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Knowledge sharing–the dissemination of knowledge from an individual/group to another–has been an interesting topic for knowledge management scholars. Previous studies on knowledge sharing in online communities have primarily focused on communities of practice (organizational/business communities) and the social factors of knowledge sharing behaviour. However, non-business-oriented online communities have not been rigorously examined in the academic literature as venues for facilitating knowledge sharing. In addition, the burst of new age Internet tools (artifacts) such as social bookmarking has changed the face of online social networking. Within the context of Web 2.0, this socio-technical research investigation introduces both social and technical factors affecting attitude towards knowledge sharing in communities of relationship and communities of interest, and proposes a relational model of knowledge sharing attitude in Web 2.0 online communities. Social Capital Theory provides the main theoretical backbone for the proposed model. Theory of Reasoned Action (TRA) and social constructionsim have also been used. Following the description of the proposed hypotheses and research methodology using a survey about three Web 2.0 websites (Facebook, LinkedIn, and Cnet), data analysis through Partial Least Squared (PLS) method is applied to examine the effect of social and technical antecedent of knowledge sharing attitude. The R2 value of 0.78 indicates the strong explanatory power of the research model. / Dissertation / Doctor of Philosophy (PhD)

Reviewing inter-state warfare literature, I observe a correlation between the growth of international institutions, economic interchange, and levels of democracy, and corresponding decreases in incidents of international war. Conversely, internal conflicts comprise most conflicts in the post-1945 world, compared to inter-state conflicts. Within the larger intra-state literature, I note an underlying lineage to concepts evolving from Kant’s writings, specifically Kantian democratic peace theory (DPT) literature posited by Russett and ONeal (2001), and the informal social-juridical relationship within Metaphysics of Morals. From that pedigree, could a deeper understanding of internal political risks gained through application of Kantian DPT, interpolating Putnam’s (2002) Social Capital Theory (SCT) hold potential to provide researchers and policy makers insight into propensity for descent into conflict early enough to implement corrective actions? This investigation initially questions existence of intra-state processes performing similar ameliorating or exacerbating functions observed at inter-state level. Assessing that intra-state dynamics exhibit an elevated dependence on social factors necessitates adjustments to DPT to accommodate the adaptable nature of social constructs, leading to the designation of my theory as Kantian Adaptable Networks Theory (KANT). To test hypotheses, I start with DPT, incorporate elements of SCT, and identify a hybrid combination presenting greater explanatory power than either DPT or SCT factors alone. Fund for Peace’s Fragile State Indices (FSI) for 2005-2013 provides the dataset to conduct regression analysis to determine significance of DPT and/or SCT elements in static and time-series. Initial results indicate DPT/SCT provides explanatory value at the intra-state level with the Group Grievance factor generally presenting the most significant effect on probability of conflict. To assess resilience to intra-state conflict, I then explore brittleness of social-contract dynamics through the lens of Clausewitz’ center of gravity theory. In my exploration of applicability of KANT at the case level, I analyze FSI data for Syria and Kenya to determine resilience to shocks and ratcheted pressures, and explanation for differing outcomes. Based on the results of quantitative and case analysis, I present policy prescription considerations. Finally, I discuss additional avenues for follow-on research of issues and opportunities identified during the course of the investigation.

Thousands of students drop out of high school every day in the United States and the repercussions affect more than just the individual. Research on smaller learning communities (SLC) reveals increased student achievement, as well as improved teacher perception of student engagement. Student attendance, grade point average, and standardized test scores have been seen to improve within the SLC. In addition, graduation rates for students enrolled in a SLC have revealed increases, but this research focuses on the SLC as an intervention for any student. The current research targets at-risk students in an educational climate of sparse resources, and an increasing need for clever use of capital. The current research fills this gap by evaluating a SLC developed for and populated solely with students identified as at-risk by collecting data from students enrolled in a SLC and comparing them to a population of similar at-risk students not enrolled in the SLC. A Chi-square analysis was conducted comparing graduation rates, a 1-factor analysis of variance compared state test scores, and a 2-factor mixed analysis of variance was conducted to compare GPA, attendance, and discipline between and within the 2 groups. The alpha level was adjusted per the Bonferroni method to correct for multiple data points on the same sample and resulting in a sample size of 106. Findings from this research found a one year SLC intervention made a difference in school attendance, and revealed an overall trend of difference between SLC and control at-risk students in all other areas. These findings contribute to positive social change understanding a one year SLC intervention is capable of improving attendance as well as producing an overall positive trend for at-risk high school students in the areas of graduation, standardized assessment, discipline, and standardized assessments.

