Search

Background: In a competition for scarce resources, higher education institutions in developing countries have lost to other priorities. The article examines specific barriers to innovation in the higher education context. A thorough understanding and removal of these impediments paves a way to innovation in developing countries, specifically Zimbabwe. Objectives: Firstly, the study sought to evaluate the barriers to innovation in higher education and secondly recommend strategies to improve the innovation capabilities of the institutions. Method: A survey strategy was adopted to collect data from 240 purposefully selected academics at four state universities in Zimbabwe with a 66.6% response rate. Results: The results indicate that the lack of funding for research is the biggest barrier to innovation in higher education with a 46% representation. Along the same spectrum, the lack of incentives is also another barrier with an account of 21% of the participants who participated. The organisational structure is also a pertinent barrier with 24% representation. Lastly, the organisational culture accounts 9% of the participants. Conclusion: Adequate resource allocation and funding is crucial to the success and transformation of the higher education system. Implementing policies that align with the strategic goals of the institutions is imperative to bring about innovation not only in Zimbabwe but also in other developing countries too. Contribution: Higher education institutions should provide adequate funding for research and reassess their organisational cultures and structures for them to be on the cutting edge. [ABSTRACT FROM AUTHOR]

Background: Knowledge-sharing culture permits knowledge reuse, exchange of knowledge, experiences and insights in an institution to achieve strategic goals. Knowledge-sharing requires motivation through rewards and recognition to improve employee engagement. The article provides an analysis of factors to promote a knowledge-sharing culture change. Objectives: The two objectives were designed to examine the factors that promote knowledgesharing culture change and to recommend strategies that encourage knowledge-sharing. Method: An online questionnaire was used to gather quantitative data from a higher education institution in Zimbabwe: a developing country on the African continent. Results: The results established that rewards, recognition, promotion and bonuses are significant factors in promoting a knowledge-sharing culture change. It emerged that 53.3% of the participants approved that knowledge-sharing is dependent on the disposition of the individual whilst the other 46.7% of the participants were either indecisive or disagreed with the proposition. Rewards are important to the extent that 91.7% of the participants approved the proposition. It was also confirmed by 95% of the participants that recognition adds value to an institution. Moreover, 80% of the participants submitted that recognition contributes to employee retention and engagement. Fascinatingly, 88.3% of the participants settled on the proposition that recognition allows access to top talent and 68.3% concurred that promotion encourages loyalty. Conclusion: Rewards, recognition, promotion and bonuses are important factors that encourage a knowledge-sharing culture. Rewards strengthen employee value proposition whilst recognition allows access to top talent. Promotion inspires employees whilst bonuses are perceived as signalling employee appreciation, which stimulates a knowledge-sharing culture. [ABSTRACT FROM AUTHOR]

The adoption of knowledge-sharing practices in higher education result in improved decisionmaking, improved access to information and increased collaboration. A knowledge-sharing culture enables the free exchange of knowledge amongst academics and this drives institutions towards innovation. This study examines the extent to which knowledge-sharing practices have been adopted at higher education institutions (HEIs) of developing countries. The article reports on an inquiry conducted at HEIs in Zimbabwe to determine the knowledgesharing practices in place. A survey was used to collect quantitative data from 240 purposefully selected academics at the HEIs. The data were analysed using descriptive statistics. This study established that HEIs have not fully implemented the knowledge-sharing practices. Empirical evidence confirms that attendance of conferences is important for knowledge sharing where 43% of the participants approved the proposition. Coaching and mentoring improve academic skills such that 21.7% of the participants approved the premise. Subscribing to international journals increases the visibility of scientific research work and only 18.3% of the participants confirmed that their institutions subscribe to internationally recognised journals. Surprisingly, 60% of the participants confirmed that their institutions do not offer knowledge-sharing workshops. Unremarkably, 23.3% of the participants confirmed that their institutions do not have a knowledge-sharing culture. Transdisciplinarity Contribution: Higher education institutions have not fully exploited the knowledge-sharing practices that could make them more innovative. The institutions are still at the trial stage of adopting knowledge-sharing practices. This study therefore recommends the creation of communities of practice (COPs) specifically for knowledge sharing. [ABSTRACT FROM AUTHOR]