Knowledge sharing strategies for improved service provision in the academic library at Delta State University Abraka Nigeria

Abstract

The changes experienced in the digital era require academic library staff to constantly update, expand, and develop their skills in order to carry out their roles efficiently and remain relevant in the provision of services to clients. Consequently, academic libraries have been among the first organizations to adopt knowledge sharing as a means to enhance the provision of services to clients. Several studies on knowledge sharing in academic libraries have been conducted in recent years. However, the focus of these discussions has been on understanding the knowledge sharing practices in academic libraries, and on technology as a factor making knowledge sharing possible so as to improve service provision in this context. Delta State University (DELSU) has yet to develop, adopt and formalize adequate strategies for sharing knowledge so as to improve service provision. This article explores the barriers to knowledge sharing among staff at the DELSU library and suggests strategies to enhance knowledge sharing among staff for improved service provision. A mixed method research approach and case study research design were adopted. A census was conducted on the target population, consisting of the entire staff at the DELSU library, using questionnaires that comprised both open and closed ended questions, while seven heads of department from the various library sections were purposively sampled for the collection of data through interviews. Social exchange theory provided the underpinning for the study. The findings revealed a lack of effective knowledge sharing for service provision in the library. The absence of a knowledge sharing culture; the absence of information and communication technology tools and infrastructure; a lack of motivation; and inferiority and superiority complexes among staff hindered knowledge sharing, with concomitant repercussions for service provision in the library. Strategies for knowledge sharing among the staff for improved service provision were suggested.

Keywords:

• Academic library
• Nigeria
• knowledge sharing
• knowledge management
• Delta State University

Introduction

The changes experienced in the digital era, in the form of an information explosion, rapid technological growth, constant changes in information and knowledge, increased user needs and expectations, and the competitiveness of other information service providers, require academic library staff to constantly update, expand, and develop their skills to carry out their roles efficiently and remain relevant in the provision of services to clients (Ajie, 2019a; Awodoyin et al., 2016, p. 13; Sarrafzadeh et al., 2010, p. 199). Consequently, the value of the academic library no longer lies purely in the information resources held but in the relevance and efficiency of the services rendered to the users, thus making knowledge sharing essential (Ajie, 2019a, 2019b; Kumar, 2010, p. 24; Ugocha et al., 2018, p. 82).

Knowledge is the organizational resource that will make the greatest contribution to increasing the competitive advantage, raising productivity, improving the quality of work performance and ensuring overall organizational growth in academic libraries in the knowledge economy (Mohajan, 2019, p. 52; Tahleho, 2016, p. 27; Ugocha et al., 2018, p. 78). If they are to remain at the forefront of providing relevant library services to users, academic library staff need to acquire and equip themselves with new knowledge on library practices and policies (Anna & Puspitasari, 2013, p. 1). The knowledge gained by academic library staff through constant interaction with information resources, library users and colleagues in the course of their work is critical in the creation of new knowledge and the provision of quality services in the academic library (Ajie, 2019b; Anna & Puspitasari, 2013, p. 7; Arif & Alsuraihi, 2012, p. 538; Enakrire & Onyancha, 2020, p. 1; Tahleho, 2016, pp. 7–8; Ugocha et al., 2018, p. 79).

Academic libraries were among the first organizations to adopt knowledge sharing. Research reveals that knowledge sharing is infused into areas of academic library services such as reference service, circulation service, collection development service, research support service and interlibrary loan service (AlRashdi & Srinivas, 2016, pp. 36–37; Awodoyin et al., 2016, pp. 16–17; Chawner & Oliver, 2013, p. 29; Lekay, 2012, p. 25). Librarians working in these areas share knowledge on user needs, library use, the planning and acquisition of library resources, the cataloguing and classification of library materials as well as access and information delivery (AlRashdi & Srinivas, 2016, pp. 36–37; Awodoyin et al., 2016, pp. 16–17). These librarians also share ideas and insights relating to the use of technology in the provision of services (Awodoyin et al., 2016, p. 17).

Most scholarly discussions of knowledge sharing in academic libraries focus on knowledge sharing practices or on technology as a factor contributing to knowledge sharing for the improvement of service provision (Awodoyin et al., 2016; Chipeta, 2018; Enakrire & Onyancha, 2020; Muchaonyerwa, 2015; Tahleho, 2016). Nevertheless, academic libraries have yet to formalize knowledge sharing through the development and implementation of strategies to encourage employees to share knowledge to improve performance, foster innovation, and enhancing service provision (Awodoyin et al., 2016; Maponya, 2004; Muchaonyerwa & Mutula, 2017; Tahleho, 2016). Knowledge sharing at academic libraries is often uncoordinated, usually takes the form of informal conversations, and tends to occur by chance (Khan, 2014, p. 31; Maponya, 2004, p. 16; Tahleho, 2016, p. 112).

