The effect of knowledge sharing on the relationship between empowerment, service innovative behavior and entrepreneurship
Bibliographic record
Abstract
This study is aimed at exploring the effect of empowerment on creative work and entrepreneurship behavior. It is also aimed at identifying the mediating role of sharing knowledge between them. The relevant data were collected through a questionnaire from (9) Jordanian commercial banks, where (340) questionnaires were distributed to workers in the Jordanian commercial banks. In addition, a statistical analysis was used to show the relationship between the variables and draw the conclusions. The results of the study show there is an empowering effect on creative work behavior through knowledge sharing. Moreover, it also showed that there was an empowering effect on entrepreneurship through knowledge sharing. This study does, to a large extent, bridge the gaps within the literature and develops an understanding of how to empower employees in order to increase their creative behavior, make them entrepreneurs, and enhance the same through knowledge sharing. The results of this study indicate that there are certain important benefits for the workers in the banking industry which can be gained through facilitating more innovative behavior among their employees. The results also indicate that employee’s empowerment and enhancing knowledge sharing are essential to creative and entrepreneurial work behavior.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.003 | 0.002 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".