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An investigation into the knowledge–sharing practices for innovation in higher education institutions of developing countries

Journal for Transdisciplinary Research in Southern Africa, 2022-09, Vol.18 (1), p.1-7 [Peer Reviewed Journal]

COPYRIGHT 2022 African Online Scientific Information Systems (Pty) Ltd t/a AOSIS ;2022. This work is published under https://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;This work is licensed under a Creative Commons Attribution 4.0 International License. ;ISSN: 1817-4434 ;ISSN: 2415-2005 ;EISSN: 2415-2005 ;DOI: 10.4102/td.v18i1.1230

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  • Title:
    An investigation into the knowledge–sharing practices for innovation in higher education institutions of developing countries
  • Author: Mazorodze, Alfred H. ; Mkhize, Peter
  • Subjects: academic ; Access to information ; coaching and mentoring ; Collaboration ; communities of practice ; Competitive advantage ; Corporate culture ; Decision making ; Developing countries ; Education parks ; Education, Higher ; Explicit knowledge ; Higher education ; higher education institutions ; innovation ; Innovations ; Knowledge ; Knowledge management ; Knowledge sharing ; LDCs ; Literature reviews ; Mentors ; Questionnaires ; School facilities ; Social Sciences, Interdisciplinary ; Surveys ; Teaching
  • Is Part Of: Journal for Transdisciplinary Research in Southern Africa, 2022-09, Vol.18 (1), p.1-7
  • Description: The adoption of knowledge-sharing practices in higher education result in improved decision-making, improved access to information and increased collaboration. A knowledge-sharing culture enables the free exchange of knowledge amongst academics and this drives institutions towards innovation.This study examines the extent to which knowledge-sharing practices have been adopted at higher education institutions (HEIs) of developing countries.The article reports on an inquiry conducted at HEIs in Zimbabwe to determine the knowledge-sharing practices in place.A survey was used to collect quantitative data from 240 purposefully selected academics at the HEIs. The data were analysed using descriptive statistics.This study established that HEIs have not fully implemented the knowledge-sharing practices. Empirical evidence confirms that attendance of conferences is important for knowledge sharing where 43% of the participants approved the proposition. Coaching and mentoring improve academic skills such that 21.7% of the participants approved the premise. Subscribing to international journals increases the visibility of scientific research work and only 18.3% of the participants confirmed that their institutions subscribe to internationally recognised journals. Surprisingly, 60% of the participants confirmed that their institutions do not offer knowledge-sharing workshops. Unremarkably, 23.3% of the participants confirmed that their institutions do not have a knowledge-sharing culture.Transdisciplinarity Contribution: Higher education institutions have not fully exploited the knowledge-sharing practices that could make them more innovative. The institutions are still at the trial stage of adopting knowledge-sharing practices. This study therefore recommends the creation of communities of practice (COPs) specifically for knowledge sharing.
  • Publisher: Vanderbijlpark: African Online Scientific Information Systems (Pty) Ltd t/a AOSIS
  • Language: English;Portuguese
  • Identifier: ISSN: 1817-4434
    ISSN: 2415-2005
    EISSN: 2415-2005
    DOI: 10.4102/td.v18i1.1230
  • Source: Open Access: DOAJ Directory of Open Access Journals
    SciELO
    AUTh Library subscriptions: ProQuest Central
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