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The Effective Contributing Factors in Knowledge Sharing and Knowledge Transfer among Academic Staff at Tehran University of Medical Sciences: A Qualitative Study

AUTHORS

avatar Narges Ghodsian 1 , * , avatar Hossein Khanifar 2 , avatar Hamidreza Yazdani 3 , avatar Kamal Dorrani 4

1 PhD Student of Educational Management, University of Tehran, College of Farabi

2 Professor of Educational Management, University of Tehran, College of Farabi

3 Professor of Business Management, University of Tehran, College of Farabi

4 Professor of Faculty of Psychology & Education, University of Tehran

How to Cite: Ghodsian N, Khanifar H, Yazdani H, Dorrani K. The Effective Contributing Factors in Knowledge Sharing and Knowledge Transfer among Academic Staff at Tehran University of Medical Sciences: A Qualitative Study. J Med Edu. 2017;16(2):e105572.
doi: 10.22037/jme.v16i2.18038.

ARTICLE INFORMATION

Journal of Medical Education: 16 (2); e105572
Published Online: October 17, 2017
Article Type: Research Article
Received: July 30, 2017
Accepted: September 03, 2017
DOI: 10.22037/jme.v16i2.18038
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Abstract

Background: Knowledge transfer is known as a core process in knowledge management. Its decent and influential function in organizations would result in regeneration and innovation of knowledge.Due to this importance, the most recent research in knowledge management has been inclined toward knowledge transfer concept. We aimed to investigate the most influencing contributing factors in knowledge transfer and knowledge sharing within the faculty members at Tehran University of Medical Sciences.Method: This investigation has been conducted with a qualitative approach using grounded theory. Data were collected using semi- structured interview with 17 faculty members of ten distinct departments of Tehran University of Medical Sciences. The data has been transcribed and analyzed.Results: By carefully analyzing the interviews from 272 preliminary open codes after sequential analogies and induction, 54 concepts have been extracted that were categorized into one of eleven classes constituting the effective items and factors in knowledge transfer among faculty members,respectively. These categories could be placed into , non-communication factors and communication factors. The non-communication factors were knowledge actors (professors), organization (university), the knowledge, and surroundings. The communication factors are the factors that are formed in the dual relationships between the relevant factors.Conclusion: A decent knowledge flow in working groups and collaborative societies of faculty members within a department or through different university departments would lead to a better research and education management. This could also bring about some advantages: the research in each department falls in a well-defined, pre-missioned channel, avoiding scattered research works, and enhancing the training and research. The awareness of university senior managers about influencing contributing factors of knowledge transfer and their functions provide a robust panel for tracing the knowledge flow and help them establish the knowledge flow for production and regeneration of genuine knowledge.

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© 2017, Journal of Medical Education. This is an open-access article distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/) which permits copy and redistribute the material just in noncommercial usages, provided the original work is properly cited.
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