Delta State University (DELSU) library, Abraka is an academic library that seeks to meet the information and research needs of its user community. DELSU is one of the public higher educational institutions in Southern Nigeria (Ikolo, 2018; National University Commission, 2020, pp. 12–13), and the library offers its users direct services such as reference services, user education, document delivery, selective dissemination of information, interlibrary loan services, current awareness services, renewals and reprographic services (Arumuru, 2015, p. 47). The library also offers indirect services, such as cataloguing and classification, circulation services, bibliographic services, and indexing and abstracting (Arumuru, 2015, p. 47; Iwhiwhu et al., 2010, p. 5). These activities generate new relevant knowledge, which qualifies the staff as knowledge owners (Anna & Puspitasari, 2013; Bartlett, 2016, p. 1).

Like most academic universities in Africa, the DELSU library has yet to develop, adopt and formalize adequate knowledge sharing strategies for the purpose of improving service provision (Ali & Khan, 2017; Anna & Puspitasari, 2013; Bumbie-Chi, 2020; Chipeta, 2018; Enakrire & Onyancha, 2020; Muchaonyerwa & Mutula, 2017; Tahleho, 2016). The formalization of knowledge sharing depends on developing and implementing relevant strategies; the latter’s absence translates into difficulties in academic libraries in overcoming barriers to knowledge sharing and establishing knowledge sharing enablers (Dube & Ngulube, 2012, p. 70).

A study on knowledge sharing at the DELSU academic library conducted by Enakrire and Onyancha (2020, p. 4) focusing on the use of information technology to support knowledge management revealed that the absence of a knowledge sharing strategy at this library resulted in a dismissive attitude on the part of librarians toward knowledge sharing and a lack of commitment to it.

The study on which the present article is based investigated the barriers to knowledge sharing at the DELSU academic library, Abraka and suggested strategies for improved service provision that may be applicable not only to the DELSU library, Abraka but to other academic libraries too. When strategies for knowledge sharing are in place, knowledge sharing becomes inherent, thus making possible quality service provision to users (Anna & Puspitasari, 2013, p. 7; Bumbie-Chi, 2020, p. 328; Chipeta, 2018, p. 232; Fombad, 2018, p. 198; Tahleho, 2016, pp. 114–116).

Knowledge sharing strategies in academic libraries will promote innovation and enhance service provision, encourage staff development, and increase work performance (Ajegbomogun & Diyaolu, 2018, p. 16; Ajie, 2019b; Anna & Puspitasari, 2013, p. 6; Cheng et al., 2009, p. 313; Chipeta, 2018, p. 219; Lekay, 2012, p. 22; Muchaonyerwa, 2015, p. 44; Okonedo & Popoola, 2012, p. 6). They will also improve productivity and improve understanding among academic library staff (Islam & Tsuji, 2016, p. 43).

Literature review

Knowledge

While there is no single agreed-upon definition of knowledge and knowledge management, knowledge has been defined as understanding gained through experience, individual learning, and a familiarity with certain information (Davenport et al., 2003; Dikotla, 2016, p. 18). Knowledge may either be tacit or explicit (Nonaka, 1994, p. 16; Nonaka et al., 1996, p. 205; Rajurkar, 2011, p. 6). Tacit knowledge takes the form of heuristic skills, intuition and best practices that reside in the human mind, while explicit knowledge is rule-based knowledge used to accomplish tasks, and is often codified or documented (Anasi et al., 2014, p. 354; Kim, 1999, p. 3).

Tacit knowledge is embedded in human skills and shared predominantly through social exchanges and interactions (Alyoubi et al., 2018, p. 15; Nonaka, 1994, p. 15). It exists in the form of informal and personal skills, insights, experiences, or crafts, and is usually referred as know-how and know-why, beliefs and values deeply etched in the human mind, which are often overlooked (Ahmed & Noor, 2021, p. 2; Rajurkar, 2011, pp. 5–6; Skyrme, 2011).

Explicit knowledge is articulated, stored, and documented knowledge, which is presented in the form of documents, policies, databases, rules, formulas, reports, diagrams, specifications, manuals, and records (Ahmed & Noor, 2021, p. 2; Chipeta, 2018, p. 223; Fombad, 2018, p. 197; O’Dell & Hubert, 2011, p. 337; Rajurkar, 2011, p. 6). Explicit knowledge is easily shareable, and so it is regarded as permeable and itinerant (Dewah, 2012, p. 57). In summary, explicit knowledge is tacit knowledge codified in formal, structured, and systematic mediums which can be easily shared and accessed.

Knowledge management and knowledge sharing in academic libraries

Knowledge management involves the processes of creating, acquiring, capturing, coordinating, integrating, retrieving, and sharing knowledge (Hadagali et al., 2012, p. 34). It identifies and harnesses individual and organizational intellectual capital for organizational performance (Alshboul et al., 2012, p. 18). Knowledge sharing is a fundamental process of knowledge management (Abualoush et al., 2018, p. 284). It is the aspect of an organization’s success that allows the transfer of knowledge from the more knowledgeable to the less knowledgeable and is considered a solution to knowledge creation, reuse and service delivery (Asrar-Ul-Haq & Anwar, 2016, p. 2; Tahleho, 2016, p. 3).

