Document Type : Research Paper
Authors
1 Associate Professor, Department of Public Administration, Allameh Tabataba'i University, Tehran, Iran
2 Ph.D. Student in Human Resource Management, Department of Leadership and Human Capital, University of Tehran, Tehran, Iran
3 Ph.D. Student in Organizational Behavior, Lorestan University, Lorestan, Iran
Abstract
1. Introduction
Considering the negative effects and consequences of knowledge hiding on this mission, in the present study, we aim to examine the impact of organizational ostracism and instrumental thinking as independent variables and sacrificial leadership as a mediating variable on the emergence of knowledge hiding among faculty members at the College of Science, University of Tehran. This research seeks to take an effective step toward achieving one of the institution's goals: nurturing upright, ethical, and vibrant individuals. Since the simultaneous examination and measurement of these four variables have not been previously explored in prior studies by other researchers, the necessity and gap addressed by this study become even more evident.
Therefore, the main research question of this study is: Can sacrificial leadership play a mediating role in the relationship between organizational ostracism and instrumental thinking on knowledge hiding among university professors?
Research Question(s)
Hypothesis 1: It appears that organizational ostracism has a significant effect on knowledge hiding.
Hypothesis 2: It appears that instrumental thinking has a significant effect on knowledge hiding.
Hypothesis 3: It appears that sacrificial leadership plays a mediating role in the effect of organizational ostracism on knowledge hiding.
Hypothesis 4: It appears that sacrificial leadership plays a mediating role in the effect of instrumental thinking on knowledge hiding.
2. Literature Review
A review of prior research indicates that the variables of knowledge hiding, instrumental thinking, organizational ostracism, and sacrificial leadership have been previously examined in various contexts. International studies have explored different aspects of these variables: Riyad et al. (2019) investigated the relationship between ostracism and knowledge hiding with job tension as a mediator, while Bhatti et al. (2023) examined organizational ostracism's impact on knowledge hiding through the mediating roles of efficacy needs and psychological distress. Other notable studies include Al-Jubouri and Fleifel's (2020) analysis of knowledge hiding and workplace ostracism, Zhao et al.'s (2016) work on workplace ostracism and knowledge hiding, and Shah and Hashemi's (2019) study of organizational culture's relationship with knowledge hiding through workplace ostracism and incivility. Abdullah et al. (2020) focused on ethical leadership's effects on knowledge hiding with relational social capital and instrumental thinking as mediators, and Sabrina (2023) explored sacrificial leadership in the context of knowledge sharing and hiding, considering employee trust and intrinsic motivation as mediators.
In the Iranian academic context, several studies have addressed related themes. Sepahvand and Momeni Mofrad (2020) examined workplace ostracism and knowledge hiding with job tension as a mediator, while Sharai and Jafari (2023) studied ostracism and workplace incivility's effects on knowledge hiding through job anxiety. Kamalipour et al. (2022) contributed by proposing a knowledge-hiding model emphasizing ostracism. Despite these valuable contributions, three significant research gaps emerge from this comprehensive review. First, no existing study has simultaneously investigated sacrificial leadership alongside knowledge hiding, ostracism, and instrumental thinking. Second, the domestic research landscape shows a complete absence of studies examining instrumental thinking, even in combination with other variables. Third, while some studies have explored partial relationships between these variables, none have integrated all four key elements of the current research.
This study represents the first attempt, both in Iran and internationally, to comprehensively analyze organizational ostracism and instrumental thinking as independent variables, knowledge hiding as the dependent variable, and sacrificial leadership as a mediating factor. The inclusion of sacrificial leadership is particularly significant as it introduces a positively connoted variable into the examination of knowledge hiding phenomena. By addressing these interconnected variables in a single framework, this research makes an original contribution to the field, helping to bridge important theoretical and empirical gaps in our understanding of knowledge hiding dynamics in academic settings. The innovative approach not only expands the current body of knowledge but also offers practical insights that could inform organizational policies and leadership practices in higher education institutions.
