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In the knowledge management (KM) literature, there are umpteen discussions on knowledge sharing; however, the scholarly community still faces a dearth of literature on knowledge hiding behavior (KHB) and its determinants. The current study aims to examine the direct effect of dark triad (DT) personality dimensions (machiavellianism, narcissism and psychopathy) on KHB dimensions (rationalized hiding, evasive hiding and playing dumb). Drawing on social control theory, this study also explores the moderating effect of workplace spirituality (WS) on the direct relationship between DT and KHB.

Using purposive sampling, 281 matched-pair datasets from faculty members working with higher education institutions (HEI) in India have been obtained. The direct relationship has been tested through regression analysis and moderation analysis has been performed using the PROCESS macro for SPSS.

The study has successfully mapped DT dimensions with KHB dimensions, and it is observed that machiavellians mostly use evasive hiding, narcissists believe in rationalized hiding and paying dumb is mostly used by psychopaths. Workplace spirituality (WS) weakens the direct relationship between DT and KHB.

HEIs are advised to foster a climate conducive to WS by getting faculty to realize that their job is something larger than themselves through developing a sense of community among faculty members.

This empirical study extends the KM literature and expands the scope of bridging the gaps on KHB. It is one of the few studies to examine the impact of DT on KHB with WS as a moderator in HEIs.

Mindfulness is the human ability to be fully present, aware of where we are and what we're doing. This study explores on the impact of mindfulness on different elements of knowledge management, knowledge creation, knowledge sharing and knowledge hiding.

The authors undertake an inductive reasoning approach whereby they try to generate themes from specific observations and conceptualize the theory of mindfulness and knowledge transfer.

This study finds out that mindfulness critically facilitates an open environment and enhances the clarity of thought which aids in effective knowledge creation. Such a realistic understanding about the present scenario encourages employees to share knowledge and equips them to collaborate and effectively work in teams. Surprisingly, this study also finds that mindfulness increases the result orientation to the extent that employees tried to hide knowledge from their co-workers targeting certain self-desired outcomes. In other words, similar to knowledge creation and knowledge sharing, mindfulness increases agenda-based knowledge hiding.

The theory of mindfulness and knowledge transfer states that mindfulness increases knowledge creation, knowledge sharing and agenda-based knowledge hiding.

This paper aims to explore the role of perceived organizational injustice (POI) leading to workplace conflict in determining organizational performance (OP) among healthcare employees. This paper also examines the serial mediating effects of moral disengagement (MD) and knowledge hiding (KH).

In all, 244 public and private hospital employees in Pakistan provided the data set.

According to partial least squares-structural equation modeling findings, the negative association between POI and OP was serially mediated by KH and MD. The recovery process underlying the linkage between POI and OP is tested and highlighted in this paper as a first step in unraveling it.

The findings highlight the significance of taking moral and KH models into account when attempting to understand the moral cognitive processes that employees go through when they see injustice. Organizations should guarantee the equitable distribution of incentives and resources, as distributive and procedural justices are concerned with organizations.

By directing actions meant to prevent MD and KH, the findings may potentially inspire new, more focused treatments to safeguard patient safety and avoid losses in the healthcare industry. One way to reduce unethical conduct and MD is to have people declare or agree to a code of ethics.

Grounded on the conservation of resources (COR) theory, this study examines the relationship between tyrannical leadership and knowledge hiding. Additionally, this study aims to investigate the mediating role of psychological distress and the moderating role of psychological safety.

Data was gathered from 435 employees in the corporate sector in China. The study used the partial least squares structural equation modelling approach to assess the proposed connections and analysed the data collected with the help of SmartPLS 4 software.

In the study, it was found that there is a positive relationship between tyrannical leadership and knowledge hiding, and this association is mediated by psychological distress. Additionally, the results asserted that the positive effect of tyrannical leadership on knowledge hiding through psychological distress is less pronounced when there is a greater degree of psychological safety.

Leaders should avoid being tyrannical and adopt a supportive leadership style. They should be aware of the effects of their behaviour on employee well-being, provide resources to help employees cope with distress and foster a culture of psychological safety. This approach promotes knowledge sharing, innovation and employee well-being within the organisation.

This study contributes to the existing literature by investigating a new factor that influences knowledge hiding: tyrannical leadership. Furthermore, it explains that employees who experience tyrannical leadership are more prone to psychological distress, such as anxiety and fear, and are likelier to engage in knowledge-hiding behaviours. Finally, the study identifies psychological safety as a factor that can mitigate the negative effects of tyrannical leadership on knowledge hiding.

As knowledge management increasingly becomes critical for the success of professional service firms, this paper uses social exchange theory to investigate the interactive impact of transformational leadership and organizational innovation on online knowledge sharing by employees in professional service firms. This study aims to investigate the mediating roles of job autonomy and job engagement in this process.

Data were collected from a survey of 350 frontline employees in professional service providers, including banking, telecommunication and insurance. Structural equation modeling was used for data analysis.

The results show that transformational leadership positively affects job autonomy, which in turn has a positive impact on online knowledge sharing through job engagement. Thus, job autonomy and job engagement mediate the relationship between transformational leadership and online knowledge sharing. Finally, organizational innovation moderates the relationship between transformational leadership and job autonomy.

This paper extends the knowledge management literature by studying the impact of transformational leadership on the online knowledge-sharing behavior and exploring the focal roles of job autonomy and job engagement in online-sharing behavior in professional service firms. The findings also provide useful implications for practitioners to help them engage employees in the adoption of digital technologies to optimize outcomes.

