Conceptualizing Knowledge Sharing Process among Faculty Members in Academic Contexts: A Grounded Theory

This study seeks to conceptualize knowledge sharing process among faculty members at academic contexts. With inductive approach, the method of study was the systematic grounded theory. Sixteen semistructuredinterviews were conducted in two Iranian universities to explore the way respondents’ share their knowledge of teaching and research with their colleagues. The qualitative findings with paradigmic model explored nine main components in knowledge sharing among faculty members which are: (a) causal conditions(internal motivators, external motivators) (b), main category (willingness to share knowledge indirectly with colleagues)(c), written, personal and networking as the strategy (d), context (interpersonal context, interorganizational context) (e), Interveningconditions (perspectives in knowledgeproduction) (f),outcomes (individual outcomes and making intergenerational and interdisciplinary dialogue).