Article Per Year (5 Year)
p-Index From 2021 - 2026
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This Author published in this journals
All Journal Journal of Economics, Entrepreneurship, Management Business and Accounting
Rince Tambunan
STIE 66 Kendari, Indonesia
Economics, Econometrics & Finance

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Perceived Opportunities for Competency Development, Organizational Support, and Lecturers’ Self-Reported Academic Task Performance: The Mediating Role of Knowledge Sharing Muhammad Nuzul Qadri; Rince Tambunan; La Ode Almana; Asrul Jabani; Jamaluddin Dahlan
Journal of Economics, Entrepreneurship, Management Business and Accounting Vol 4 No 6 (2026): Volume 4, Issue 6, November 2026
Publisher : CV. Sakura Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61255/jeemba.v4i6.2117

Abstract

Purpose – This study examines the direct and indirect associations of perceived competency development opportunities and organizational support with lecturers’ self-reported academic task performance through knowledge sharing. Design/methodology/approach – A quantitative, cross-sectional study involved all 85 active lecturers at STIE Enam Enam Kendari (100% response rate). Data were collected using 17 five-point Likert-scale items and analysed using PLS-SEM, supplemented by sensitivity and common-method diagnostics. Findings/Results – Competency development opportunities were positively associated with academic task performance (β = 0.364) and knowledge sharing (β = 0.454). Organizational support showed positive associations with performance (β = 0.428) and knowledge sharing (β = 0.282). Knowledge sharing was positively associated with performance (β = 0.296). Both indirect associations were statistically significant (β = 0.134 and β = 0.083), supporting complementary partial statistical mediation. Total effects were 0.498 and 0.511, respectively. Cross-sectional self-reports limit causal interpretation and may involve common-method variance. Originality/Value – This study clarifies the role of knowledge sharing in lecturers’ academic task performance while distinguishing perceived development opportunities from actual competency gains and self-reported effectiveness from comprehensive academic achievement.
Co-Authors Asrul Jabani Jamaluddin Dahlan La Ode Almana Muhammad Nuzul Qadri