everybody does km? bob kuo sun-yet-sen university, taiwan

Everybody does KM?

Bob Kuo

Sun-Yet-Sen University, Taiwan

Introduction

• “Knowledge has become … even the only source of comparative advantage” ~ Peter Drucker (1995)

• KM : extracting the right knowledge from people’s memory and storing it in networked computers for later distribution ~ Tiwana (2001)

• Most KM studies are normative (Schultze and Leidner 2002)

Introduction (cont.) :Smart Creative Teachers’ Net

• Government Funding

• Professors’ leadership

• Teachers’ endorsement

• Backdrops:» Am I smart (enough)?» Am I creative (enough)?» Is SCTNet itself smart and creative (enough)?» Is Government smart and creative (enough)?

「思摩特」平台「思摩特」平台

Introduction (cont.)SCTNetSCTNet

Accumulated Registers Per Month (2001/11~2003/11)

0

10000

20000

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1 4 7 10

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98467

7343366270

99275

110047100637

85355

69242 69425

0

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100000

120000

1 2 3 4 5 6 7 8 9

Login frequency per month (2002/12~2003/08)

Introduction (cont.)

• A theoretical approach at the individual level:– Research aim:to identify the

psychological mechanisms that govern the practices of knowledge sharing

– Motivational focus, especially on the psychological mechanisms of volitional control

AntecedingDeterminants

KS PracticesMind

The Survey: Theoretical Background

• Self-Regulation Paradigm• The Theory of Planned Behavior• Intention (Goal)• Controllability• Perceived Self-Efficacy • Action Control

Research Model : A Self-regulation Perspective

Subjective Norm of Knowledge Sharing

Practices

Controllability ofKnowledge Sharing

Practices

Attitude Toward Knowledge Sharing

Practices

Intention to Share Knowledge

Knowledge Sharing Behavior

H1

H6

H2H3

H7

Perceived KnowledgeSharing Self-Efficacy

H4

H5

Action Control

H8aH8c

H8b

Direct EffectModerating Effect

• Self-regulation is a paradigm dedicated to the study of – Purposefully directed human actions in which human

s judge what is ultimately best for themselves– Set goals to achieve it– Choose means to attain these goals– Act in accord to these judgments ~ Karloy (1993)

– The enactment of actions depend upon the strength of one’s volitional control mechanisms.

– “Self-motivation involves a dual cyclic process of disequilibrating production followed by equilibrating discrepancy reduction” ~ Bandura ( 1986, p47)

Personal Control in KS Practices

• In this study, we have – Investigated four self-regulatory mechanisms of co

ntrol for studying KS practices • Intention and Controllability, couched in the Theory of Pla

nned Behavior (Ajzen 1986, 1988, 2002)

• Perceived self-efficacy, couched in the Social Cognitive Theory (Bandura 1997)

• Action control, couched in the theory of action control by Kuhl (1985)

– Research model formulation based on TPB

Personal Control in KS Practices(cont.)

The Theory of Planned Behavior

– Attitude • “Summary evaluation of a psychological object

captured in such attribute dimensions as good-bad, harmful-beneficial, pleasant-unpleasant, and likable-dislikeable”

– Subjective norms • Social factor term defined as the perceived

social pressure to perform or not perform the behavior in question Intention

– Intention• Intend to, will try to

• Controllability– The amount of control on the achievement

of personal goals– Introduced to deal with situations in which

people may lack complete volitional control over the behavior of interest ~ Ajzen (1986, 1988, 2002)

Perceived Self-Efficacy

• Perceived self-efficacy – “People’s judgment of their capabilities to o

rganize and execute course of action required attaining designated types of performances” ~ Bandura (1991, p. 257)

– concerned “not with the number of skills you have, but with what you believe you can do with what you have under a variety of circumstances” ~ Bandura (1997, p37)

– I am confident that I can perform…

Action Control

• Self-regulatory mechanisms that mediate the enactment of action-related mental structures (intentions)

• State versus action orientation indicates that a person’s general tendency to approach or avoid things in a static (passive) or dynamic (active) fashion

• Those with low self-regulatory capacity are called state oriented

• Those with high self-regulatory capacity are called action oriented

Research Methodology

• Subjects and Procedure

• Measures

Subjects and Procedure

• SCTNet (http://SCTNet.edu.tw)

• A virtual professional community of teachers in Taiwan

• Over 60,000 members

• A total of 304 subjects completed the questionnaire

• 260 of these were considered valid responses

http://sctnet.edu.tw/

SCTNet Info

Registers %

Total Registers 68,964(100%)

Male Users 22447(32.55%)

Female Users 46292(67.12%)

SCTNet Info (cont.)