In 2012, the Missouri Board of Education took away Kansas City Public Schools (KCPS) accreditation status. For over 40 years, KCPS has struggled with poor academic achievement, decreased enrollment and budget, and numerous leadership turnovers. Although KCPS regained provisional accreditation in 2014 and earned enough points on the annual performance report for consideration to become a fully accredited school system, state education officials first want to ensure that the district can sustain its new performance level before granting full accreditation. The purpose of this phenomenological research study was to explore parents' perceptions about how the KCPS' parent involvement policy and practices can be improved to better engage parents in their children's education and assist the school district in regaining and sustaining its full accreditation. Putnam's social capital theory served as the theoretical foundation of this study. Data were collected using semistructured interviews with a snowball sample of 21 parents, 7 from each school. Data were analyzed through Braun and Clarke's 6 phases of thematic analysis. Findings indicated the need for school personnel to be more welcoming to visiting parents, creating afterhours activities for working parents, increasing points of contact between parents and school personnel, teachers investing more time and effort in students, and school personnel making more efforts to keep parents informed. The implications for positive social change are directed at KCPS policymakers, school district leaders, teachers, and staff members as findings can be used to develop and improve policies and practices geared towards improving parents' involvement, which may help KCPS to regain and sustain full accreditation.

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Project leadership requires a diverse blend of technical and behavioral skills. Researchers have focused on the technical aspects of project management, leaving a void in understanding the behavioral skills of project leadership. The purpose of this correlational study was to gain insights into the behavioral aspects of projects by understanding the social capital and knowledge integration abilities of project leaders. Nahapiet and Ghoshal's social capital definition and its structural, relational, and cognitive attributes form the basis for the social capital theory constructs used in this study. The focus of the research questions was on the relationship of social capital to knowledge integration and project success. A self-designed survey (α = .925) was used to measure the latent variables of a project leader's social capital and knowledge integration abilities on the observed variable of project success. Survey research, conducted using a sample of project management professionals (N = 108), elicited project members' perceptions on the behavioral aspects of project leaders. Structural equation modeling validated that knowledge integration assists in achieving project success and that 2 types of social capital, structural and relational, have a significant influence on knowledge integration. Structural social capital has a positive effect, and relational social capital has a negative effect. The findings indicated that project management professionals need not only technical skills, but also behavioral skills. Having project leaders with the right blend of competencies will improve project success rates, affecting social change by enabling organizations to achieve greater economic benefits from better understanding the behavioral aspects of project teams.

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With the advent of knowledge-intensive economies, plus the ever-accelerating development of Information and Communication Technologies (ICTs), organisational knowledge has become the key driver of an organisation's value and ultimately, an important source of an organisation's sustainable competitive edge. Thus, numerous organisations have started to invest heavily in establishing knowledge management systems (KMSs). Subsequently, they wish to access knowledge from individuals in order to enhance their acquisition of knowledge and ultimately transform this into organisational knowledge. Even though existing research studies have evidenced extensively the intrinsic and extrinsic motivators of individuals' knowledge-sharing behaviour in organisations from diverse perspectives (e.g. organisational behaviour, sociology and psychology), individuals still seem inclined to hoard their knowledge, rather than share it with others in organisations. To this end, this research aims to investigate and identify essential elements related to individuals' knowledge-sharing behaviour within the complex context of the virtual organisation of Taiwanese Non-governmental Organisations (NGOs), comprising the whole system of Taiwanese Farmers' Associations, by integrating multilevel perspectives of individuals in organisations (the micro-level), workplace networks in organisations (the meso-level) and organisational culture (the macro-level).