Determinants of Faculty Knowledge Sharing within Higher Education Institutions in Oman

Abstract

This study examines the factors that encourage faculty in Omani higher education institutions to share knowledge. Concluding from survey data from 100 academics, the analysis highlights two key elements that matter most: intrinsic motivation and the influence of social norms. Faculty members who feel personally driven and those who perceive strong expectations from colleagues are more likely to engage in knowledge exchange. At the same time, demographic differences add to another layer of complexity. Women, non-Omani faculty, those working in private institutions, and academics with doctoral degrees all reported stronger intentions to share their expertise than others. In addition to these results, this research enriches the broader discourse on knowledge management through a more precise assessment of knowledge-sharing behaviors and by integrating Knowledge Management Theory with lean methodologies. These outcomes extend scholarly insights while also delivering actionable recommendations for leaders in Oman's higher education institutions. Creating opportunities for collaboration, offering room for professional growth, and building trust within institutions are practical steps that can make knowledge sharing a regular and lasting feature of academic life.