Abstract:
A collaborative academic culture is essential for innovation and institutional
performance, yet it is often hindered by knowledge-hiding behaviour (KHB), the
intentional withholding of requested knowledge. This study aims to identify the
drivers of KHB among academics in Sri Lankan state universities. Five independent
variables were examined: distrust, internal competition, fear of exploitation, loss of
knowledge power, and interpersonal conflict, with KHB as the dependent variable.
While prior research has explored KHB predominantly in corporate settings, there is
a significant lack of studies within academic institutions, particularly in the
developing world. This gap is critical, as the competitive and resource-constrained
environment of universities in nations like Sri Lanka may uniquely foster KHB,
affecting research productivity and educational quality. Grounded in Social Exchange
Theory and Conservation of Resources Theory, the study employed a quantitative,
cross-sectional research design. Data were collected through structured online and
physical questionnaires from a purposive sample of 105 academics representing
multiple state universities. To reduce social desirability bias, respondent anonymity
was assured. Data analysis was conducted using SPSS Version 25, applying
descriptive statistics, correlation analysis, and multiple regression. The results
revealed that internal competition (β = 0.226, p = 0.025), loss of knowledge power (β
= 0.405, p < 0.001), and interpersonal conflict (β = 0.264, p < 0.001) significantly
and positively predict KHB, while distrust and fear of exploitation were not
statistically significant. The findings reveal that knowledge hiding among academics
is primarily influenced by competitive pressures, fear of losing knowledge power,
and interpersonal conflicts rather than distrust or fear of exploitation. The study
provides valuable insights for fostering trust-based, collaborative academic
environments and enriches the limited literature on knowledge-hiding behaviour
within developing country higher education contexts, guiding future research and
policy initiatives.
