Title: Determinants of knowledge sharing and students' performance among tertiary students using an integrative knowledge-sharing framework

Authors: Godfred Yaw Koi-Akrofi; Joyce Koi-Akrofi; Ebenezer Gaisie; Douglas Yeboah; Maame Ama Boadiwaa

Addresses: Department of Information Technology Studies, University of Professional Studies, Accra (UPSA), New Rd., Madina, Ghana ' Ghana Telecommunications Company Ltd., Headquarters, Telecel Ghana, South Liberation Link, Manet Tower A, Airport City, Accra, Ghana ' Department of ICT Education, University of Education, Winneba, Ghana ' Department of Information Technology Studies, University of Professional Studies, Accra (UPSA), New Rd., Madina, Ghana ' Department of Communication Studies, University of Professional Studies, Accra (UPSA), New Rd., Madina, Ghana

Abstract: This study used an integrative knowledge-sharing framework to examine determinants of knowledge sharing among tertiary students and its effect on academic performance. Data from 267 students in a Ghanaian public university were analysed with SMART-PLS. Results showed that only knowledge sharing efficacy significantly predicted knowledge sharing behaviour (T = 3.789, p = 0). Four constructs - willingness to share (T = 2.87, p = 0.004), enjoyment in helping others (T = 3.288, p = 0.001), personal expectation and reward (T = 3.491, p = 0), and knowledge sharing efficacy (T = 3.377, p = 0.001) - predicted intention to share knowledge. Intention (T = 2.757, p = 0.006) then predicted knowledge sharing, which strongly predicted students' academic performance (T = 9.533, p = 0). The findings underscore efficacy, intrinsic motivation, and intention as critical for fostering knowledge sharing, thereby boosting academic performance. The study recommends supportive social and technological environments to enhance sharing, with future research exploring cross-cultural and multidisciplinary contexts.

Keywords: knowledge; sharing; performance; framework; integrated.

DOI: 10.1504/IJKMS.2025.151423

International Journal of Knowledge Management Studies, 2025 Vol.16 No.4, pp.385 - 415

Accepted: 07 Aug 2025
Published online: 29 Jan 2026 *

Full-text access for editors Full-text access for subscribers Purchase this article Comment on this article