Service Organization Distribution

%

Kindergarten 628(0.91%)

Primary School 44164(64.04%)

Junior High School 8162(11.84%)

Senior High School 1722(2.5%)

College/University 1302(1.89%)

Others 12674(18.38%)

Data Collection Process

On-line Questionnaires

Distribution

Activity LogCollection*

2002/9 2002/10 2002/11

*Active Log Collection included: The frequency of posting work-related issues, sharing personal teaching experiences or know-how from work with other peers in teaching field, uploading teaching materials that are designed by individuals, participating discussions, giving critiques after reading particular topics that are proposed by others, downloading teaching materials or resources, and giving critic or feedback while performing teaching materials down loading

Data Analysis and Results

• Scale Validation

• Structural Model

• The moderating effect of action versus state orientation

Data Analysis and Results (cont.)

Variable Value Variable Value

Age Experience of using a computer

20-30 58.7% <= 1 year 2.7%

30-40 23.1% 1-2 years 7.2%

40-50 15.2% 2-3 years 12.1%

Over 50 3.0% Over 3 years 78.0%

Education Average use of Internet per week

Bachelor’s degree or equivalent 84.5% <= 3 hours 9.8%

Master’s degree 15.5% 4-12 hours 36.7%

Own a personal computer 13-36 hours 35.2%

Yes 95.8% Over 37 hours 18.1%

No 4.2%

Scale Validation (cont.)Table 4. Rotated Factor Matrixes with Varimax Rotation

Component

1 2 3 4 5

SE1 .725 .173 -.050 -.048 .167

SE2 .907 .009 -.016 .066 .101

SE3 .942 .011 .005 .077 .079

SE4 .926 .002 -.011 .116 .086

SE5 .872 .090 -.028 .114 .144

SE6 .847 -.037 -.004 .040 .039

A1 .062 .900 .165 .169 .134

A2 .059 .881 .141 .242 .181

A3 .027 .903 .126 .205 .148

SN1 -.033 .107 .898 -.011 .069

SN2 -.015 .132 .905 .103 .033

SN3 -.039 .138 .825 .185 -.009

I1 .157 .406 .167 .827 .171

I2 .134 .339 .165 .861 .191

C1 .261 .168 .106 .184 .828

C2 .177 .253 -.009 .117 .865

Scale Validation (cont.)Table 3. Item –to-Construct Loadings & Construct Reliability

Construct & Items Mean StandardDeviation

Item-to-Construct Loading

Error Loading Composite Reliability

Average Variance

Extracted (AVE)

Attitude

A1 6.25 0.82 0.90 0.13 0.95 0.88

A2 6.19 0.86 0.93 0.1

A3 6.09 0.93 0.92 0.13

Subject Norms

SN1 4.92 1.24 0.84 0.46 0.84 0.64

SN2 4.88 1.16 0.93 0.19

SN3 5.31 1.10 0.74 0.55

Intention

INT1 5.89 0.91 0.97 0.05 0.95 0.91

INT2 5.86 0.89 0.92 0.13

Controllability

C1 5.82 1.04 0.85 0.3 0.79 0.65

C2 6.06 1.05 0.79 0.41

Self Efficacy

SE1 9.37 1.20 0.68 0.78 0.87 0.54

SE2 8.65 1.69 0.91 0.51

SE3 8.70 1.61 0.97 0.16

SE4 8.55 1.74 0.94 0.37

SE5 8.66 1.59 0.87 0.6

SE6 8.10 1.89 0.78 1.39

Structural Model

Results of the Model Test

Subjective Norm o f Knowledge Sharing

Practices


Practices


Practices



0.50(7.34)**

0.492 R 0.042 R

0.13(2.40)**

0.14(2.66)**

0.08(1.07)

0.19(2.75)**

Perceived KnowledgeSharing Self -Efficacy

0.18(2.55)**

-0.11(-1.35)

SignificantNon-significant

02.000.1

99.0

)103,33.114(11.1/ 22

RMSEACFINNFI

dfdf

Structural Model (cont.)Table 5. Significance of Individual paths

Path Path coefficient(t-value)

