Barriers to Knowledge Sharing Among Academics in Tertiary Institutions

Abstract

There has been a rising concern with regard to an inadequate level of knowledge sharing among the academicians in tertiary institutions across the globe. Scholars argue that improving academic research and quality of education at these institutions greatly depends on the level of knowledge sharing practices among them. Thus, it is important to explore the potential barriers to such knowledge sharing. Accordingly, this paper reviews pertinent literatures on barriers to knowledge sharing and knowledge witholding among academics in tertiary institutions.

Reinventing talent management: How to maximize performance in higher education

“…The results also successfully justified the gap in the previous study (Bolander et al, 2017;Erasmus et al, 2017;Farooq et al, 2017;Maghdomi and Keikha, 2017;Miiro and Otham, 2018;Mohammed, 2018;Mohammed et al, 2020) by showing the significant relationship between talent management, knowledge management, university transformation, academic climate, and higher performance in education. Hazelkorn (2017), Masa'deh et al (2017, Rambe and Mbeo (2017), Paisey and Paisey (2018), and Karim and Majid (2019) observed the importance of managing talent and knowledge in enhancing higher education performance in the modern globalization era. The study indicated that skills and knowledge management are significant factors in achieving higher education performance.…”

“…Knowledge management involves represented capabilities, know-how, and organizational information, creating, and transferring expertise that results in competitive advantage (Hassan and Raziq, 2019). Organizational knowledge creates a competitive transformation (Karim and Majid, 2019). As a result, we come up with the following hypothesis: Hypothesis 3: Knowledge management is positively related to university transformation.…”

“…The talent management process plays an important role in supporting knowledge creation strategies such as fostering knowledge creation and sharing knowledge (Whelan and Carcary, 2011). When the popularity of knowledge management in higher education increases, organizational knowledge in a higher education environment which allows it to become a learning organization can realize a competitive advantage in providing sustainable organizational performance (Karim and Majid, 2019). Successful employee knowledge needs to be transferred to improve talent management programs (Urbancová and Vnoucková, 2015).…”

“…In higher education, knowledge is generated from various activities such as teaching and learning processes, examinations, evaluations, counseling, training, research, consulting, and activity management (Dhamdhere, 2015). Organizational knowledge creates a competitive performance advantage (Karim and Majid, 2019). Many studies describe that knowledge is vital as a sustainable competitive advantage in higher education (Kanwal et al, 2019;Martins et al, 2019;Wu et al, 2019).…”

Linking dark triad traits, psychological entitlement, and knowledge hiding behavior

“…Knowledge sharing among the academics is crucial for promoting strategic plans, curriculums, collaborative research, administrative services, and academic excellence in HEIs ( Howell and Annansingh, 2013 ). However, knowledge hiding and hoarding are much common among the academics of these institutions ( Bari et al., 2019 ; Chalak et al., 2014 ; Goh and Sandhu, 2013 ; Hernaus et al., 2015 , 2019 ; Karim, 2019 , Karim, 2020 ; Karim and Majid, 2019 ; Muqadas et al., 2017 ; Ramjeawon and Rowley, 2017 ; Samdani et al., 2019 ; Yang and Ribiere, 2020 ). Apart from knowledge hoarding (i.e., unintentional knowledge withholding), academics intentionally hide knowledge from each other ( Karim, 2020 ).…”