Knowledge sharing in academic libraries entails conveying knowledge and receiving knowledge to support quality work processes as well as enhancing decision and policy making (Ahmed & Noor, 2021, pp. 1–2; Akparobore, 2015, p. 31). Knowledge sharing leads to service innovations, provide solutions to problems encountered on the job and enhance staff performance in academic libraries (Ajegbomogun & Diyaolu, 2018, p. 16; Olatokun & Njideaka, 2020, p. 300). Knowledge sharing informs staff and equip them to become creative in providing efficient services. This is because knowledge sharing in academic libraries can result in the creation and reuse of knowledge for the provision of revised and improved library products and services (Ajegbomogun & Diyaolu, 2018, p. 17; Anna & Puspitasari, 2013, p. 2; Ismail & Yusof, 2009, p. 37).

Knowledge sharing within the academic library setting may be formal or informal and may involve the use of human-based or technology-based tools. Human-based tools are viable in sharing tacit knowledge and include mentorship, job rotation, storytelling, seminars, meetings, communities of practice (CoP), training, and job shadowing (Aramburu & Saenz, 2013, p. 43; Tahleho, 2016, pp. 38–39). Technology-based tools for knowledge sharing include Information and Communication Technologies (ICT) and are viewed as key enablers of knowledge sharing in this digital era (Anna & Puspitasari, 2013, p. 7; Panahi et al., 2013, p. 391; Tahleho, 2016, p. 44). Examples of formal settings are meetings, group discussions, storytelling, mentorship, seminars, conferences, workshops, job rotation and apprenticeship (Chipeta, 2018, p. 122; Muchaonyerwa, 2015, p. 114; Tahleho, 2016, p. 39). Informal knowledge sharing platforms such as group discussions during tea breaks and in conference rooms, and face-to-face conversations, are becoming a preferred setting for knowledge sharing among academic staff because they constitute free interactive settings with fewer restrictions (Bumbie-Chi, 2020, p. 324; Chipeta, 2018, p. 121; Kumaresan & Swrooprani, 2013, p. 60; Onifade, 2015, p. 94). Individual, organizational, and technological factors exert the greatest influence on knowledge sharing among employees within an organization (Ahmed & Noor, 2021, p. 6; Boateng et al., 2015, p. 218; Chigada, 2014, p. 217; Enakrire et al., 2019, p. 17; Isa et al., 2016, p. 218; Kaewchur & Phusavat, 2016, p. 237; Mosha, 2014, p. 28; Noor et al., 2014, p. 1317; Razmerita et al., 2016, pp. 5–8). Individual factors relate to motivations (rewards and incentives), organizational factors relate to management support, organizational culture and structures, and trust, while technological factors relate to technology and infrastructure.

Barriers to knowledge sharing among staff preventing improved service provision in academic libraries

Academic librarians are hindered in their aspirations to engage in knowledge sharing for the achievement of library goals and as a means to improve library service delivery by barriers such as the absence of a knowledge sharing culture, a lack of strategies, lack of collaboration, lack of motivation, and inadequate technology and obstinate organizational structures (Jain, 2013, p. 7; Mushi, 2009, p. 64). Tahleho (2016, p. 104) notes that the greatest obstacles to knowledge sharing for improved service provision in academic libraries are lack of trust among colleagues and the library management, differences in qualifications, a ‘knowledge is power’ mentality, the lack of rewards, and the lack of required knowledge sharing tools. Patel (2015, p. 428) makes the observation that library staff members are hindered in their willingness to engage in knowledge sharing for the purpose of improved library service by the following barriers:

• The lack of co-operation between senior and junior library staff members

• The unwillingness of junior library staff members to share their knowledge since they perceived this as bringing no benefits in the form of promotion, recognition, appreciation, or a salary increase

• The unavailability of up-to-date or proper maintenance of technologies that support

• knowledge sharing

• Inadequate communication skills on the part of library staff

• The absence or inadequacy of library staff training

• The lack or inadequacy of a library budget

• The lack of efficient knowledge sharing tools, such as ICTs

Knowledge sharing strategies in academic libraries

Knowledge sharing strategies are steps and plans adopted to facilitate and sustain knowledge sharing (Ajie, 2019b; Ali & Khan, 2017, p. 73; Chong et al., 2013, pp. 221–222; Dikotla, 2016, p. 266; Potocnik et al., 2016, p. 4). These strategies are formulated on the basis of the tools for sharing knowledge, the barriers to knowledge sharing, the goals of knowledge sharing and knowledge sharing participants (Ajie, 2019b; Anna & Puspitasari, 2013, p. 4).

