Thesis Title Contribution of Social Media Use at Work to Social Capital and Knowledge Sharing: A Comparison between Chinese and Thai Employees. This research aims to explore how the use of social media at work affects knowledge sharing behavior under cross-cultural values among Thai and Chinese employees. First I would like to express my sincere thanks to the people who have provided me with valuable help in writing my thesis.
After that, I would like to give my sincere appreciation to all the committee members, assistant professor Dr. Also, I would like to express my sincere thanks to the International College of NIDA who awarded the scholarship to me and help me to study in NIDA smoothly. I would especially like to thank the dean of the International College of NIDA, associate professor Dr.
I would like to thank everyone who helped me write my thesis.
Research Background 1
Research Objectives 2
Research Contributions 3
Organization of the Contents 3
LITERATURE REVIEWAND HYPOTHESES 4
- Social Media 4
- Social Capital 5
- Social Media Use at Work and Social Capital 7
- Social Capital and Knowledge Sharing 9
- Social Media Use at Work and Knowledge Sharing 12
In recent study, Moqbel, Nevo and Kock (2013) found that through the mediating effect of job satisfaction, the intensity of social media use was positively related to job performance and organizational commitment. In addition, Charoensukmongkol (2014) suggested that using social media at work does not necessarily produce the negative outcomes of work, and he also demonstrated that peer support and job demands were positively related to the intensity of social media use. A particular benefit of using social media in the workplace that has been investigated in previous research recently is in the area of social capital and knowledge sharing, which will be discussed next.
The role of social media in supporting each dimension of social capital will be discussed next. The evidence on the role of social media use and work and trust is also found in the study by Cao et al., (2015). Social media can enhance social networks because they are commonly used to maintain and strengthen interpersonal relationships (Cao et al pointed out that using social media at work can help employees build potential bonds with each other.
Moreover, the problems that arise in the workplace can be easily incorporated into the social media interaction process (Farkas, 2007). When a large number of individuals are involved in communication, the use of social media in the workplace could supplement the shortage of traditional communication (Cao et al., 2012). According to Cao et al. 2012), the structural features of social media have spawned a new and subtle mode of communication, which has increased the depth and breadth of social networks.
Social media has high reworking ability and can also maintain history maintenance, thus past work correlated to the historical interactions can be easily retrieved (Cao et al., 2012). In addition to the previously discussed mediating role of social capital, the research also considers the direct relationship between social media use in the workplace and knowledge sharing. The main claim of social media is that it encourages and emphasizes the contribution of users to the creation and organization of knowledge (Tredinnick, 2006).
Social media also allows the knowledge sharing process to shift from pre-constructed to emergent and unscheduled process (Majchrzak Faraj, Kane, & Azad, 2013). In addition to the role of social media use at work on social capital and knowledge sharing as hypothesized earlier, this research also aims to investigate whether the role of social media use at work tends to be the same or different between Chinese and Thai cultures . Based on this information, it should be investigated whether the role of social media use at work on social capital and knowledge sharing is the same or different, based on these aspects of cultural differences.
RQ: Does the contribution of social media use at work on social capital and knowledge sharing differ or the same between Chinese and Thai employees.
METHODOLOGY 17
Sample Collection 17
Measures 17
The independent variable social media use in the workplace was measured using the scale developed by Kankanhalli, Tan and Wei (2005). Sample items include “I often use social media to obtain work-related information and knowledge” and “I regularly use social media to maintain and strengthen communication with colleges in my work”. Examples include “I have developed good relationships with my colleagues in the virtual community created by social media” and.
Five items are included, sample items include “I assumed that members in the virtual community created by social media would always look out for my interests” and “I felt that members in the virtual community created by social media cared what happened to me". The scale consists of three items, sample items include "Members in the virtual community created by social media use understandable communication pattern during the discussion" and "Members in the virtual community created by social media use common terms or jargons ". All issue items for social media use at work, trust, social networks, shared language, and knowledge were rated on the 5-point Likert scale ranging from strongly disagree (1) to strongly agree (5).
