Search

Introducing knowledge sharing into higher education research and exploring the internal influence mechanism of teacher−student relationship on knowledge sharing of graduate students can provide better guidance and reference for the current stage of higher education knowledge management practice. Against this background, this study built and verified a theoretical model to explore in detail the impact of teacher−student relationship on knowledge sharing of graduate students, and the moderating role of proactive personality in such process. This study collected data across two time points, and finally obtained a sample of 365 Chinese graduate students. The empirical results showed that the teacher−student relationship was positively related to knowledge sharing behavior of graduate students, and their knowledge sharing willingness partly mediated this correlation. Furthermore, the influence of teacher−student relationship on knowledge sharing willingness and behavior is positively moderated by proactive personality. Therefore, the findings of this study provide educational guidance and recommendations for promoting knowledge sharing of graduate students. Practitioner points: The teacher−student relationship has a significant positive impact on knowledge sharing behavior of graduate students.Knowledge sharing willingness of graduate students partially mediated the influence of teacher−student relationship on their knowledge sharing behavior.For graduate students with higher levels of proactive personality, the influence of teacher−student relationship on their knowledge sharing willingness and behavior is more obvious than those with low levels of proactive personality. [ABSTRACT FROM AUTHOR]

A brand strategy is a powerful guarantee for a university to enhance its reputation and sustainable development. An internal brand is the foundation of a university brand. Based on three variables—internal market orientation, teachers' organizational identity, and teachers' brand support behavior, a research model is constructed on a university's internal brand formation mechanisms. To summarize how teachers support the university's internal brand building, we analyzed the relationship between the three variables. This study used a three-stage sampling survey method to distribute 500 questionnaires and recovered 419 valid samples. The data from the valid questionnaires were statistically analyzed using two software programs—SPSS 24.0 and Mplus 7.2. This survey and analysis found that the three internal market orientation dimensions (internal information collection, internal communication, and feedback) are significantly positively correlated with teachers' organizational identity and brand support behavior. Teachers' organizational identity is not only significantly positively correlated with brand support behavior, but also mediates the relationship between the three dimensions of internal market orientation and brand support behavior. Universities should pay attention to the key roles of teachers in brand building and regard internal market orientation as an important tool for internal brand building. [ABSTRACT FROM AUTHOR]