Dyadic Intellectual Capital and Knowledge Sharing: Model Construction and Empirical Study based on Relational Models Theory

• Main Authors: Yao, Su-Ting, 姚素婷
• Other Authors: 譚大純
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/49vk3v

碩士 === 國立高雄師範大學 === 人力與知識管理研究所 === 97 === Today, the classic intellectual capital had already developed quite mature, however many researchers of the classic intellectual capital all have a common assumption is that the intellectual capital of members of organization, industry and strategic alliance is homogeneity. In the real practice, the intellectual capital of members of organization, industry and strategic alliance all have some uniqueness, difference and characteristics on intellectual capital. Thus, only considering one of the member’s intellectual capitals is not appropriate. There is one theory of sociology named Relational Models Theory, is looking into social and relationship activities in the each individual of social relationship, that is consistent with the intellectual capital of this study, therefore this study try to integrate the relational models theory and classic intellectual capital, constructing dyad intellectual capital. According to many theoretical could infer three dimensions and six elements of dyad intellectual capital, including human capital dimension involves the knowledge complementary, interaction similarity, structure capital dimension involves coproduction, organization routine and relational capital dimension involves trust of individuals and ties of individuals. The purpose of this study is to clarify the interrelationship among dyad intellectual, dyad organizational learning and knowledge sharing which is directed to embedded context within which mentorship takes place. Results from 250 graduate students indicate the following evidences. First, knowledge complementary, coproduction, organizational routine, trust of individuals and ties of individuals are beneficial for the knowledge sharing between mentor and their apprentice. Second, when exploitative learning has been implemented will stronger positive relationship between coproduction and knowledge sharing and when the exploitative learning has been implemented will stronger positive relationship between ties of individuals and knowledge sharing. Third, when explorative learning has been implemented will weaker positive relationship between knowledge complementary and knowledge sharing. This study also provides some discussions, suggestions, and managerial implications for the future academic and practical efforts.