These strategies are categorized as either personalization or codification, in line with tacit and explicit knowledge (Agarwal & Islam, 2015; Ali & Khan, 2017, p. 73; Choi et al., 2008, pp. 246–247; Dewah & Mutula, 2016, p. 367; Hoong et al., 2015, p. 295; Johansson et al., 2013, p. 298; Montcalm, 2013; Tounkara & Arduin, 2014, p. 984). Personalization strategies deal with sharing tacit knowledge through direct person-to-person platforms such as mentorship, apprenticeship, communities of practice, meetings, seminars, job rotation, coaching, storytelling, and job shadowing. Codification strategies entail facilitating explicit knowledge sharing through technologies (Ali & Khan, 2017, p. 73; Johansson et al., 2013, p. 299; Nazim & Mukherjee, 2012). The intranet, telephones, internet, e-mail, WhatsApp, and blogs are commonly used technological tools incorporated in the codification strategies to stimulate and support knowledge sharing among employees (Ali & Khan, 2017, p. 77; Nazim & Mukherjee, 2012).

A combination of both personalization and codification strategies sustains knowledge sharing among employees in academic libraries (Ali & Khan, 2017, p. 73; Anasi et al., 2014, p. 363; Muchaonyerwa & Mutula, 2017, p. 19; Nazim & Mukherjee, 2012). A study of 32 academic libraries in India revealed that both codification and personalization strategies were adopted by academic libraries, with codification strategies assuming a slight dominance (Nazim & Mukherjee, 2012). Muchaonyerwa (2015, p. 120) suggests strategies for knowledge sharing among academic libraries in KwaZulu-Natal, South Africa, such as management support, reward systems, job rotation, and appropriate knowledge sharing policies and resources. In a similar study, Muchaonyerwa and Mutula (2017) reported the dominance of the personalization strategy, geared toward exploiting tacit knowledge, over the codification strategy. They asserted that staff development is a way to correct weak job performance and inspires confidence in employees so that they can engage in knowledge sharing.

Anasi et al. (2014, p. 363) noted the encouragement of knowledge sharing at all levels and in all units, the allocation of weights to employees, knowledge sharing as part of performance appraisals, the establishment of appropriate reward systems, building ICT capacity, and making ICT infrastructure available as strategies to encourage knowledge sharing in the academic library. The knowledge sharing strategies adopted by selected academic libraries in Ghana took the form of a combination of personalization strategies such as face-to-face interactions, seminars, workshops, meetings and training, and codification strategies such as WhatsApp, e-mail and SMSs, although the personalization strategies predominated (Bumbie-Chi, 2020).

In summary, balancing the elements of personalization and codification strategies in considering and adopting knowledge sharing is key for any organization aiming to achieve effective knowledge sharing (Fombad, 2018, p. 198). Similarly, Ali and Khan (2017, p. 73) maintain that both personalization and codification strategies motivate and support knowledge sharing in academic libraries. Individuals, processes, and technologies remain at the center of knowledge sharing strategies and are each equally relevant to formulating and adopting knowledge sharing strategies in the academic library (Fombad, 2018, p. 198).

Social exchange theory (SET)

Social exchange theory describes the exchange of valuable resources between individuals, with expected benefits for those involved (Razak et al., 2016, p. 550). This theory is aimed at maximizing the benefits of exchange while minimizing the cost of exchanging valuable resources with others (Cyr & Choo, 2010, p. 842; Razak et al., 2016, p. 550). The benefit is not necessarily tangible since SET is concerned primarily with the principle of reciprocity (Cyr & Choo, 2010, p. 827; Razak et al., 2016, p. 550). Social exchange theory provides an understanding of factors that motivate knowledge sharing among staff at the DELSU library, Abraka. According to Social exchange theory, knowledge sharing occurs when there is trust and commitment between the participants and there are perceived benefits. It posits that people endeavor to interact and share knowledge when they know that they can obtain something in return and are likely to develop a relationship with one another.

Literature review – summary

The review of literature has underscored the important role knowledge sharing can play in academic libraries in relation to the provision of effective services to users and remaining relevant in today’s digital world. Knowledge sharing is considered to foster knowledge reuse, which is beneficial to the provision of refined academic library services that align with the current shift as a result of technological advancements. Knowledge sharing tools and factors as well as barriers to knowledge sharing within and outside the academic library, are identified in the literature and categorized within the human, technological and organizational aspects and parameters. Knowledge sharing strategies, which have been widely classified as personalization and codification strategies, are underscored as the prerequisite for effective knowledge sharing in academic libraries. Strategies for sharing knowledge strengthen knowledge sharing tools and create enabling factors for knowledge sharing while alleviating the barriers to knowledge sharing within the academic library for improved service provision. However, academic libraries have yet to engage widely in formulating and implementing knowledge-sharing strategies. Considerations around the formulation and implementation of knowledge sharing strategies in academic libraries are as important as exploiting the benefits of service provision.

Methodology

A mixed method research approach and case study design were employed using questionnaires and interviews as data collection tools. Questionnaires and interviews were adopted to gain a holistic approach to the research problem by gathering broader perspectives from the entire staff at DELSU library. The target population that formed the quantitative aspect of the study was the entire staff of the DELSU library, which consisted of 63 people. In all, 60 of the 63 copies of the questionnaire administered were returned, amounting to a 96% response rate. The quantitative data was collected by means of open and closed-ended questions. The responses to the closed-ended questions were analyzed using descriptive statistics with the aid of the Statistical Package for Social Scientists (SPSS). The qualitative data was purposively collected from the management team, consisting of the university librarian and the heads of all seven divisions in the library, through interviews. The qualitative data and responses to the open-ended question were analyzed and interpreted using thematic analysis and presented in predetermined themes according to the research objectives.