Hypotheses

Attitude -> Intention 0.50 (7.34)** H1 (Supported)

Subject Norms -> Intention 0.14 (2.66)** H2 (Supported)

Intention -> Behavior 0.08 (1.07) H3 (Not Supported)

Controllability -> Intention 0.18 (2.55)** H4 (Supported)

Controllability -> Behavior -0.11 (-1.35) H5 (Not Supported)

Self-efficacy -> Intention 0.13 (2.40)** H6 (Supported)

Self-efficacy -> Behavior 0.19 (2.75)** H7 (Supported)

Note: ** p-value < 0.05

Structural Model (cont.)

Results of the Model Test for Action-Orientation Group


Practices


Practices


Practices



0.47(4.69)**

0.542 R 0.052 R

0.08(1.00)

0.21(2.83)**

0.13(1.32)

Perceived KnowledgeSharing Self-Efficacy

0.20(1.87)

-0.18(-1.37)


03.0

99.099.0

)107,69.119(12.1/ 22

RMSEA

CFINNFI

dfdf

0.22(2.11)**

Structural Model (cont.)

Results of the Model Test for State-Orientation Group


Practices


Practices


Practices



0.51(5.36)**

0.442 R 0.052 R

0.16(1.95)

0.09(1.15)

-0.05(-0.47)

0.25(2.54)**

Perceived KnowledgeSharing Self -Efficacy

0.17(1.70)

-0.06(-0.59)


02.099.0

99.0

)104,69.111(07.1/ 22

RMSEACFINNFI

dfdf

The moderating effect of action versus state orientation

2

2

2

2

2

2

2

2

2

2

Fit of the Model with the Path Test of Invariance Hypotheses

Path Free Fixed to be Equal (df)-test

Attitude ->Intention (211)=231.39 (212)=231.31 (1)=-0.08p=1

H8a

Subjective Norms -> Intention

(211)=231.39 (212)=233.31 (1)=1.92p=0.17

H8b

Intention ->Behavior

(211)=231.39 (212)=235.63 (1)= 4.24p=0.04**

H8c**

ImplicationImplication

CulturalDifferences

IntentionSelf-efficacyControllability

‧SCTNet Usage

Action control

Mind KS PracticesAntecedingAnteceding

DeterminantsDeterminants


‧Environmental FactorsIT characteristics‧

IntentionSelf-efficacyControllability

‧Interactivity‧Quality of Discussion

Defensive Strategies(Argyris)

‧ Make attribu- tions about others' personali- ties and motives‧Craft the attri- butions in ways that make them untestable



Stressful Condition

Qualitative Research ~ Web-based KMS (SCTNet) as a Virt

ual Space for Sharing “Lived Experience”

“Lived Experience” Sharing Space

Life in School

Life in SCTNet: the smart and the outside

Opportunities & BarriersProjections

Web-based KMS (SCTNet) as a Space for Sharing “Lived Experience”

• The opportunities: SCTNet as a facilitating force

• The barrriers: SCTNet as a obstructing force

• The projections: Life after SCTNet

The 「 Smart 」舞台

The Outside 「外面」

The Opportunities

• The possibility for defying the rigid hierarchical structure of the “teacher community” ( 解構科層的可能 )

• The applauses as knowledge sharing motivation ( 掌聲作為分享的動力 )

• The buffering zone for reducing embarrassment from sharing knowledge face-to-face( 面對面尷尬的緩衝 )

The Opportunities (cont.)

• The way to reach the world outside the “classroom castle” ( 走出教室城堡 )

• The trace of professional and personal growth ( 紀錄成長的足跡 )

• The incubator of ideas ( 思緒沉澱與醞釀 )• The playground for novices ( 新手成功的契機 )

The Barriers

• Small and Rigid Community ( 圈子小 ) – The easy-to-recognize “anonymity”( 匿名的匿

名性 )– The concern for security and trust( 安全與信

任 )– The reticence of professional status in sharing

( 身份的矜持 )– The face ( 平凡與漏氣的顧忌 )

The Barriers (cont.)

