Perceived knowledge hiding affects the affective commitment of students toward the institution via loneliness, finds the study.
Authors
Neha Garg, Assistant Professor, Jindal Global Business School, O.P. Jindal Global University, Sonipat, Haryana, India.
Payal Anand, Department of OB & HR, Indian Institute of Management Kozhikode, Kozhikode, India.
Summary
This paper examines the detrimental effects of perceived knowledge hiding (KH) on loneliness and affective commitment within academic settings. It further investigates the influence of conscientiousness as a moderator.
Methodology
Using the cross-sectional survey methodology, the proposed moderated mediation model has empirically tested the effect of perceived KH on a sample of 300 students pursuing management education at a premier institute in India.
Findings
The findings reveal that perceived KH affects the affective commitment of students toward the institution via loneliness. Moreover, conscientiousness moderates the mediating role of loneliness in a way that the relationship becomes strong with low levels of conscientiousness.
Research Implications
This study contributes to the literature of KH by empirically investigating its detrimental consequences. It further investigates the impact of personality moderator on the proposed relationships. The discussed framework is an early attempt to understand the phenomenon of KH among students, primarily from the perspective of a knowledge seeker.
Practical implications
Awareness about the ill effects of the knowledge-hiding (KH) behavior of students and understanding the role of personality in this will help administrators in designing effective interventions for curbing the same.
Social implications
Effective control of KH behavior will restrain its ill effects among management students (future workforce), thereby conserving societal resources spent on health and education.
Originality
Empirical studies testing the direct and indirect consequences of KH are limited; hence, this study attempts to fill the gap.
Published in: International Journal of Educational Management
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