The study aims to adopt an intention-based approach to examine the key factors influencing academics’ behaviour to share career capital tacit and explicit knowledge, foster innovations and to gain competitive advantages among higher education context. A research model was developed by successfully extending the Theory of Planned Behaviour (TPB) with institutional forces (i.e. senior management support and innovative climate) to examine academics’ career capital knowledge sharing behaviour. A survey was conducted through a questionnaire among 234 academics in Hong Kong self-financing institutions and the data was analyzed using SmartPLS – Structural Equation Modeling (SEM) technique. It was found that innovative climate of self-financing higher education institutions plays a mediating role in knowledge sharing intention among academics. The findings of this research help higher education institutions promote innovate climate and adopt innovative technologies to encourage knowledge sharing behaviour. Innovative climate fully mediates the relationship between knowledge sharing attitude and intention to share tacit and explicit career capital knowledge, as well as the relationship between senior management support and intention to share explicit career capital knowledge. Managerial implications are discussed and issues for further research are highlighted. Copyright ©2024 Springer.

This study explores the interrelationships between self-concept, motivation and academic and social experience among students from self-financing higher education institutions in Hong Kong. Although prior studies have investigated different aspects of self that drive various types of motivation in students' academic and social experience, most of them are related to publicly funded universities only. This study aims to extend our current understanding to the context of self-financing higher education, which is an alternative to students whose academic results are not good enough to secure tertiary placements at publicly funded universities. Using qualitative approach and the technique of friendship pair, 26 students from 12 self-financing higher education institutions in Hong Kong were recruited for semi-structured interviews. Data analysis revealed that participants constructed two dimensions of the self: the personal (i.e. the actual academic self, the possible academic self, the spiritual self and the extended self) and relational (i.e. the familial self and the social self) dimensions in the light of their university experience. The findings provide a better understanding of the contemporary university experience in relation to self and motivation among students studying at self-financing higher education institutions.
[Asia Pacific Education Review is a copyright of Springer, 2017]