Determinant of Knowledge Sharing among Lecturers in Higher Education Institutions in Nigeria

Abstract

Lecturers in Higher Education Institutions (HEIs) are constantly burdened with numerous responsibilities, including meeting students' information needs and performing their duties optimally. Addressing students' information needs and maintaining effective teaching and learning processes requires adequate tacit knowledge application. Therefore, knowledge sharing among lecturers is crucial for fostering and transforming activities within HEIs. The knowledge created and stored must be shared to retain its value; otherwise, it becomes useless. Despite the opportunities and benefits associated with knowledge sharing (KS), some lecturers still find it difficult and are reluctant to share their knowledge, learning experiences, and skills due to a lack of trust. It is on this premise this study investigates the determinants of knowledge sharing among lecturers in HEIs. The research is guided by two objectives: to establish why knowledge sharing is essential in HEIs and to determine strategies that could promote trust among lecturers to facilitate knowledge sharing. The social exchange theory underpins this study, which employs a literature review of articles within a qualitative research approach. The findings reveal that knowledge sharing helps to highlight each lecturer's unique contributions, particularly in problem-solving initiatives. Trust is identified as a fundamental strategy for enhancing collaboration among lecturers. When trust is present, lecturers are more likely to be open and committed to their responsibilities and maintain integrity, reliability, and effective communication. The study fosters mutual understanding and teamwork among lecturers to enhance collaboration and social interaction. This collaborative environment can pave the way for the exchange of knowledge, information, and skills, ultimately benefiting the entire HEI community.