Knowledge hiding behavior in higher education institutions: a scientometric analysis and systematic literature review approach

Abstract

Purpose The purpose of this paper is to systematically review knowledge hiding (KH) behavior in higher education institutions (HEIs). KH is regarded as an unethical and antisocial behavior by many scholars, which should not be prevalent in HEIs. Design/methodology/approach A two-phase analysis through quantitative scientometric analysis and qualitative systematic literature review method through the preferred reporting items for systematic reviews and meta-analyses (PRISMA) model was applied. In phase 1,174 articles were analyzed using the VOSviewer through co-word and co-citation analyses. In Phase 2, 20 related studies on KH in HEIs were qualitatively analyzed on the fundamental concept of KH. The main themes were determined based on current research findings, through the identification of relevant gaps in the context of higher education. Findings In Phase 1, co-word and co-citation analyses resulted in six and three clusters, respectively. Subsequently, in Phase 2, five themes were discovered: terminology of KH, scale of KH, cultural and geographical context, KH among academics and students and relevant theories. Further, discussion on the institutional factors of individuals, organizations, technology and culture is presented. Practical implications This review lays out a practical guide to facilitate HEIs in managing KH behavior among academics, employees, and students. Strategies can be planned and implemented to foster and inculcate knowledge sharing behavior to circulate knowledge while at the same time diminishing KH behavior in HEIs. Originality/value To the best of the author’s knowledge, this study is the first to review KH behavior in the context of HEIs through quantitative and qualitative analysis.

Exploring the underlying mechanism between fear of losing power and knowledge hiding

“…The findings supported our prediction and reveal that PC positively moderates the link between employees' SSB and KH (H4). Moreover, the combined effect of individual characteristics (i.e., SSB and PC) on KH is found significant, hence complemented recent research confirming that individual characteristics are important predictors for KH behavior (Hernaus et al, 2018;Fauzi, 2022). These findings successfully contribute to the literature of personality as we analyzed how some personality traits (i.e., SSB and PC) of employees affect their KH behavior.…”

A review of knowledge hiding in team: evaluation of critical research streams

“…For instance, government-based organizations, multinational corporations or family own-based organizations would gain substantial insight into KH. Empirical or review studies can be conducted, such as a recent review by Fauzi (2022) that reviewed KH in higher education, providing meaningful insight on this behavior among academics, administrators and Evaluation of critical research streams students. Furthermore, studies on individual personality traits can be further developed, as currently, only one study adopted openness to experience traits within its framework (Banagou et al, 2021).…”

“…Third, this review conceptualizes all relevant counterproductive behavior related to KS. Despite the fact that the terminology of KH is broader, which others have defined the behavior as knowledge hoarding, knowledge disengagement, partial KS and knowledge sabotage (Wu, 2020;Fauzi, 2022), KH is the most adapted terminology as it reflects the difference within the three dimensions of hiding, representing a holistic view of the counterproductive behavior. This review will reveal and understand previous scholars' studies in the KH phenomenon, focusing on team KH behavior.…”

A three wave longitudinal study of school innovation climate and entrepreneurship teachers’ acceptance to technology: Moderating role of knowledge sharing and knowledge hiding

“…The same pattern holds for individuals who seek information to improve their job performance: if they are strongly driven to learn, they will be able to learn more and faster. A recent study on knowledge hiding recommended investigating it as a moderator between innovation antecedents and outcomes, especially among knowledge workers ( Fauzi, 2022 ). Another recent research in the Chinese context was conducted on knowledge hiding and innovative behaviors and reported that knowledge hiding has the potential to play a moderating role in the innovation environment to hinder the success of any innovative activity ( Chen et al, 2022 ).…”