Finding and discussions

The aim of the study was to

• Identify the barriers to knowledge sharing among staff at the DELSU, Abraka academic library.

• Suggest strategies to encourage knowledge sharing among DELSU Abraka academic library staff for improved service provision.

The findings from the questionnaires and interviews are presented below

The state of knowledge sharing at DELSU library, Abraka

Determining the perceptions of academic librarians of knowledge sharing and the different knowledge sharing practices for service delivery was key in determining the strategy for knowledge sharing. Both qualitative and quantitative findings revealed that participants understood the meaning of knowledge sharing; this supported the assertion that knowledge sharing is not a new concept among academic librarians (Khan, 2014, p. 91; Onifade, 2015, p. 94).

The quantitative findings revealed the types of knowledge shared in academic libraries for the purpose of improving service delivery to be knowledge shared with colleagues on new trends in librarianship, best practices and policy in library operation as identified by 59 respondents (98.3%); knowledge on educational issues: identified by 58 respondents (96.7%) and knowledge on lessons learned from past mistakes: identified by 50 respondents (83.3%). As seen from the responses below, both the open-ended questions from the questionnaire and the interview findings revealed that the shared knowledge relates to new trends in librarianship, the use of technologies in library operations, user needs, library service processes, library practices, best practices, past mistakes, and policies on library operations.

Participant 1: I share knowledge mostly on library operations and library service processes, especially in cataloguing and classification where I have vast experience.

Participant 2: Knowledge of library practices especially in cataloguing and classification. New trends in cataloguing and classification.

Participant 3: General knowledge of the automation of library services.

Participant 4: It depends on the situation at hand. I share knowledge mainly on day-to-day tasks in the library among colleagues as staff. Knowledge on library practices and operations.

Participant 5: Knowledge of how some of the books and other materials are being catalogued and classified. Like in cataloguing and classification, there are some materials that the subject areas are not found directly in the classification scheme, I share my knowledge on how to adequately classify such materials from my experience with colleagues. I share knowledge on how to classify materials which are ordinarily difficult to classify so the users can access them easily in the library’s catalogue. Also, I share knowledge on acquisition procedures and plans on how to procure materials.

Participant 7: I share tacit knowledge and explicit knowledge. Knowledge on library practices, daily tasks, work done, and mistakes made to avoid other staff making same mistake.

These findings are consistent with the findings of several other researchers, who indicated that academic library staff members possess a range of knowledge relevant to performing library tasks and share this knowledge to improve effectiveness in the library (Awodoyin et al., 2016; Kaewchur & Phusavat, 2016, p. 237; Okonedo & Popoola, 2012, p. 11).

Barriers to knowledge sharing among staff at DELSU library, Abraka

Through the questionnaire, the respondents were asked to indicate the various barriers to knowledge sharing among staff in the library by answering either in the affirmative or in the negative to the statements presented. Table 1 presents the findings in this regard. The barriers included a lack of ICT tools, infrastructure, and ICT know-how and the absence of a knowledge sharing culture: identified by 42 respondents (70%), a lack of motivation, and inferiority and superiority complexes: identified by 38 respondents (63.3%). Lack of trust, unwillingness to share, and a lack of interpersonal and communication skills also emerged as barriers to knowledge sharing. Lack of awareness of how to adequately share knowledge was identified by 53 respondents (88.3%) as a barrier to knowledge sharing among staff in the library. The literature also revealed an unwillingness to share knowledge, a lack of trust, a lack of communication skills and a lack of ICT infrastructure and ICT know-how as barriers to knowledge sharing (Anasi et al., 2014, p. 364; Awodoyin et al., 2016, p. 17, Patel, 2015, p. 428; Sandhu et al., 2011, pp. 209–210; Tahleho, 2016, pp. 104–105).

Table 1. Knowledge sharing barriers at DELSU Library, Abraka.

