In today’s knowledge-driven society, knowledge is a key resource for competitiveness and innovation. Mobile devices, such as smartphones, increasingly enable knowledge dissemination through mobile learning, particularly in developing countries. While knowledge is an invaluable asset, its effect is often blunted by knowledge hiding. This empirical qualitative study aims to investigate factors influencing knowledge hiding behaviour among higher education students engaged in mobile learning in two countries in Southern Africa.
The study used a multiple-method qualitative design comprising four focus group discussions with 24 students at the Namibia University of Science and Technology (NUST) and an open-ended online qualitative questionnaire completed by 60 students at the University of Johannesburg (UJ). Mobile learning referred to Moodle-based access to learning materials and assessments and WhatsApp-based peer communication. The datasets were treated as complementary rather than numerically comparable. Using a common codebook and thematic analysis, the researchers coded each dataset, compared convergent, divergent and site-specific patterns, and integrated them during theme development.
Knowledge hiding was associated with mobile-data, bandwidth and storage constraints; weak interpersonal relationships and trust; linguistic and group boundaries in WhatsApp spaces; competition and perceived ownership of digital academic material; perceptions of peer laziness or poor attendance; plagiarism, privacy and regulatory risk; low self-efficacy; and transactional calculations about reciprocity and benefit.
The study shows that mobile platforms do not merely host general knowledge-hiding behaviour. Instant requests, easy forwarding, asynchronous interaction, data costs, storage limits and the visibility of language-based groups reshape and amplify its antecedents in Southern African universities.
