Knowledge hiding in higher education: role of interactional justice and professional commitment.

Autor/inn/en	Ghani, Usman; u.a.
Titel	Knowledge hiding in higher education: role of interactional justice and professional commitment.
Quelle	In: Higher education, 79 (2020) 2, S. 325-344Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0018-1560; 1573-174X
DOI	10.1007/s10734-019-00412-5
Schlagwörter	Lehre; Arbeitskräftebedarf; Fachkraft; Studium; Akademiker; Student; Ausland; China
Abstract	Recent research has focused on students' knowledge sharing behavior and its driving factors, which promote the knowledge transmission and exchange in different educational settings. However, little research has focused on factors that inhibit knowledge sharing. Based on social learning theory and social cognitive theory, the current study investigates the relationships between knowledge hiding behaviors and students' belief about interactional justice and professional commitment. Based on 312 reliable questionnaires collected from Chinese and international postgraduate students in China, this study explored postgraduate students. Three knowledge hiding behaviors include playing dumb, evasive hiding, and rationalized hiding, all of which is negatively related to interactional justice. Furthermore, the moderating effect of professional commitment was found to influence evasive hiding more significantly than the other two aspects of knowledge hiding. Based on the findings of the study, implications are elaborated for learners, supervisors, and higher education. (HRK / Abstract übernommen).
Erfasst von	Hochschulrektorenkonferenz, Bonn
Update	2020/3