The present qualitative study investigates the construct of knowledge hiding experienced by 10 library and information management professionals in an intra-organizational academic library settings.
This investigation was guided by qualitative grounded theory approach and post-positivist lens. In-depth interviews were conducted with 10 volunteers who had experienced knowledge hiding from their seniors, juniors or peers over a 6-month data collection period. The recorded interviews transcribed and open coding, axial coding and selective coding were used to inductively extract the phenomenon-related facts. The categories and codes were sorted and compared until saturation point and presented in the form of theoretical model.
Based on the data analysis, a theoretical model has been constructed describing details extending to the core phenomenon, causal conditions, strategies and consequences. These main categories represent further sub-categories. Each sub-component of the model is illustrated and narrated.
The present investigation has theoretical and practical implications. Theoretically, it establishes a model of knowledge hiding. Practically, this investigation provides insights into knowledge hiding practices and their consequences for information centre organizations. This understanding may enable library organizations and educational institutions administrators to develop targeted policies to foster a collaborative work environment.
This study contributes by developing a context-specific theoretical model of knowledge hiding in intra-organizational academic library settings. The model comprises dimensions, techniques, motivations and outcomes of knowledge hiding.
