This study was initiated to examine the factors that influence knowledge sharing among academics in Bowen University, Nigeria. Although previous research has identified several factors that affect knowledge sharing, further research needs to be carried out to ascertain factors that affect knowledge sharing, in particular among higher academic institutions, especially in Nigeria. Due to a paucity of knowledge sharing research among faculty in Nigeria higher institutions and the fact that there is no existing framework that provides all constructs needed to interrogate knowledge sharing among academics, the study examined the influence of organisational, individual and technological factors on knowledge sharing behaviour of academics and the influence of demographic variables on how they share knowledge. Survey design guided the study and a questionnaire was used to collect data from 151 respondents. Data was analysed using descriptive statistics, Chi-square analysis and Logistic regression. Findings showed that among the organisational factors, only university policy (β= .641, p= .023) significantly influences knowledge sharing while among individual factors only trust (β= .785, p= .05) significantly influences knowledge sharing. None of the technological factors was found to influence knowledge sharing. Gender has a significant influence on knowledge sharing while academic cadre and faculty do not. Personal satisfaction, personal belief, mentoring, being knowledgeable and availability of fund/sponsorships were the other factors identified to influence knowledge sharing behaviour. The findings have extended knowledge and theory building in knowledge sharing through the conceptual framework. The study recommended that there should be a university policy on knowledge sharing which should be accompanied by rewards to motivate academics to share their knowledge.

This study investigated the effect of attitude on employee knowledge sharing intentions and examined the effect of extrinsic and intrinsic motivation on employee attitude and intention toward knowledge sharing. To understand the motivators of employee knowledge sharing intentions, a modified Theory of Reasoned Action (TRA) was adopted. Specifically, extrinsic and intrinsic motivations contexts were considered as factors that affect employee attitude and intentions toward knowledge sharing. The descriptive survey design was adopted. The population of the study comprised civil servants in Ebonyi State in Southeastern Nigeria. Random sampling technique was used to select 297 respondents across six ministries in the state’s Civil Service Commission. A structured questionnaire was used for data collection. Data were analyzed using frequency and percentage distribution and correlation. Findings revealed that attitude did not significantly influence employee intentions to share knowledge. Of the four motivational factors, knowledge self-efficacy (r = 0.171, p = 0.003) and enjoyment in helping others (r = 0.002, p = 0.000) were significant and pointed towards a strong role in employee attitudes and knowledge sharing intentions. However, expected organizational rewards and reciprocal benefits were found not to significantly influence employee attitudes and knowledge sharing intentions. These were attributable to the nature of the civil service and low incentives made available for motivating knowledge sharing. The study concluded that extrinsic motivation does not have a significant effect on the knowledge sharing intentions of the employees of the Ebonyi State Civil Service Commission but enjoyment in helping others and knowledge self-efficacy are motivating factors to their knowledge sharing intentions. It was recommended that organizations emphasize on intrinsic motivation as extrinsic motivation only secures temporary compliance. There should also be an enhancement of knowledge sharing facilities and creation of a feedback system to increase the employees’ knowledge self-efficacy.

The paper commences with a review of the concept of Information Communication technology (ICT) and points out how it has become a potent force in transforming social, economic and political life globally. It then discusses the linkage between gender and ICT especially how ICT has widened the digital divide gap between Africa and the rest of the world on one hand, and between males and females on the other. It later gives an overview of the ICT policy formulation situation in Africa pointing out the gender provisions in the national ICT policy documents of some African countries. It then reviews illiteracy rates and access to telephone facilities, computers, and Internet facilities in Africa and indicates that there is a digital divide on the continent between those who have access to the Internet and related technologies and those who do not. It finally presents the policy options and strategies to be adopted by African governments to enable women to benefit from opportunities offered by ICT. The paper concludes by submitting that unless gender issues are incorporated in national ICT policies in Africa, the digital divide will continue to widen and most women that live in African rural populations would continue to be excluded from the benefits of ICT.

This study investigated the influence of the five attributes of diffusion of innovation theory-relative advantage, complexity, compatibility, trialability, and observability-on lecturers' use of information and communication technologies. A structured questionnaire was used to collect data from 213 lecturers across the seven faculties and one institute at the National University of Lesotho (NUL). Cronbach's alpha reliability coefficient was used to determine the internal consistency of the instrument; the reliability of the multiple item scales ranged between 0.71 and 0.97. Collected data were first structured into grouped frequency distributions, and stepwise multiple regressions were used to test the five hypotheses formulated. At 0.05 level of significance, the attributes relative advantage, complexity, and observability were found to have a positive influence on attitude of lecturers toward using ICTs, with observability having the highest influence. To enhance widespread use of ICTs, it is recommended that NUL's administration organize relevant training and deploy user-friendly ICTs.