III.3.1.3.

Protocol for Conducting Exploratory Study

Prior to the research, protocols for interview and participant observation were
prepared. Even though the execution of the interview and participant observation
activities were conducted simultaneously, the data collection of these two activities
was independence to each other.

Before The Interview

 A semi-structured interview technique was applied of which open-ended
questions were developed in advance along with prepared probes (Morse
and Richard, 2002). These open-ended questions were designed and
arranged in a a reasonably logical order to cover the topic.
 Since all informants were Indonesian, interview was conducted in Bahasa
Indonesia. For this purpose, the interview questions prepared in Bahasa
Indonesia
 A place for interview in which the informant works. This was chosen to get
the factual insight of the informants’ knowledge sharing behavior in the
workplace.

During The Interview

 The informants was well informed about the purpose of the interview,
confidentially, duration of interview (20 – 60 minutes), and the interview
was tape-recorded and transcribed in preparation for analysis.
 The interview was conducted to discover respondent’s perspective of
knowledge sharing, drivers and barriers in conducting knowledge sharing
and the involvement in knowledge sharing activities.
 There were question development during the interview as the respons of the
informant’s answer.

Anticipated unexpected events:

 From the initial research, the researcher found that some informants had
difficulties in expressing their opinion; therefore main questioned was

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 supplemented with planned or unplanned probe questions to gain the insight
about the topic.
 From the initial research, the researcher found that during the interview
there will be an intermezzo as “free expression” about current condition and
the respondents’ answer to one question related to other question. Thus,
even though all informants were asked the same questions, the questions
were not necessarily in the same order.

III.3.1.4. Interview Guideline

Interview guideline was developed to answer RQ 1 dan RQ. 3 The interview
guideline was used to explore the actual antecedents of lecturers’ knowledge
sharing behavior and the involvement of informants in knowledge sharing
activities. The interview guideline that was used is show in table III.1 below.

Table III.1 Interview Guideline

No Interview Guide Related to Reseach Objectives
i The Introduction Familiarization with the informants
Can you tell me about yourself, for example,
name, position, and how long have you been
teach in here.
1 According to you, how important is the To explore lecturers’ perception on
knowledge sharing? knowledge sharing
In your opinion, why should lecturers share their
knowledge to others?

What motivate you to conduct the knowledge To explore personal context,

sharing activities organization context regarding
Probing; What else? knowledge sharing

2 What kind of knowledge that you share to your To explore the actual knowledge: tacit
colleagues and explicit that shared to others

3 Is there any barriers in conducting knowledge To explore lecturers’ personal

sharing with your colleagues? Can you give the context, organizational context,
example? barriers, social context and
Probing: what else? infrastructure and opportunity context

In your experience, have you experience any

bad thing happen to you while you are sharing
your knowledge?

4 In your opinion, is knowledge sharing To explore the lecturers’ behavior

compulsory or a commitment? regarding knowledge sharing
Probe:

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 No Interview Guide Related to Reseach Objectives
When it becomes compulsory and when it
becomes commitment

5 How do you share your knowledge to others? To explore the infrastructure and
Do you always do the same ways or is there any opportunity context regarding
other form? knowledge sharing

6 Does the relationship exist affecting knowledge To explore the social context
sharing? regarding knowledge sharing
behavior
7 When and where do you share to other? Do you To explore infrastructure and
always share your knowledge to every lecturer? opportunity context and social context
regarding knowledge sharing.

8 When you share your knowledge, how did your To explore the barriers of knowledge
colleagues see you? Positive or negative? Can sharing
you give an example?

9 Is there any colleagues that has no willingness To explore the reluctance behavior
to share? regarding knowledge sharing.

10 After you share your knowledge, is there any To explore the consequences of
effects to you or your organization? sharing knowledge among others

11 In your opinion, what should organization do to To explore the organization strategy

motivate lecturers’ knowledge sharing behavior to encourage lecturers’ knowledge
sharing behavior.

III.3.1.5. Data Absorption

In the qualitative approach, there are many different strategies to deal with the data
collected (Coffey & Atkinson, 1996; Miles & Huberman, 1994; Creswell, 2003).
Qualitative data absorption manages words, language, and the meanings these
imply (Miles & Huberman, 1994). Qualitative study is expected to create thick
description and understanding in social life (Walker, 2011).

In grounded theory, qualitative data absorption is accomplished through an

elaborate set of coding processes. Unlike other qualitative methods, Strauss &
Corbin (1994) remained that coding is the fundamental analytic process used by the
research. It connects researcher and data from transcript to theory. Strauss & Corbin
(1994) states that coding process consist of three phases, that are open coding, axial
coding and selective coding. Each phase requires different interventions on the part
of researcher.

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Glaser (1992) defined coding as “conceptualizing data by constant comparison of
incident with incident, and incident with concept”. To analyze the data, there are
two procedures. First, this study makes comparisons of incident to incident to
generate categories and then compare new incidents to categories. Second,
researchers require to examine the data through the use of neutral questions such as
“What category does this incident indicate”. Adapting Glaser (1992) procedure, the
qualitative data absorption was developed as follow:

Respondent Profile Interview Transcribing Coding

Theoretical
Narrative Reporting
Comparison

Figure III.3 Qualitative Data Absorption for Exploratory Study

Interview Transcribing
Interview questions were designed as open-ended questions. Sometimes
researchers have to arrange the order of question to make the questions flow
reasonably and create cozy interview. During the interview, researcher used some
probing to get hidden information from informants. To validate the answer,
researcher sometimes repeated the informant’s answer. This interview session was
recorded. Field note also made to describe the situation during the interview for
example, there was any noise, interruption, interviewee did not have passion, et
cetera. NVIVO 10 Management software was used to manage the research to store,
coding and categorizing the data.

Coding
Several researchers in qualitative study agreed that data reduction needs to conduct
in the first step of analysis (Saunders, et.al, 2007; Creswell, 2003; Sekaran, 2003).
After imported into NVIVO 10 Management Software, the transcript is started to
be coded. This study used Glaser’s coding procedure as follow.

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 1. The first procedure is substantive coding. Substantive coding consists of
two steps, which are open coding and selective coding.
2. In open coding, this study began collecting informants’ views regarding
knowledge sharing behavior. The relevant sentences were highlighted. In
this step, data were coding in every possible way. This study did not limited
the data relate to theory. The result was incidents
3. Selective coding, as the next procedure, was conducted to transforms open
data to core category. The codes was made around a core category. The
result was substantive code or subcategories
4. The second procedures was theoretical coding. Researcher identified the
relation of some substantive codes and conceptualized the codes into a
theory. The results was categories
The procedures of coding can be seen in figure III.2

Open Coding Selective Coding Theoretical Coding

(Nodes) (Subcategories) (Category

Figure III.4 Coding Procedure

Narrative Reporting
Interview results are described in the form of narrative reporting. Narrative
reporting was conducted to assess the meaning of analyzed data of each topic as
well as to describe how the outcome can be compared to theories. The background
context of university also attached in this reporting to describe real situation taken.

III.3.2. Explanatory Study

After exploring the antecedents, barriers, willingness and the actual lecturer’s
knowledge sharing behavior, explanatory study was conducted to find the
relationship between those antecedents, develop hypotheses, conceptual model and
questionnaire based on the result of exploratory study. In explanatory study, pretest
survey was conducted in selected universities. Since the target respondents were
Indonesian, the questionnaire was developed directly in Bahasa Indonesia, in
accordance with the exploratory result.

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