Statements	Strongly agree	Agree	Neutral	Disagree	Strongly disagree
Lack of awareness of how to adequately share knowledge is a barrier to knowledge sharing among staff at the DELSU library, Abraka for improved service provision in the library.	35(58.3%)	18(30%)	1(1.7%)	5(8.3%)	1(1.7%)
Unwillingness to share knowledge is a barrier to knowledge sharing among staff at the DELSU library, Abraka for improved service provision in the library.	33(55%)	25(41.6%)	1(1.7%)	0(0%)	1(1.7%)
Lack of trust is a barrier to knowledge sharing among staff at the DELSU library, Abraka for improved service provision in the library.	34(56.7%)	22(36.6%)	3(5%)	0(0%)	1(1.7%)
Lack of motivation (such as rewards and incentives) to share knowledge is a barrier to knowledge sharing among staff at the DELSU library, Abraka for improved service provision in the library.	38(63.3%)	18(30%)	4(6.7%)	0(0%)	0(0%)
Lack of interpersonal and communication skills among staff is a barrier to knowledge sharing among staff at the DELSU library, Abraka for improved service provision in the library.	30(50%)	27(45%)	0(0%)	1(1.7%)	2(3.3%)
Inferiority and superiority complexes among junior and senior staff are barriers to knowledge sharing among staff at the DELSU library, Abraka for improved service provision in the library.	38(63.3%)	19(31.7%)	1(1.7%)	2(3.3%)	0(0%)
Lack of a knowledge sharing culture is a barrier to knowledge sharing among staff at the DELSU library, Abraka for improved service provision.	42(70%)	16(26.7%)	2(3.3%)	0(0%)	0(0%)
Lack of necessary ICT infrastructures, ICT tools and ICT know-how is a barrier to knowledge sharing among staff at the DELSU library, Abraka for improved service provision in the library.	42(70%)	14(23.3%)	2(3.3%)	1(1.7%)	1(1.7%)

The qualitative findings gathered through responses to the open-ended questions in the questionnaire, and the interviews concerning the barriers to knowledge sharing also indicated similar knowledge sharing barriers at DELSU Library, Abraka, to the quantitative findings. These findings are represented in the responses presented below.

Participant 2: Jealousy.

Participant 3: Lack of commitment by the staff.

Participant 4: Junior staff are sometimes not receptive to new knowledge, especially from senior colleagues, inferiority complex.

Participant 7: Fear of letting others know or have more knowledge than yourself.

Participant 1: There are plans but no written policies.

Participant 2: We have plans and policies though not written down that allows for continuous organization of trainings, seminar, workshop where we can gain new knowledge and contribute knowledge.

Participant 3: There are plans but most are not being realized due to lack of power supply. Plans regarding ICT tools for knowledge sharing. There is a policy though not written down for staff to organize in-house trainings and write reports on return when they are sent for trainings, workshops, conferences, and seminars.

Participant 7: Yes, there are policies even though they are not written down. That is why when people are sent for training, they must train others so that the library can move forward. There are sometimes rewards for staff who engage in these trainings or any form of knowledge sharing activity. Staff are discouraged from hoarding knowledge.

Participant 2: No known rewards are given for sharing knowledge.

Participant 3: That is the funny aspect of it, they say the reward of the teacher is in heaven. The reward we get or the joy we derive from sharing knowledge is that when we share knowledge people are learning fast and the services being rendered are more efficient. The joy that you are the one evolving and transforming the library. Being the driving wheel of the evolution of the library. No tangible reward.

Participant 4: No known rewards.

Participant 5: There is no reward policy in the library. But appreciations are sometimes rendered to staff who share knowledge.

Participant 6: Promotion is one of the rewards that is sometimes given to such staff. Also, recommendation to attend trainings either within or outside the country. But when you don’t share knowledge, you may likely not get this recommendation.

Participant 7: No adequate reward, I will almost say there is no reward but sometimes these sets of staff may get promotions or recommendations but not always. They are also sent for more trainings, but I will say these are not adequate.

The interviews revealed that there were no cogent or written plans and policies at the DELSU library, Abraka, to foster a knowledge sharing culture among staff members for improved service provision in the library. The findings also revealed the absence of a reward system to encourage knowledge sharing for improved service provision, with rewards occasionally being extended to those who shared knowledge. This spontaneous system of extending rewards and the lack of a planned reward system could have a negative impact on employees’ willingness to share knowledge in a sustained and purposeful way.

Strategies to enhance knowledge sharing among staff for improved service provision in the library

This section draws on the responses to the open-ended questions and qualitative findings to suggest strategies for knowledge sharing among staff for improved service provision in the library. The suggested strategies concern mainly policies and plans such as ICT (tools, know-how, and infrastructure), reward systems (incentives, promotion, and recognition), developing and maintaining social interactive platforms and adequate funding, as reflected in the responses below:

Participant 1: Development and maintenance of ICT tools and infrastructure that supports knowledge sharing especially the Web 2.0 tools. Policies and plans that supports adequate reward systems. Recognition and rewards like promotions, training, and incentives. So, when there is a reward system it will make knowledge sharing worthwhile. Knowledge sharing policies that say when staff share knowledge it does not make them to be replaced, does not make them to be redundant, it does not make them powerless they will share more because nobody wants to lose his place.

Participant 2: Adequate funding for each division to facilitate knowledge sharing where we share information and knowledge with other divisions almost on daily basis manually through printed documents. Adequate and functional knowledge sharing ICT tools. So that we will not only share knowledge within the library but with colleagues in other library and also gain new knowledge from them to grow the libraries productivity and improve efficiency.

