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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: The purpose of this study is to conduct a systematic literature review of the role of social trust in health information exchange on social network sites (SNSs). In the light of the confusion and panic about health information leading to and during the worldwide lockdown, in an attempt to control the spread and symptoms of coronavirus disease 2019 (COVID-19). Although the sharing of health information on SNS did not start during the COVID-19 lockdown, the concerns about health information interchange were highlighted during the lockdown. Objectives: This study investigates the nature of the association between health information exchange and social trust and how social trust has influenced health information exchange from 2005 to 2021. Method: In line with the purpose of the study, the researcher applied a systematic literature review to review conference articles, accredited journal articles and book chapters. The review process involved a rigorous procedure towards a definition of review protocol, extraction of articles, formulation of selection criteria and the review itself. Results: This study reveals a transactional interplay between the constructs of social trust (benevolence, integrity and competence) and social network site user roles (information seeker, information passer and information giver). Conclusion: In summary, the researcher argues that public health officials would benefit from setting up an SNS that proactively provides health information. The health information exchange experience should be designed in a way that takes into account how social trust can be used to moderate health information exchange in the SNS by different types. [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]

Background: Social media platforms are thriving on the co-creation of content, usually socially orientated content about the social interests of participants. There is also a growing trend of social media application in the human resources and marketing for business purposes. This study investigates factors that have an impact on the sharing of knowledge on social media platforms, particularly students at an Open Distance Learning (ODL) institution. Objective: This study evaluates the difference between direct and indirect benefit exchange expected by students when sharing knowledge. Method: Random and theoretical sampling were used to select the sample in this study from the population. A literature-informed questionnaire was used as an instrument to collect data from a selected sample of 315 students from the School of Computing at the University of South Africa. Results: A test of association was conducted to evaluate correlations, which revealed that only reputation and social language correlate with direct and indirect benefit exchange. Results indicate that there is a significant mean difference between direct and indirect benefit exchange and that issues concerning social identity and trust should be taken into account when developing social media instructional design. Conclusion: In this study, a survey was used to test the hypothesis. The authors concluded that instructional designer can design teaching and learning experience in the social media platform by catering for both direct and indirect benefit knowledge exchange. The results of the study further confirmed that some students share knowledge with the expectation of direct exchange benefit and, meanwhile, expect indirect exchange benefit. [ABSTRACT FROM AUTHOR]

In the knowledge economy, organisations are shifting their investment focus to intellectual capital in order to sustain a competitive advantage in the global marketplace. Organisational survival is increasingly dependent on the organisation's ability to create and distribute knowledge that contributes to the improvement of performance. The purpose of this article is to evaluate individual knowledge-acquisition and sharing practices in the South African public sector. I applied the techniques of grounded theory analysis to extract themes from data that could provide insight into the knowledge sharing that takes place in the South African public sector. Findings revealed that the informal sharing of knowledge takes place in discussion forums within communities of practice through web-based, socially orientated platforms. These communities of practice are widespread throughout the public sector and are established with the purpose of soliciting expert knowledge from those who have been using open-source software successfully. [ABSTRACT FROM AUTHOR]