Knowledge sharing among academics in higher education: a qualitative approach

Purpose Higher education institutions are the contemporary embodiment of knowledge-intensive organizations. The role of knowledge sharing among academics in enhancing teaching, research and innovation performance cannot be overlooked. However, a paucity of studies were devoted to uncovering the influencing factors of knowledge sharing among academics in China. This study aims to dig into the factors that influence academics’ knowledge-sharing behaviors in the context of Chinese higher education. Design/methodology/approach Semi-structured interviews were conducted with 13 academics from universities across various regions in China by using a combination of convenience, snowball and purposive sampling methods. Thematic analysis was used where data sets were examined according to the initial categorization of factors based on a review of the literature while new factors were searched based on frequency of re-occurrence. Findings Perceived loss of power and time and effort significantly hinder knowledge sharing whereas expected self-development and association are major catalysts of knowledge sharing. The organizational climate in higher education is featured by competition and individualism, which is not conducive to knowledge sharing while affiliation and trust are essential for cultivating a pro-sharing environment. Technological tools are perceived as user-friendly and useful in facilitating knowledge sharing, but doubts were raised about the effectiveness of online knowledge sharing compared to face-to-face communication. Originality/value Deviating from the conventional quantitative approach, this study provides novelty insights on this topic by revealing some less-investigated factors of knowledge sharing among Chinese academics by taking the qualitative approach.