Participant 3: Recognition and promotions, people should be recognized when they share knowledge, it does not necessarily mean financial reward but recognition, awards, appreciation, and other intangible rewards. These aspects should seriously be looked into. People should also be encouraged to publicize their works on the institutional repository for others to have access to them. Doing a research amount to nothing when the output of the research has not been disseminated. So, for knowledge sharing to thrive for the purpose of improving services in the library adequate reward system should be enshrined in the library policies so that people will be motivated to acquire and share more knowledge. The knowledge sharing technologies like the web 2.0 tools, blogs, should be in place to allow for knowledge sharing for service delivery. Constant power supply should be available. For individuals to share knowledge it has some costs but if these structures are put in place people can easily share.

Participant 4: A more functional internet and intranet with proper maintenance. The use of blogs, Facebook, and others. Maintenance of ICT tools already in the library. Policies and effective plans in place for knowledge sharing. I will also suggest a written policy on job rotation in the library.

Participant 5: The first strategy I will suggest is that it should be the library’s written policy that all staff of the library irrespective of the division they work in the library to be ICT compliance. Also, a written reward policy with a reward system that rewards staff with knowledge and experience that makes them available to all in the library, staff who engage in knowledge sharing. There should also be a written policy that mandates staff who goes out for training to acquire new knowledge to ensure that every other staff benefits from the training and knowledge gained. Also, ICT tools and infrastructures should be on ground so that staff can easily share tacit and explicit knowledge at their convenience. There should be a form of social platform to encourage knowledge sharing in the library, a social interaction platform where staff can easily and readily share knowledge for example, staff out on trainings can easily share knowledge gained even while still on training. These platforms can become a form of knowledge hub for the library and its staff.

Participant 6: Adoption, development and use of ICT tools to share knowledge. giving rewards to staff that share knowledge. Adoption of reward policy.

Participant 7: Reward and incentives to encourage staff willingness to share. Actually, a written policy to this effect. Adequate ICT.

In their individual capacity, the heads of the various divisions had adopted strategies to encourage knowledge sharing in their divisions to improve service provision. These included incentives, organizing interactive programs, appreciation, and offering due recognition, as revealed in the responses below.

Participant 4: Organizing interactive programs such as seminars and workshops within my division.

Participant 5: I always spur my staff and colleagues to share knowledge by telling them the benefits of sharing knowledge. It makes our work easy and faster, and it is good for all of us.

Participant 6: Sharing knowledge with my colleagues and sometimes rewarding them for sharing knowledge when they do. They will also reciprocate and share their own knowledge with all if I share knowledge with them as a senior colleague.

This enthusiasm on the part of divisional heads about promoting knowledge sharing further reinforces the view that academic librarians appreciate the role of knowledge sharing in service provision and seek to encourage a robust knowledge sharing culture. This supports the assertion of Patel (2015, p. 428) that academic library employees seek to engage in and make the best use of knowledge sharing to enhance their performance and service provision in general.

The emphasis placed on ICT tools, ICT infrastructure and expertise as suggested strategies are reflected in reviewed work, such as that of Tahleho (2016, pp. 115–116). The suggestions for motivation and rewards support the studies of Awodoyin et al. (2016), Onifade (2015) and Tahleho (2016) that there is a need for well-developed plans for knowledge sharing among staff for improved service provision through written policies and rewards policies. The need for reward policies and well-developed plans is also echoed in the work of Arzi et al. (2013, p. 5) and Mayekiso (2013, p. 99). These studies articulate the importance of clear policies that reflect an effective reward system by the top management of academic libraries, with employees with knowledge being encouraged to share it willingly and continuously to improve service provision. Muchaonyerwa and Mutula (2017, p. 18) suggest that a knowledge sharing culture could be encouraged if top management continuously emphasizes the importance of knowledge sharing within the academic library operation through an adequate plan and policy development.

Walter et al. (2013, p. 4) posit that implementing a reward system to encourage knowledge sharing for service provision may be futile when the reward system is not clear on who is rewarded, how, and what for. Similarly, Tahleho (2016, p. 107) asserts that if academic libraries are to adopt a reward system as a useful strategy to encourage knowledge sharing among employees, they must re-align reward schemes to account precisely for meaningful knowledge contributions. Islam et al. (2011, p. 5903) express the view that an effective reward system is crucial for motivating employees to share knowledge with colleagues and other organizations. In the absence of adequate motivation, employees may be unwilling to share their knowledge because there will be no benefit associated with doing so.

Suggested knowledge sharing strategy at DELSU library, Abraka

It was noted in the findings above that at the time of the study, knowledge sharing at DELSU library, Abraka, was not planned, was not enshrined in the library’s activities and policy, and was not formalized. Also, no deliberate plans were in place to facilitate knowledge sharing, such as creating interactive platforms and developing ICT infrastructures. Hence, it may well be argued that knowledge sharing occurred in the library only by chance and on an ad hoc basis. This did not come as any particular surprise, as the information is corroborated by other studies, as noted in the literature.

Therefore, drawing from the research findings, the literature review, and social exchange theory, a strategy to facilitate knowledge sharing among staff at the DELSU library, Abraka, for improved service provision is suggested in Figure 1 and discussed thereafter. The strategy requires an integration of both personalization and codification strategies that will support and achieve the goals of knowledge sharing in the library for the provision of better services to users (Anna & Puspitasari, 2013, p. 4; Bumbie-Chi, 2020, p. 328; Fombad, 2018, p. 198).