The control variables included age, gender and educational level and the extent to which the employees use social media related to work. Age was measured in years, gender was measured as a dummy variable (female = 0; male 1), education was measured using an ordinal scale (1 = below bachelor's degree; 2 = bachelor's degree; 3 = master's degree; 4 = doctoral degree) . The last variable, the extent to which social media use is related to work, was measured using an ordinal scale ranging from not related (1) to very related (5).
Analysis Strategy 19
RESULTS 20
Analytical Method 20
Hypothesis Testing 20
The results for the combined sample of Thai and Chinese, as shown in the first column of Table 4.4, revealed a positive and significant relationship between these two variables (β=.392; p<.001). In the first and second columns of Table 4.5, the results also supported a positive and significant relationship between these two variables in the Chinese sample (β=.384; .p<.001) and the Thai sample (β=.398; p<. 001). The results for the combined sample of Thai and Chinese, as shown in the second column of Table 4.4, revealed a positive and significant relationship between these two variables (β=.681; p<.001).
In the third and fourth columns of Table 4.5, the results also supported a positive and significant relationship between these two variables in the Chinese sample (β=.688; p<.001) and the Thai sample (β=.529; p<.001). 001). The results for the combined sample of Thais and Chinese, as shown in the third column of Table 4.4, revealed a positive and significant relationship between these two variables (β=.426; p<.001). In the fifth and sixth columns of Table 4.5, the results also supported a positive and significant relationship between these two variables in the Chinese sample (β=.499; p<.001) and the Thai sample (β=.260; p<.001). 01).
The results for the combined sample of Thais and Chinese, as shown in the first row of Table 4.6, revealed a positive and significant relationship between these two variables (β=.242; p<.001). As shown in the second row of Table 4.6, a positive and significant relationship between these two variables was statistically significant in the combined sample (β=.169; p<.05). Also, as shown in the second row of Table 4.7, the results revealed a positive and significant relationship between the two variables of the Thai sample (β=.281, p<.01).
However, as shown in the second row of table 4.7, a positive correlation between these two variables was not statistically significant in the Chinese sample (β=.125, p=.108). As shown in the third row of Table 4.6, a positive and significant correlation between these two variables was statistically significant in the combined sample (β=.360; .p<.001). As shown in the third row in table 4.7, a positive and significant correlation between two variables was also statistically significant in the Chinese sample (β=.496; .p<.001).
However, as shown in the third row of Table 4.7, the positive and significant relationship between these two variables was not statistically significant in the Thai sample (β=.138; p=.084). As shown in the fourth row of Table 4.6, the positive and significant relationship between two variables is not statistically significant in the combined sample (β=.049; p=.205).
DISCUSSION 23
Results Summary 23
According to the results of the Thai sample, no direct relationship was found between common language and knowledge sharing. If there is uncertainty, it would be a barrier to communication and the formation of a common language, as well as knowledge sharing behavior.
Research Contribution 24
Limitation and Future Study Suggestion 25
CONCLUSION 26
TRU1: I assumed that members of the virtual community created by social media would always look out for my interests. TRU2: I assumed that members of the virtual community created by social media would go out of their way to ensure that I was not damaged or harmed. TRU3: I felt that members of the virtual community created by social media cared about what happened to me.
TRU4: I believed that members in the virtual community created by social media approached their work with professionalism and dedication. TRU5: Given members in the virtual community created by social media record, I saw no reason to doubt their competence and preparation. SN1: I developed good relationships with my colleagues in the virtual community created by social media.
SN2: I have built a social network with my colleagues in the virtual community created by social media. SN3: I have cultivated connections with my colleagues in the virtual community created by social media. SL1: Members in the virtual community created by social media use common terms or jargon.
SL2: Members in a virtual community created by social media use an understandable communication pattern during discussion. SL3: Members of the virtual community created by social media use understandable narrative forms to publish messages or articles. KS1: The advice I receive from other members who use social media has increased my understanding.
KS2: The advice I receive from other members who use social media has increased my knowledge. KS3: The advice I receive from other members who use social media allows me to carry out similar tasks more efficiently. KS4: The advice I receive from other members using social media allows me to improve the quality of similar work.
KS5: The advice I receive from other members using social media enables me to carry out similar tasks with greater independence.