This study aims to investigate the negative interpersonal antecedents, emotional mediators and boundary conditions of knowledge sabotage behavior.

The authors collected data from 275 Chinese employees using convenience sampling and snowball sampling across three stages. Subsequently, the authors used both hierarchical regression and bootstrap methods to test the proposed hypotheses.

The results confirmed that workplace ostracism has positive effects on employee knowledge sabotage behavior both directly and via employee anger. In addition, the authors found that employee bottom-line mentality (BLM) moderates not only the direct effect of workplace ostracism on employee anger but also the indirect effect of employee anger in this context. Employee conscientiousness moderates only the direct effect of workplace ostracism on employee anger and does not moderate the indirect effect.

To the best of the authors’ knowledge, this study not only explores the influence of workplace ostracism on employee knowledge sabotage behavior for the first time but also elucidates the underlying emotional mechanisms (anger) and boundary conditions (employee BLM and conscientiousness) by which workplace ostracism influences employee knowledge sabotage behavior, thus deepening the understanding of how knowledge sabotage emerges in organizations.

Pandemics are a serious challenge for humanity, as their social and economic impacts can be tremendous. This study aims to understand how innovation based in the sharing economy (SE) business models can contribute to overcoming the challenges arising from the Covid-19 pandemic.

Following a netnographic approach, the authors studied the computer-mediated social interactions of internet-based virtual innovation communities.

This study found that the SE business models contribute to overcome the challenges of the Covid-19 pandemic by redistributing idle resources to lessen the impacts of confinement. This was achieved through process innovations and an innovative use of the network, which enabled fast-open and decentralized innovation processes, and quick implementation of innovations. This innovation process is based on a decentralized decision-making approach, clear rules, informal relationship among community members and open communication channels, as well as in evasive strategies to avoid facing challenges, institutional restrictions and barriers in the adoption of innovations.

This study was limited to a virtual innovation community of highly specialized and educated experts and nine community projects focused on institutional contexts of a developed country. Future research should focus on the institutional contexts of less specialized communities and developing countries and study other community innovation projects in pandemics to understand the processes of fast-open, decentralized and evasive innovation and the importance of relational capabilities for innovation in digital contexts.

The findings can guide innovation managers and public policymakers in implementing effective strategies and policies to overcome pandemic challenges using SE business models. This research also provides important insights into the types and processes of innovation in organizations that create solutions to overcome social and business challenges during pandemics. In addition, this study highlights the contributions of netnographic approaches to conducting research on innovation and in pandemic periods when measures of confinement are in place.

This study uses an innovative framework to map the types of innovation and highlights two different types of innovation processes.

The authors suggest strategies for addressing and combating these attempts at racelighting.

The authors of this article– five anti-racist educators working in various educational settings in SLC– employ the Critical Race Theory counter-story methodology (Delgado and Stefancic, 1993) to confront resistance to educational equity in Utah. They do so by first providing a historical context of race and education in Utah before presenting four short counterstories addressing the racelighting efforts of students, fellow educators and administrators when confronted with the complexities of racial injustice.

These counterstories are particularly important in light of the recent increase in color-evasive and whitewashed messaging used to attack CRT and to deny the existence of racism in the SLC school system in K-post-secondary education, and in the U.S. as a whole.

These stories are set in a unique environment, yet they hold national relevance. The racial and religious demographics in Utah shed light on the foundational ethos of the country – white, Christian supremacy. They reveal what is at stake in defending it and some of the key mechanisms of that defense.

In the aftermath of the Supreme Court’s 2023 decision to effectively end race-conscious admissions practices across the nation, this paper highlights the law’s commitment to whiteness and antiblackness, invites us to mourn and to connect to possibility.

Drawing from the theoretical contributions of Cheryl Harris, Jarvis Givens and Chezare Warren, as well as the wisdom of Justice Ketanji Brown Jackson’s dissenting opinion, this paper utilizes CRT composite counterstory methodology to illuminate the antiblack reality of facially “race-neutral” admissions.

By manifesting the impossible situation that SFFA and the Supreme Court’s majority seek to normalize, the composite counterstory illuminates how Justice Jackson’s hypothetical enacts a fugitive pedagogy within a dominant legal system committed to whiteness as property; invites us to mourn, to connect to possibility and to remain committed to freedom as an intergenerational project that is inherently humanizing.

In a sobering moment where we face the end of race-conscious admissions, this paper uniquely grapples with the contradictions of affirmative action as minimally effective while also radically disruptive.

This paper aims to center the experiences of three cohorts (n = 40) of Black high school students who participated in a critical race technology course that exposed anti-blackness as the organizing logic and default setting of digital and artificially intelligent technology. This paper centers the voices, experiences and technological innovations of the students, and in doing so, introduces a new type of digital literacy: critical race algorithmic literacy.

Data for this study include student interviews (called “talk backs”), journal reflections and final technology presentations.

Broadly, the data suggests that critical race algorithmic literacies prepare Black students to critically read the algorithmic word (e.g. data, code, machine learning models, etc.) so that they can not only resist and survive, but also rebuild and reimagine the algorithmic world.

While critical race media literacy draws upon critical race theory in education – a theorization of race, and a critique of white supremacy and multiculturalism in schools – critical race algorithmic literacy is rooted in critical race technology theory, which is a theorization of blackness as a technology and a critique of algorithmic anti-blackness as the organizing logic of schools and AI systems.