Evasive knowledge hiding in academia: when competitive individuals are asked to collaborate

PurposeAcademic knowledge work often presumes collaboration among interdependent individuals. However, this work also involves competitive pressures to perform and even outperform others. While knowledge hiding has not yet been extensively examined in the academic environment, this study aims to deepen the understanding of the personal (individual-level) and situational (job-related) factors that affect evasive knowledge hiding (EKH) within academia.Design/methodology/approachA field study was conducted on a nation-wide sample of 210 scholars from both public and private business schools in a European Union member state. A series of paired samplet-tests were followed by hierarchical regression analyses to test moderation using the PROCESS macro.FindingsThe results suggest that scholars hide more tacit than explicit knowledge. The findings also indicate a consistent pattern of positive and significant relationships between trait competitiveness and EKH. Furthermore, task interdependence and social support buffer the detrimental relationship between personal competitiveness and evasive hiding of explicit knowledge, but not tacit knowledge.Originality/valueThe research provides insights into several important antecedents of EKH that have not been previously examined. It contributes to research on knowledge transfer in academia by focusing on situations where colleagues respond to explicit requests by hiding knowledge. The moderating role of collaborative job design offers practical solutions on how to improve knowledge transfer between mistrusted and competitive scholars. The collaboration–competition framework is extended by introducing personal competitiveness and relational job design, and suggesting how to manage the cross-level tension of differing collaborative and competitive motivations within academia.

• Publication year

  2019

• Venue

  Journal of Knowledge Management

• Publication date

  2019-05-13

• Fields of study

  Business, Education, Computer Science

• Identifiers
  DOI 10.1108/JKM-11-2017-0531
• External record

  Open on Semantic Scholar

• Source metadata

  Semantic Scholar

• No claims are published for this paper.

• No concepts are published for this paper.

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