org/index.php/ejkm <p><strong>The Electronic Journal of Knowledge Management (EJKM)</strong><strong> </strong>publishes research on topics relevant to the study and implementation of knowledge management, intellectual capital, intangible resources and related fields of study.<br /><br />The journal contributes to the development of theory, practice and policy in the field of knowledge management, intellectual capital and intangible resources. The journal accepts academically robust papers, topical articles, essays, book reviews and case studies that contribute to developing knowledge management, intellectual capital and intangible resources research and practice. All papers are double blind reviewed.</p> Academic Conferences and Publishing International en-US Electronic Journal of Knowledge Management 1479-4411 <p><strong>Open Access Publishing</strong></p> <p>The Electronic Journal of Knowledge Maangement operates an Open Access Policy. This means that users can read, download, copy, distribute, print, search, or link to the <em>full texts</em> of articles, crawl them for indexing, pass them as data to software, or use them for any other lawful purpose, without financial, legal, or technical barriers other than those inseparable from gaining access to the internet itself. The only constraint on reproduction and distribution, and the only role for copyright in this domain, is that authors control the integrity of their work, which should be properly acknowledged and cited.</p> <p><a style="background-color: #ffffff;" href="http://creativecommons.org/licenses/by-nd/4.0/" rel="license"><img src="https://i.creativecommons.org/l/by-nd/4.0/88x31.png" alt="Creative Commons License" /></a></p> <p>This Journal is licensed under a <a href="http://creativecommons.org/licenses/by-nd/4.0/" target="_blank" rel="license noopener">Creative Commons Attribution-NoDerivatives 4.0 International License</a>.</p> Using Seci To Improve Teachers’ Pedagogical Content Knowledge https://academic-publishing.org/index.php/ejkm/article/view/2146 <p>Pedagogical Content Knowledge (PCK) is a form of knowledge that has a big role in determining the success of the teaching and learning process in the classroom. Teachers in one school tend to have different levels of PCK, depending on each teacher’s background knowledge and experience. Previous professional teacher development schemes in Indonesia have been held in a way that emphasises the teacher’s individual learning aspects, were held separately between different teaching subjects (such as through a Mandatory Regional Teacher Meetings based on subject matters, known as “MGMP” in Indonesia), and has a lack of documented reports about the impact of that training on teaching. This study offers an alternative way to improve teachers' PCK using the knowledge creation approach. This study used the SECI model to design a procedure to facilitate teachers from the same school to share, externalise, combine, and internalise other teachers’ PCK for their own teaching practice. The procedures of this study have addressed several problems that are found in previous attempts of using PCK in an educational setting. This study found that one cycle of the SECI model could improve teachers' PCK (F(2, 40) = 68,963, p &lt; 0,05) and has the potential to close the gap between teachers’ PCK levels. Further research on an iterative SECI model to improve PCK with a longer timeframe and that evaluates factors that might affect the SECI process is needed to explore the potential of creating a shared perspective of PCK among teachers and create a contextual standard for a school as an educational institution. Exploratory research regarding teachers’ natural knowledge sharing and knowledge acquisition is also offered.</p> Zulfikar Alimuddin Jann Hidajat Tjakraatmadja Achmad Ghazali Henndy Ginting Copyright (c) 2021 Zulfikar Alimuddin, Jann Hidajat Tjakraatmadja, Achmad Ghazali, Henndy Ginting https://creativecommons.org/licenses/by-nc-nd/4.0 2021-05-13 2021-05-13 19 1 1 14 10.34190/ejkm.19.1.2146 The Effects of Organizational Absorptive Capacity, Professional Experience and Training over the Use of Sales Force Automation https://academic-publishing.org/index.php/ejkm/article/view/2148 <p>This research brings out the impact of training and professional experience on organizational absorptive capacity and the use of Sales Force Automation (SFA). A quantitative study was conducted on a sample of 186 medical sales representatives who work in the pharmaceutical industry. The method of structural equations based on the PLS approach and linear regression have been deployed for data analysis. The results reveal a positive impact of the training over organizational absorptive capacity (potential absorptive capacity and realized absorptive capacity) and the use of SFA as well as a positive impact of professional experience on organizational absorptive capacity. Furthermore, the organizational absorptive capacity has a positive influence on the use of the SFA. This study contributes to the literature on SFA use by examining the role of training, professional experience, realized and potential absorptive capacities in the SFA use. This research is appropriate for managers of pharmaceutical companies who constantly seek to improve the use of SFA technologies. Thus, the staff of these companies is more likely to perform their duties in a way that promotes their realized and potential absorptive capacities and the best use of SFA through continuous training for inexperienced and experienced salespeople.</p> Kaouther Jridi Amel Chaabouni Copyright (c) 2021 Kaouther Jridi , Amel Chaabouni https://creativecommons.org/licenses/by-nc-nd/4.0 2021-05-13 2021-05-13 19 1 15 32 10.34190/ejkm.19.1.2148 Antecedents of Knowledge Sharing Behaviour in the Public Sector https://academic-publishing.org/index.php/ejkm/article/view/2195 <p>This qualitative study investigated antecedents of knowledge sharing in the public sector. Basing on the theory of planned behaviour and literature review, three antecedents guided the conceptualization of the study namely; employee attitudes, subjective or social norms and perceived behaviour control. Data from the 19 in-depth interviews were thematically analyzed. Findings revealed that employee attitudes towards knowledge sharing in the public sector were both positive and negative. While the theory of planned behaviour focuses on the attitudes of knowledge givers, it emerged that the knowledge seekers’ attitudes mattered as well. Subjective norms were prevalent in meetings, teams, job rotation as well as in the Communities of Practice (CoP). The finding that Communities of Practice were disconnected in terms of knowledge sharing emerged surprising because we had not envisaged it since previous studies have not investigated it. Perceived behaviour control was modified by scanty organizational resources as well as incentives and policies. The study proposes knowledge sharing model for both practitioners and researchers.</p> Everest Turyahikayo Venitha Pillay Mary B. Muhenda Copyright (c) 2021 https://creativecommons.org/licenses/by-nc-nd/4.0 2021-05-13 2021-05-13 19 1 33 42 10.34190/ejkm.19.1.2195