• Text as the Media of Shharing Contextually Dependent Knowledge ( 文字為主的情境描述媒介 )– The Richness( 豐富性 )– The Immediateness and Effectiveness( 直接

與立即性 )– The ability of explicating the tacit knowledge

( 外顯能力 )


• Computers as the Sharing Tool ( 電腦作為分享的工具 )– The complexity of functions( 複雜的系統功能 )– The screen as the reading media( 螢幕作為閱

讀的媒介 )– The speed of typing ( 打字速度 )


• The face of them: To see or not to see” ( 見面及見過面 )

• The professional doctrine of “must-do-the-right-things” as the impediment ( 專業作為阻斷的堡壘 )

• The conversation: historical, temporal, and structural ( 脈絡作為對話的基礎 )

• The time limitation( 時間的侷限 )

The Projections

• They (the unknown others) have changed because of me ( 有了思摩特，他人因我而改變 )

• I Have change because of them ( 有了思摩特，我因他人而改變 )

• SCTNetting becomes the habit of my life• SCTNetting becomes an invisible barrier betwee

n I and colleague( 思摩特成為一道摸不著的牆 )

We try our best in promoting the benefits of sharing through SCTNet. And yet, the participants are few… 「我們也極力去推廣，也介紹它的好處，可是，畢竟來參與的人，跟來應用的人很懸殊… 」

Reflections

The meaning ofSharing

The meaning ofSharing

The Classroom Castle The Classroom Castle

Measuring SuccessMeasuring Success

BusyBusy

The Face The Face

The HabitThe Habit

Teach

er

Education systems

Information

Technology

Reflections

The Meaning of Sharing• The Education System ( 教育體制 )

– Share teaching materials, classroom management, etc.– Love your colleagues: “Don’t fight,” “No showing off”, ( 「愛現」、

「突兀」及與「以和為貴」牴觸的行為 )

• Teacher– A way of professional growth: I grow because I improve – A way of building identity and community belongingness – A sense of self- and mutual- respect ( 「成長」、尋求「社群歸

屬」的可能 )

• Information Technology– Store, Index, and Distribute: One size fits all– Administrative tool – Workshop: Security and censoring of the virtual space( 審核機制、

網路虛擬的「教室城堡」及「私底下」的小空間 )

Busy• The Education System ( 教育體制 )

– 24 hours/week– Computerize what you do; as the knowledge repository grow

s, teachers’ knowledge will also grow– Easier administration ( 二十四節課、政策配合、兼任行政工

作、體貼的設想 )• Teacher

– “Burn out”– Tired after school or children fall asleep( 「已經疲憊」、在

下班之餘、在孩子睡著之後 )– I am not superman or superwoman

• Information Technology– Typing, and more typing– Extra burden, beyond the structure, “surplus” role( 文字敘述、

額外的負擔、體制之外、「剩餘的角色」 )

The Classroom Castle• The Education System ( 教育體制 )

– The class is designed is like “egg crate”– Be responsible for all activities in the classroom ( 教室的設計像

一格格的蛋盒 , 老師的角色設計 , 在教室中主導所有的事情 )– Teaching vs. Learning

• Teacher– Classroom is where I should be– King or Queen of the castle: A tyrant or a savior?– Must solve the problems efficiently inside the castle– Little time for learning: Interrupted thinking by kids( 多數的時間是

留在教室空間裡、「老師所遇到的多為立即需要解決的問題」、被孩子中斷的思考

• Information Technology– Classroom IT? Say what?– Share the IT: Administration first, personal stuff next

The Face • The Education System ( 教育體制 )

– Small community (social network built through class-mating, co-working, or apprenticing ( 教師圈圈子小 )

– Traditional Guan-Xi • Teacher

– Highly respected by the society– Should be able to provide inquiries all life long: Being a teacher also means

being an instructor, a mentor, a consultant, a care provider, a policy coordinator,… ( 「一輩子要被人家尊敬」、「一輩子要被人家問」、「當學生的貴人」、「當學生的情緒知音」，要傳道、要授業、要解惑…這樣的期待是在有某種「關係」的人面前被實踐著 )

– Face-based security and trust systems ( 「一面之緣」、「見面三分情」這個文化脈絡下，奠基在「臉、面」上面所建構的安全與信任系統 )

– “Don’t lose face” becomes an important concern• Information Technology

– No face-to-face interaction– No social cues– Yet, traceable by those who have been in the community a long time (看不

到臉，透過 ID 的方式呈現自己，然而卻顧忌著經由詳實的文字敘述，而暴露出任何可以經由「圈子小」的脈絡所追尋到的線索 )

Habit• The Education system ( 教育體制 )

