Why do academics hide knowledge after coworker ostracism? A moderated mediation model based on relational identification and perceived harming intention

Abstract

Purpose

Coworker relationships are important in every organization and especially in higher educational institutions (HEIs); however, ostracism is one of the factors that deteriorate these relationships. This study aims to analyse the impact of coworker ostracism on coworker directed knowledge hiding through the mediating role of relational identification and the moderating role of perceived harming intention.

Design/methodology/approach

A total of 241 teaching faculty members working in HEIs of Lahore were surveyed. By using the bootstrapping technique, mediation and moderated mediation analysis was conducted via PROCESS models 4 and 7.

Findings

The results concluded that perceived harming intention moderates the indirect relationship between coworker ostracism and coworker-directed knowledge hiding through relational identification with coworkers. Such that when more harmful intention is perceived the impact of coworker ostracism on coworker-directed knowledge hiding through reduced relational identification would be stronger.

Practical implications

This study offers managerial implications for HEIs management and faculty for reducing coworker ostracism, improving relational identification and training about attribution techniques to minimize the impact of ostracism on knowledge hiding.

Originality/value

This study has complimented and augmented the research strand of ostracism and knowledge hiding research from emphasizing lateral workplace relationships. Intertwining the Conservation of Resources Theory with Attribution theory a novel insight into the above-stated association is illuminated through the mediating role of relational capital and moderating role of perceived harming intention.

Citation

Fatima, T., Bilal, A.R., Imran, M.K. and Ayub, A. (2022), "Why do academics hide knowledge after coworker ostracism? A moderated mediation model based on relational identification and perceived harming intention", International Journal of Educational Management, Vol. 36 No. 6, pp. 951-969. https://doi.org/10.1108/IJEM-06-2021-0259