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This qualitative study investigated antecedents of knowledge sharing in the public sector. Basing on the theory of planned behaviour and literature review, three antecedents guided the conceptualization of the study namely; employee attitudes, subjective or social norms and perceived behaviour control. Data from the 19 in-depth interviews were thematically analyzed. Findings revealed that employee attitudes towards knowledge sharing in the public sector were both positive and negative. While the theory of planned behaviour focuses on the attitudes of knowledge givers, it emerged that the knowledge seekers’ attitudes mattered as well. Subjective norms were prevalent in meetings, teams, job rotation as well as in the Communities of Practice (CoP). The finding that Communities of Practice were disconnected in terms of knowledge sharing emerged surprising because we had not envisaged it since previous studies have not investigated it. Perceived behaviour control was modified by scanty organizational resources as well as incentives and policies. The study proposes knowledge sharing model for both practitioners and researchers.

This article makes a single point: that the goal of institutional diversity falls short of the goal of equity in higher education. Put differently, while the margins for diversity have increasingly been displaced and dislocated, equity appears to be misplaced. I contend that through significantly increased access, the South African education system has made remarkable progress in achieving racial, ethnic and gender diversity in their student populations. Despite these achievements in diversity, however, equity, measured through the graduation rates of historically disadvantaged students, trails behind diversity achievements. At the risk of taking a parochial posture, my goal is use the challenges of the mature (American) and relatively immature higher systems (South African) to point to "lessons" that may be locally valuable. I draw on selected quantitative data that illustrates the trends in diversity and equity. I use the challenges with respect to diversity and equity in the United States system as a foil against which to read the South African quantitative trends. In so doing I show that time and maturity, demonstrated through the highly reputed American system, may not fix issues of equity and that conscious and that the South African system requires active interventions to address these challenges.

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