– Face-to-face communication – Learning through apprenticeship – Lead, rather than facilitate (透過口頭的分享模式及透過師徒觀摩

的學習方式，來達到生命經驗的成長，是被設計在教學體制中的「習慣」模式 )

• Teacher– get used to being busy, speaking in secured environment, avoidin

g presenting self in public, concealing failed experience, keeping “peace,” “Keeping face,” etc. ( 教師習慣教學現場忙碌的步調、習慣在安全的場域中講話、習慣不在公開的場域中呈現自己、習慣不任意呈現自己內心及失敗的經驗、習慣不做踰越身份層級的分享、習慣不做與「以和為貴」牴觸的論述與辯證… )

• Information Technology– Using IT is NOT a habit: Not use to communicating through monit

ors, using text to describe the event or context, communicating without seeing each others’ “face”, operating the complex function of SCTNet, ( 不習慣透過螢幕進行分享、不習慣透過文字陳述事情脈絡、不習慣沒有面對面的溝通方式、不習慣操作「思摩特」複雜的使用方式、體制外的資訊系統 )

Measuring Success

• The Education System ( 教育體制 )– “Quantity”: Number of teachers, posting, etc.– “Having face” ( 他去教育部開會的時候，「思摩特」這個網站

…我們在上面沒有什麼資料這樣子，上司回來就有一點不高興，就叫所有的學校反正都要送一份去教育局，就要每個學校都要把那個部份通通上傳上去，結果資料量，衝上所有縣市的前幾名 )

• Teacher– Acquire knowledge and keep progress is the nature of being

a teacher(追求進步與知識，是身為教師的天職。沒有跟上進步的腳步，沒有主動追求知識，如何能成為一個教師呢？ )

– To use IT is a presentation of “having face”(資訊科技的使用是一種「面子」的表現、資訊科技代表著進步與知識的意涵 )

• Information Technology– IT carries an implicit meaning of progress and knowledge– Virtually no limitation in terms of the quantity of knowledge


‧What environmental factors?What IT ‧

characteristics?

‧How to Measure success? Interactivity? Quality of Discussion? Networking? Personal growth?

What psychological Constructs?Intention?

Self-efficacy?Controllability?



Thank You

• H1:The more favorable the individual’s attitude toward knowledge sharing practices, the stronger his/her intention to share knowledge.

Attitude (cont.)

• H2: The stronger the individual’s perceived subjective norms towards knowledge sharing practices, the stronger his/her intention to share knowledge.

Norm (cont.)

• H3: The stronger the individual’s intention to share knowledge, the more likely it is that he/she will share knowledge.

• H4: The greater the individual’s controllability of knowledge sharing practices, the stronger his/her intention to share knowledge.

Perceived Behavioral Control(cont.)

• H5: The greater the individual’s controllability of knowledge sharing practices, the more likely it is that he/she will perform knowledge sharing behavior.

• H6: The greater the individual’s perceived knowledge sharing self-efficacy, the stronger his/her intention to share knowledge.

• H7: The greater the individual’s perceived knowledge sharing self-efficacy, the more likely it is that he/she will share knowledge.

Perceived Self-Efficacy (cont.)

Action Control (cont.)

• H8a: The effect of attitude on an individual’s intention to share knowledge is invariance across action-state oriented groups.

• H8b: The effect of subjective norms on an individual’s intention to share knowledge is invariance across action-state oriented groups.

• H8c:The effect of an individual’s intention to share knowledge on his/her knowledge sharing practice is invariance across action-state oriented groups.

Measures

Intention:INT1 I intend to share knowledge on SCTNetINT2 I will try to share knowledge on SCTNe

Attitude:A1 I think to do knowledge sharing on SCTNet is goodA2 I think to do knowledge sharing on SCTNet is beneficialA3 I think to do knowledge sharing on SCTNet is valuable

Measures (cont.)

Subjective Norms:SN1 I think my school principal will support me in sharing knowledge on SCTNetSN2 I think the colleagues in my school will support me in sharing knowledge on SCTNetSN3 I think the peers in educational domain will support me in sharing knowledge on SCTNet

Measures (cont.)

Controllability:C1 I believe that I have full control of using SCTNetC2 It is mostly up to me whether or not I use SCTNet

Measures (cont.)

