The Role of Distributed Leadership on Knowledge Sharing and Organizational Learning in Higher Education Institutions of Cambodia

Main Article Content

Bonarin Hem


Purpose: This study aims to investigating the role of distributed leadership on knowledge sharing and organizational learning in higher education institutions of Cambodia. Seven variables include empowerment, shared purpose, social support, voice, distributed leadership, knowledge sharing, and organizational learning. Research design, data and methodology: The quantitative method was applied to distributing questionnaire to 600 employees who have been working in ten higher education institutions in Phnom Penh. Item-Objective Congruence (IOC) was used to test the content validity and Cronbach’s Alpha was employed to test reliability before collecting the data. Afterwards, confirmatory factor analysis (CFA) was carried out to evaluate the construct validity, including convergent and discriminant validities. Furthermore, structural equation modeling (SEM) was examined to confirm the casual relationship among variables. Results: The findings showed the significant relationships between empowerment, social support and voice on distributed leadership. In addition, distributed leadership significantly impacted knowledge sharing towards organizational learning. Nevertheless, shared purpose had no significant impact on distributed leadership in this study. Conclusions: Academic researchers and decision makers are recommended to further examine the determinants impacting knowledge sharing and organizational learning as well as to promote social support, leadership and voice across organizations to gain competitiveness in education market segment.


Download data is not yet available.

Article Details

How to Cite
Hem, B. (2022). The Role of Distributed Leadership on Knowledge Sharing and Organizational Learning in Higher Education Institutions of Cambodia. AU-GSB E-JOURNAL, 15(2), 105-114.
Author Biography

Bonarin Hem

Director, LSi Business School, Phnom Penh, Cambodia.


Alavi, M., & Leidner, D. E. (2001). Review: knowledge management and knowledge management systems: conceptual foundations and research issues. MIS Quarterly, 25(1), 107-136.

Barnes, C. A., Camburn, E., Sanders, B. R., & Sebastian, J. (2010). Developing instructional leaders: using mixed methods to explore the black box of planned change in principals’ professional practice. Educational Administration Quarterly: The Journal of Leadership for Effective & Equitable Organizations, 46(2), 241-279.

Baumgartner, H., & Homburg, C. (1996). Applications of Structural Equation Modeling in Marketing and Consumer Research: a review. International Journal of Research in Marketing, 13(2), 139-161.

Bolden, R. (2011). Distributed leadership in organizations: a review of theory and research. International Journal of Management Reviews, 13(3), 1-29.

Bornemann, M., & Sammer, M. (2003). Assessment methodology to prioritize knowledge management related activities to support organizational excellence. Measuring Business Excellence, 7(2), 21-28.

Cambodia Development Resource Institute. (2013). Cambodia’s Development Dynamics: Past Performance and Emerging Priorities. CDRI.

Camps, J., & Majocchi, A. (2010). Learning Atmosphere and Ethical Behavior, Does It Make Sense. Journal of Business Ethics, 94(1), 129-147.

Carson, J. B., Tesluk, P. E., & Marrone, J. A. (2007). Shared leadership in teams: an investigation. The Academy of Management Journal, 50(5),1217-1234.

Chet, C. (2009). Higher education in Cambodia. In Y. Hirosato & Y. Kitamura (Eds.), The political economy of educational reforms and capacity development in Southeast Asia: Cases of Cambodia, Laos, and Vietnam (pp. 153-165). Springer.

Connelly, C., & Kelloway, K. (2003). Predictors of Employees' Perceptions of Knowledge Sharing Cultures. Leadership & Organization Development Journal, 24(5), 294-301.

Erdoğan, C. D. (2016). The mediating role of knowledge sharing on the relationship between distributed leadership and readiness for change among public school teachers [Master Dissertation, Middle East Technical University]. METU.

Fausing, M. S., Joensson, T. S., Lewandowski, J., & Bligh, M. (2015). Antecedents of shared leadership: empowering leadership and interdependence. Leadership & Organization Development Journal, 36(3), 271-291.

Feldman, M. S. (2000). Organizational routines as a source of continuous change. Organization Science, 11(6), 611-629.

Fitzsimons, D., James, K. T., & Denyer, D. (2011). Alternative approaches for studying shared and distributed leadership. International Journal of Management Reviews, 13(3), 313-328.

Fornell, C., & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18(1), 39-50.

Fu, L., & Liu, Z. (2018). Distributed leadership in organizations: an investigation of antecedent conditions. Chinese Management Studies, 12(4), 682-700.

Gold, A. H., Malhotra, A., & Segars, A. H. (2001). Knowledge management: an organizational capabilities perspective. Journal of Management Information Systems, 18(1), 185-214.

Gronn, P. (2002). Distributed leadership as a unit of analysis. The Leadership Quarterly, 13(4), 423-451.

Gupta, B., Iyer, L., & Aronson, J. (2000). Knowledge management: Practices and challenges. Industrial Management and Data Systems, 100(1-2), 17-21.

Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2010). Multivariate data analysis (7th ed.). Pearson Education International.

Hair, J., Black, W., Babin, B., Anderson, R., & Tatham, R. (2006). Multivariate Data Analysis (6th ed.). Pearson Education.

Hulin, C., Netemeyer, R., & Cudeck, R. (2001). Can a Reliability Coefficient Be Too High?. Journal of Consumer Psychology, 10(1), 55-58.

Kaewwit, R. (2007). Factors Influencing the Internet Using Behavior of Undergraduate Students in Bangkok and Suburban Areas. BU Academic Review, 6(1), 26-33.

Kondakci, Y., Zayim, M., Beycioglu, K., Sincar, M., & Ugurlu, C. T. (2016). The mediating roles of internal context variables in the relationship between distributed leadership perceptions and continuous change behaviours of public-school teachers. Educational Studies, 42(4), 410-426.

Madhur, S. (2014). Cambodia’s Skill Gap: An Anatomy of Issues and Policy Options. Cambodia’s leading independent development policy research institute.

Madhur, S., & Menon, J. (2014). Growth, Development and Inclusion in the Greater Mekong Subregion: An Assessment. A GMSDAN Publication.

Manley, K., O'Keefe, H., Jackson, C., Pearce, J., & Smith, S. (2014). A shared purpose framework to deliver person-centred safe and effective care: organisational transformation using practice development methodology. International Journal of Practice Development. 4(1), 1-31.

Marsh, H. W., & Hocevar, D. (1985). Application of confirmatory factor analysis to the study of self-concept: first-and higher order factor models and their invariance across groups. Psychological Bulletin, 97(3), 562-582.

Maynes, T. D., & Podsakoff, P. M. (2014). Speaking more broadly: an examination of the nature, antecedents, and consequences of an expanded set of employee voice behaviors. Journal of Applied Psychology, 99(1), 87-112.

Morrison, E. W., Wheeler-Smith, S. L., & Kamdar, D. (2011). Speaking up in groups: a cross-level study of group voice climate and voice. Journal of Applied Psychology, 96(1), 183-191.

Namwong, K., Jhundra-indra, D., & Raksong, D. S. (2016). Dynamic Organizational Learning Strategy and Firm Survival: An Empirical Study of Instant Foods and Convenience Foods Business in Thailand. AU-GSB E-JOURNAL, 8(2), 3.

Nugroho, M. (2018). The effects of collaborative cultures and knowledge sharing on organizational learning. Journal of Organizational Change Management, 31(2), 1138-1152.

Oduro, G. K. T. (2004). Distributed leadership in schools. Education Journal, 80, 23-25.

Pedroso, R., Zanetello, L., Guimaraes, L., Pettenon, M., Goncalves, V., Scherer, J., Kessler, F., & Pechansky, F. (2016). Confirmatory factor analysis (CFA) of the crack use relapse scale (CURS). Archives of Clinical Psychiatry, 43(3), 37-40.

Pit, C., & Ford, D. (2004). Cambodian higher education: Mixed visions. In P. G. Altbach & T. Umakoshi (Eds.), Asian universities: Historical perspective and contemporary challenges (pp. 333-362). The Johns Hopkins University Press.

Rovinelli, R. J., & Hambleton, R. K. (1977). On the use of content specialists in the assessment of criterion-referenced test item validity. Tijdschrift voor Onderwijsresearch, 2(2), 49-60.

Serban, A., & Roberts, A. (2016). Exploring antecedents and outcomes of shared leadership in a creative context: A mixed-methods approach. The Leadership Quarterly, 27(2), 181-199.

Sica, C., & Ghisi, M. (2007). The Italian versions of the Beck Anxiety Inventory and the Beck Depression Inventory-II: Psychometric properties and discriminant power. In M.A. Lange (Ed.), Leading - Edge Psychological Tests and Testing Research (pp. 27-50). Nova.

Sorakraikitikul, M., & Siengthai, S. (2014). Organizational learning culture and workplace spirituality Is knowledge-sharing behaviour a missing link?. The Learning Organization. 21(3), 175-192.

Townsend, T. (2011). School leadership in the twenty-first century: Different approaches to common problems?. School Leadership and Management: Formerly School Organization, 31(2), 93-103.

Turner, R., & Carlson, L. (2003). Indexes of Item-Objective Congruence for Multidimensional Items. International Journal of Testing, 3(2), 163-171.

Woods, P. A., & Roberts, A. (2015). Distributed leadership and social justice: images and meanings from across the school landscape. International Journal of Leadership in Education, 19(2), 138-156.

Wu, J. H., & Wang, Y. M. (2006). Measuring KMS success: A respecification of the DeLone and McLean’s model. Information and Management, 43(6), 728-739.

Yang, J. (2010). Antecedents and Consequences of Knowledge Sharing in International Tourist Hotels. International Journal of Hospitality Management, 29(1), 42-52.