Factors Affecting Knowledge Sharing Behavior in Academic Communities: Grounded Theory

Abstract

Purpose: The paper aims to develop a framework to account for knowledge sharing Knowledge management policy needs to be reinforced more promptly in order to facilitate sustainable development, business thrival and entrepreneurship. Despite the substantial benefits of organizational knowledge, there has not been any tangible evidence as to how and why employees are typically reluctant to share their knowledge. As a qualitative research, the present study sets to identify the determinants of knowledge sharing at the individual level using grounded theory Methodology: In this regard, a number of 23 faculty members of Iranian universities were selected as the participants using purposive sampling and snowball method. The data was collected through in-depth, semi-structured interview using Strauss and Corbin’s constant comparative method. Finding: The results showed that social-emotional relations, market value, personal growth and development, and requirements (internal and external) were the most significant factors affecting knowledge sharing among faculty members. Practical implications: Through identifying the factors leveraging faculty members’ inclination toward knowledge sharing, the present findings may help educational managers develop appropriate knowledge management policies to facilitate the flow of knowledge among faculty members.