Self-Efficacy:SE1 I am confident that I can find out all the resource that I want through using SCTNet’s search engineSE2 I am confident that I can post new issue on SCTNet’s Discussion ForumSE3 I am confident that I can give response to a specific issue on SCTNet’s Discussion ForumSE4 I am confident that I can discuss work related issues on SCTNet’s Professional Forum

Measures (cont.)

Self-EfficacySE6 I am confident that I can perform resource sharing on SCTNet’s Resource sharing ForumSE7 I am confident that I can have a chat in a specific topic on SCTNet’s Coffee Shop

Measures (cont.)Action Control:

AC1 When I have lost something that is very valuable to me and I can’t find it anywhere: (a). I have a hard time concentrating on something else (b). I put it out of my mind after a little while

AC2 If I’ve worked for weeks on one project and then everything goes completely wrong with the project: (a). It take me a long time to adjust myself to it (b). It bothers me for a while, but then I don’t think about it anymore

AC3 When I’m in a competition and have lost every time: (a). I can soon put losing out of my mind (b). The thought that I lost keeps running through my mind

AC4 If I had just bought a new piece of equipment (for example a tape deck) and it accidentally fell on the floor and was damaged beyond repair: (a). I would manage to get over it quickly (b). It would take me a long time to get over it

AC5 If I have to talk to someone about something important and, repeatedly, can’t find him or her at home: (a). I can’t stop thinking about it, even while I’m doing something else (b). I easily forget about it until I see the person

AC6 When I’ve bought a lot of stuff at the store and realize when I get home that I’ve paid too much-but I can’t get my money back: (a). I can’t usually concentrate on anything else (b). I easily forget about it


AC7 When I am told that my work has been completely unsatisfactory: (a). I don’t let it bother me for too long (b). I feel paralyzed

AC8 If I’m stuck in traffic and miss an important appointment: (a). At first, it’s difficult for me to start do anything else at all (b). I quickly forget about it and do something else

AC9 When something is very important to me, but I can’t seem to get it right: (a). I gradually lose heart (b). I just forget about it and do something else

AC10 When something really gets me down: (a). I have trouble doing anything at all (b). I find it easy to distract myself by doing other things

AC11 When several things go wrong on the same day: (a). I usually don’t know how to deal with it. (b). I just keep on going as though nothing had happened

AC12 When I have put all my effort into doing a really good job on something and the whole thing doesn’t work out: (a). I don’t have too much difficulty starting something else (b). I have trouble doing anything else at all


AC13 When I know I must finish something soon: (a). I have to push myself to get started (b). I find it easy to get it done and over started

AC14 When I don’t have anything in particular to do and I am getting bored: (a). I have trouble getting up enough energy to do anything (b). I quickly find something to do

AC15 When I’m getting ready to tackle a difficult problem: (a). It feels like I am facing a big mountain that I don’t think I can climb (b). I look for a way that the problem can be approached in a suitable manner

AC16 When I have to solve a difficult problem: (a). I usually don’t have a problem getting started on it (b). I have trouble sorting things out in my head so that I can get down to working on the problem

AC17 When I have to make up my mind about what I am going to do when I get some unexpected free time: (a). It takes me a long time to decide what I should do during this free time (b). I can usually decide on something to do without having to think it over very much

AC18 When I have work to do at home: (a). It is often hard for me to get the work done (b). I usually get it done right away


AC19 When I have a lot of important things to do and they must all be done soon: (a). I often don’t know where to begin (b). I find it easy to make a plan and stick with it

AC20 When there are two things that I really want to do, but I can’t do both of them: (a). I quickly begin one thing and forget about the other thing I couldn’t do (b). It’s not easy for me to put the other thing I couldn’t do out of my mind

AC21 When I have to take care of something important which is also unpleasant: (a). I do it and get it over with (b). It can take a while before I can bring myself to it

AC22 When I am facing a big project that has to be done:(a). I often spend too long thinking about where I should begin (b). I don’t have any problems getting started

AC23 When I have a boring assignment: (a). I usually don’t have any problem getting through it (b). I sometimes can’t get moving on it

AC24 When I have an obligation to so something that is boring and uninteresting: (a). I do it and get it over with (b). It can take a while before I can bring myself to do it

everybody does km? bob kuo sun-yet-sen university, taiwan

Documents

practices of knowledge

taiwan slide

theory of action control

introduction knowledge

ks practices intention

right knowledge

p47 personal control

tpb personal control