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Factors influencing knowledge sharing at a selected tertiary institution in South Africa
Author(s)
Harker, Lee-Anne Lesley
Date Issued
2015
Type
Thesis
Publisher
Cape Peninsula University of Technology
Abstract
The aim of this study was to understand the factors that affect knowledge sharing among
higher education academics. The main research objective was to identify factors to
contribute to a framework to guide the implementation of knowledge sharing strategies for
the higher education context. To achieve this objective, four research questions were
explored in order to reveal factors affecting the formation, growth, stability and
institutionalisation of knowledge sharing in a network of aligned interest. Knowledge sharing
is not institutionalised in higher education in South Africa and therefore knowledge in higher
education is not always captured nor systematically organised. This leads to a lack of
retention of valuable institutional know-how, inefficient work processes and reinventing the
wheel.
The actor-network theory (ANT) underpinned the research to tease out factors influencing
knowledge sharing. This was a qualitative study, employing an interpretive case study
methodology. Interviews were conducted with eighteen academic staff members from a
University of Technology (UoT) in South Africa. The population comprised all academic staff
members from the selected UoT who are actively participating in teaching and learning
activities. The population was limited to academics appointed at a level of junior lecturer,
lecturer and senior lecturer and excluded Associate Professors and Professors. Semistructured
interviews enabled the factors to be explored inductively.
Social, process and technology factors continue to pervade knowledge sharing in the higher
education context. Process factors receive significant focus before human and technology
factors. The organisational culture and management support emerged as the most important
human factors. The culture of the institution has determined its entrenched behaviour.
Management are tasked to embody the leadership skills that are required for the gradual
assimilation of the principles of knowledge sharing in the institution. Practical
recommendations are made in light of these factors, and the general framework, for
implementation by managers on an institutional, faculty and departmental level.
higher education academics. The main research objective was to identify factors to
contribute to a framework to guide the implementation of knowledge sharing strategies for
the higher education context. To achieve this objective, four research questions were
explored in order to reveal factors affecting the formation, growth, stability and
institutionalisation of knowledge sharing in a network of aligned interest. Knowledge sharing
is not institutionalised in higher education in South Africa and therefore knowledge in higher
education is not always captured nor systematically organised. This leads to a lack of
retention of valuable institutional know-how, inefficient work processes and reinventing the
wheel.
The actor-network theory (ANT) underpinned the research to tease out factors influencing
knowledge sharing. This was a qualitative study, employing an interpretive case study
methodology. Interviews were conducted with eighteen academic staff members from a
University of Technology (UoT) in South Africa. The population comprised all academic staff
members from the selected UoT who are actively participating in teaching and learning
activities. The population was limited to academics appointed at a level of junior lecturer,
lecturer and senior lecturer and excluded Associate Professors and Professors. Semistructured
interviews enabled the factors to be explored inductively.
Social, process and technology factors continue to pervade knowledge sharing in the higher
education context. Process factors receive significant focus before human and technology
factors. The organisational culture and management support emerged as the most important
human factors. The culture of the institution has determined its entrenched behaviour.
Management are tasked to embody the leadership skills that are required for the gradual
assimilation of the principles of knowledge sharing in the institution. Practical
recommendations are made in light of these factors, and the general framework, for
implementation by managers on an institutional, faculty and departmental level.
Additional information
Thesis (MTech (Business Information Systems))--Cape Peninsula University of Technology, 2015
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