Knowledge Hoarding among Academic Staff in Higher Education Institutions in Uganda: Risk or Strategy?
Muhenda, Basaasa Mary
Lwanga, Elizabeth Kawuma
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A cross sectional study targeting academic staff that were purposively selected was undertaken to ascertain whether there are behaviours of intentional knowledge retention or intentional obstruction of knowledge sharing initiatives referred to as knowledge hoarding. The study wanted to ascertain whether staff considered knowledge hoarding as a plan towards the attainment of a vantage position or as a probable magnitude of opportunity loss (risk).The study was undertaken amidst controversies that knowledge hoarding was a likely occurrence in Higher Education Institutions (HEI‟s) in Uganda. Findings did not confirm high incidences of behaviours perpetuating knowledge hoarding vices though there were a few dissenting views mainly from scientists‟ conversant with intellectual property rights and whose concern was knowledge spillages that go unrewarded and unacknowledged that might necessitate tough measures on what, when and with whom to share. Many respondents were in agreement with earlier researchers who reported that sharing expertise in the academic world would rejuvenate and expound on existing knowledge and did not agree that knowledge hoarding would in any way assist HEI attain and or maintain any vantage position but could lead to losses of opportunities to attain vantage positions. . Recommendations include the introduction of a knowledge protection framework; Institutional knowledge protection, benefits and rewards, punitive measures to handle knowledge hoarders. Educating staff on issues of intellectual property rights, copyrights and trade secrets and introducing communities of practice and team teaching are also recommended. Future research could investigate scientists involved in innovations.