3. Methodology
The present study adopts a survey research strategy with the aim of examining the relationships between variables. For data collection, standardized questionnaires derived from theoretical literature and previous studies were utilized. To ensure the validity of the questionnaires in terms of content and face validity, input was obtained from three professors specializing in organizational behavior. The questionnaires employed in this study include: the Organizational Ostracism Scale (Ferris, Brown, Berry, & Lian, 2008), the Instrumental Thinking Scale (Abdullah et al., 2019), the Sacrificial Leadership Questionnaire (Kark & Van Dijk, 2004), and the Knowledge Hiding Scale (Connelly, Zweig, Webster, & Trougakos, 2012). All items were measured using a five-point Likert scale ranging from "strongly disagree" to "strongly agree".
The reliability of the research instruments was confirmed through Cronbach's alpha coefficients, which were as follows: organizational ostracism (α = 0.71), instrumental thinking (α = 0.73), sacrificial leadership (α = 0.77), and knowledge hiding (α = 0.74). The target population of this study consists of faculty members at the College of Science, University of Tehran, with an estimated total of 151 individuals. The sample size was determined using Sample Power software, resulting in 130 participants selected through random sampling.
For data analysis, statistical software and structural equation modeling (SEM) tools, including AMOS and SPSS, were employed. Sample Power software was used to determine the appropriate sample size. To examine the relationships between variables and generalize the findings from the sample to the population, regression models (including mediation analysis) and path analysis were utilized to test the research hypotheses. Additionally, the conceptual model of the study was evaluated using structural equation modeling (SEM), with particular attention given to assessing the measurement model and structural model fit. The results of these analyses will be presented in detail in the following sections.
4. Results
The analysis of the first hypothesis findings revealed that the independent variable (organizational ostracism) demonstrated a significant effect (β = 0.68) on the dependent variable (knowledge hiding), indicating a substantial relationship. The coefficient of determination (R² = 0.46) suggests that organizational ostracism explains 46% of the variance in knowledge hiding behavior. In practical terms, this means that nearly half of knowledge hiding incidents among faculty members can be attributed to experiences of organizational ostracism. These results confirm that organizational ostracism significantly influences knowledge hiding patterns, enabling the prediction of knowledge concealment behaviors based on ostracism levels within the academic community. Regarding the second hypothesis, the independent variable (instrumental thinking) showed a meaningful effect (β = 0.42) on knowledge hiding, representing a moderate but noteworthy relationship. With an R² value of 0.18, instrumental thinking accounts for 18% of the variance in knowledge hiding, indicating that nearly one-fifth of knowledge concealment behaviors stem from instrumental thinking tendencies. This finding establishes instrumental thinking as another significant predictor of knowledge hiding among faculty members. The mediation analysis yielded important insights. Both direct and indirect effects of organizational ostracism on knowledge hiding proved statistically significant (p < 0.01), while the direct effects of organizational ostracism on sacrificial leadership (p < 0.0001) and of sacrificial leadership on knowledge hiding (p < 0.0001) were similarly significant. These results collectively demonstrate that sacrificial leadership partially mediates the relationship between organizational ostracism and knowledge hiding, thereby confirming the third hypothesis. Parallel findings emerged regarding the fourth hypothesis. The significant direct and indirect effects of instrumental thinking on knowledge hiding (p < 0.0001), coupled with significant direct effects of instrumental thinking on sacrificial leadership (p < 0.0001) and of sacrificial leadership on knowledge hiding (p < 0.0001), indicate that sacrificial leadership also partially mediates the relationship between instrumental thinking and knowledge hiding, thus validating the fourth hypothesis.
5. Conclusion
The study's comprehensive findings highlight that knowledge hiding among university faculty stems primarily from two organizational phenomena: workplace ostracism and instrumental thinking patterns. Left unaddressed, these factors may gradually erode institutional knowledge-sharing cultures and hinder collective intellectual growth. The research particularly emphasizes the crucial mitigating role of sacrificial leadership, suggesting that targeted development of leadership qualities characterized by selflessness and organizational commitment could effectively counteract both ostracism tendencies and instrumental thinking patterns. This insight points toward valuable interventions for academic administrators seeking to foster more open, collaborative knowledge environments in higher education institutions.
Keywords
- organizational exclusion
- knowledge hiding
- instrumental thinking
- selfless leadership
- university professors
- University of Tehran
Main Subjects
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