Impact of intra-group coopetitive incentives on the performance outcomes of knowledge sharing: evidence from a randomized experiment

• Published in: Journal of knowledge management Vol. 24; no. 2; pp. 346 - 368
• Main Authors: Liu, Fuzhen, Wu, Jiang, Huang, Xiao, Fong, Patrick S.W
• Format: Journal Article
• Language: English
• Published: Kempston Emerald Publishing Limited 12.03.2020; Emerald Group Publishing Limited
• Subjects: Altruism; Collaboration; Colleges & universities; Communication; Competition; Cooperation; Cooperative learning; Curricula; Design; Design optimization; Distance learning; Experiments; Feedback; Group dynamics; Incentives; Intelligence (information); Knowledge management; Knowledge sharing; Motivation; Reciprocity; Social networks; Social research; Students; Teachers; Teaching; Teams; Virtual communities; Knowledge sharing; Student performance; Intra-group cooperation; Randomised experiment; Intra-group competition
• ISSN: 1367-3270; 1758-7484
• DOI: 10.1108/JKM-05-2019-0256

Purpose Knowledge sharing, as a kind of social behavior that incorporates collective intelligence to achieve a certain goal, has become a remarkable developing trend in recent years. Under the context of traditional teaching, this study aims to explore the manner in which students become effective in sharing knowledge to help optimize course design and improve our existing education. Design/methodology/approach Among 195 university students taking an elective, the effects of different incentives on group performance in completing tasks is explored on the basis of a randomized experiment. Findings Results show that intra-group cooperation can be helpful to student performance, whereas intra-group competition neither improves nor worsens student performance. The former is mainly driven by reciprocity, especially for that stimulated by inter-group competition, whereas the latter is stimulated by egoism. Thus, proper reciprocity can promote student behavior to increase voluntary contribution. In addition, intra-group differences do not interfere with group performance, especially task-oriented groups. Originality/value Certain suggestions are proposed to improve the curriculum design in large classrooms. Forming groups is the best way to strengthen student knowledge sharing. Within task-oriented groups, the incentives of inter-group competition can encourage students to deepen intra-group cooperation and thus effectively improve group performance under the conditions of external competition.