Understanding Knowledge Workers’ Perspectives on Knowledge Exchange Activities in the Context of Saudi Higher Education Institutions

There is limited evidence on how Saudi academics engage in KE activities and how they understand and describe these engagements. This study seeks to address a gap in extant understanding by exploring the nature of KE within Saudi public universities, generating an in-depth understanding of KE processes and their associated activities within academic roles. This research explores the main factors influencing academic engagement in these activities and their perspectives on the role of university leaders and managers in KE activities. The study was conducted within an interpretive paradigm, using a multiple-case study design to collect data on KE practice in three Saudi public universities. Data was collected through semi-structured interviews with 19 Saudi academics as the primary research method. Documents related to KE projects and programmes on university websites, as well as initiatives from the Saudi Ministry of Education (MoE), were used for document analysis to extend the study’s data. The 19 Saudi academics were from five academic fields and disciplines across three public universities in Saudi Arabia. The study employs a reflexive thematic analysis approach, guided by a conceptual framework that integrates three theories as an analytical tool for data analysis. These theories include organisational knowledge creation theory, informed by both Nonaka's and the SECI model, social exchange theory, and intellectual capital theory. The findings indicate that, while the concept of KE and its practice remain unclear within the context of public universities, Saudi academics are interested in engaging with and participating in KE and its associated activities. The findings suggest that describing KE as a social and dynamic process involves several knowledge management processes, including the creation and sharing of knowledge at two levels: the interactional level, which relates to individual exchanges of academic knowledge (through face-to-face interactions with students, colleagues, and volunteering in the community), and the organisational level, which involves conducting research as a central part of their academic responsibilities (which align with universities’ efforts to foster collaborative relationships both within and outside universities). Also, the findings reveal that this view contrasts with their description of knowledge transfer as a planned process or as collaboration with industry. This presents a relatively narrow view of KE aimed at aligning with the endeavours in a knowledge-based economy, as the literature suggests. Additionally, findings indicate that academics recognise various individual, organisational, and social factors that promote their academic engagement. These include supporting internal motivation, building trust and KE norms, establishing reward systems and collaborative relationships, and the utilisation of IT tools. The findings also show that academics perceived university leaders and managers as important facilitating influences on their academic engagement in KE activities. The findings are intended to assist Saudi public universities in developing and supporting academics’ knowledge exchange activities.<p></p>

Author dc:creator

• Fawziah Alselmi (21040133)

• knowledge exchange
• knowledge transter
• knowledge sharing
• university-industry collaboration

Statement dc:rights

• All rights reserved

Identifier

10779/exe.31229350.v1

OAI identifier oai:identifier

oai:figshare.com:article/31229350