Interpersonal issues in knowledge sharing: the impact of professional discretion in knowledge sharing and learning communities

ABSTRACT

This study aims to provide insight into individual teachers’ behaviour and decisions regarding the exchange of knowledge, focusing on status, interdependence and reciprocity, and psychological safety. It highlights the key role of the individual professional in knowledge-sharing and professional development contexts. A social-constructivist perspective and qualitative design (case study) were employed. Eighteen teachers in upper-secondary vocational education were questioned in interviews or focus groups. Data was analysed by coding, interrelating, and reasoning. Results show how professional discretion directs intercollegial communication and sharing. Interpersonal issues (status, safety, and reciprocity) influence decisions about sharing with or withholding knowledge from certain colleagues. Consequently, professional development and processes of sharing and managing knowledge are in danger of falling flat when ignoring the individual’s impact. This emphasises the importance of individual professionals’ attitudes and preferences, and informal, social structures in approaches to professional development, knowledge-sharing practices, and learning communities.

KEYWORDS:

• Knowledge sharing
• knowledge management
• professional discretion
• professional development
• learning communities

Acknowledgments

I am very grateful to Mark Murphy and Christina Burke for their roles in scaffolding and scrutinising my work, and to Björn Eussen for his support during the research project.

Disclosure statement

No financial interest or benefit has arisen from the direct applications of my research.

Additional information

Notes on contributors

Maarten M. van Houten

Dr. Maarten Matheus van Houten was trained as an interdisciplinary social scientist and obtained Master’s degrees in professional learning and in teaching, before completing his research doctorate, in which he focused on vocational education and the sharing of professional (tacit) knowledge. He has worked in secondary vocational education and higher education as a teacher/lecturer, coordinator, and educationist. His research interests concern knowledge sharing, learning from and collaboration between colleagues, and contexts of social interaction for learning, such as communities and learning organisations.