Figure 1. Strategy to enhance knowledge sharing among staff for improved service provision.

The codification and personalization strategies play a complementary role when combined to facilitate knowledge sharing within an organization (Johansson et al., 2013, p. 301). In the above-proposed model, the combination of elements of the personalization strategy, such as person-to-person interactions (mentorship, meetings, job rotation, seminars, workshops, and apprenticeship) with elements of the codification strategy, such as the internet and Web 2.0 platforms, will result in easy and effective knowledge sharing. Codification strategies are highly relevant in the context of convenient knowledge sharing and the documentation of shared knowledge, especially tacit knowledge, in the interests of quality service provision in the library. According to Ali and Khan (2017, pp. 76–77) and Nazim and Mukherjee (2012), elements of the codification strategies, such as ICT infrastructure, facilitate easy and effective knowledge sharing among academic library staff and the storage of tacit knowledge for the benefit of the entire staff in the interest of quality service delivery. This means that the library staff members will continue to generate new knowledge when they share knowledge, apply shared knowledge, store shared knowledge, and reuse stored knowledge as part of a continuous process.

Adopting elements of the personalization strategy, such as an effective reward system linked to the value of the knowledge shared for service provision, will encourage staff members’ engagement in knowledge sharing since they know that they will be duly rewarded. Also, the regular appraisal of shared knowledge against service provision will highlight the benefit of knowledge sharing among staff, namely improved service provision, and could serve as motivation for knowledge sharing. According to Social exchange theory, people are willing to engage in knowledge sharing when the benefit of sharing outweighs the cost of doing so (Bock et al., 2005; Cropanzano et al., 2017, p. 2; Jinyang, 2015, p. 172). In other words, employees evaluate the apparent gain against the cost of sharing their knowledge, anchor their decisions on the expectation that their knowledge sharing will be valued, and bring about social incentives such as gratitude, admiration, reputation, or even altruism, and tangible incentives.

The development of appropriate policies to support knowledge sharing is relevant to promoting a strong knowledge sharing culture in the DELSU library, Abraka. A policy document that supports knowledge sharing will reflect and deal with the issues of knowledge sharing motivations and facilitators, such as rewards and ICT tools, and eliminate knowledge sharing barriers so as to create a knowledge sharing culture in the library (Arzi et al., 2013, p. 5; Mayekiso, 2013, p. 99; Muchaonyerwa & Mutula, 2017, p. 18; Tahleho, 2016, p. 107). A robust knowledge sharing culture will mean that there is a conducive environment for staff to willingly share their knowledge and acquire new knowledge with few or no barriers. A knowledge sharing culture within the academic library supports and fosters a knowledge sharing environment with the necessary prerequisites (Chipeta, 2018, pp. 132–133; Tahleho, 2016, p. 100). Moreover, developing policies that support knowledge sharing will also ensure that knowledge sharing is formalized and well-coordinated in the DELSU library, Abraka for improved service provision. According to Arzi et al. (2013, p. 5), Mayekiso (2013, p. 99), and Tahleho (2016, p. 107) and the outcomes of the study reported on in this article, the DELSU library, Abraka can only fully benefit from knowledge sharing among its staff when knowledge sharing is formalized and occurs in a coordinated and goal-oriented manner.

Overall, the formulation and adoption of strategies that encourage knowledge sharing among the staff of the DELSU library, Abraka, will result in improved service provision as illustrated in the proposed model; this is the goal of knowledge sharing within both the academic library and other organizations. According to some sources, the primary purpose of knowledge sharing among academic library staff is to develop their knowledge and to utilize available knowledge for the provision of efficient services to users (Chipeta, 2018, p. 119; Lekay, 2012, p. 22; Muchaonyerwa, 2015, p. 44). Therefore, the promotion of knowledge sharing among academic library staff members means optimizing isolated essential knowledge so as to achieve the goal of the academic library, which is to provide adequate service to users, through effective knowledge sharing. In order to achieve effective knowledge sharing, academic libraries must formulate and adopt strategies to encourage knowledge sharing among their staff and, in that way, eliminate the barriers preventing the sharing of knowledge.

Conclusion

The study sought to identify the barriers to knowledge sharing at DELSU library, Abraka, preventing staff from rendering an optimum service, and further to suggest strategies to encourage knowledge sharing among staff for improved service provision in the library. Through the lens of an extensive review of the existing literature, data collected using questionnaires and interviews, and the application of Social Exchange Theory, the study sought to establish barriers to knowledge sharing among DELSU library Abraka staff and suggest a strategy to enhance knowledge sharing among staff for improved service provision. Adopting knowledge sharing strategies requires due consideration of the type of knowledge to be shared and the end goal that knowledge sharing is expected to achieve. This means that the strategies must conform to the library’s knowledge needs and reflect the ideals of the library’s staff, who are the knowledge owners and receivers.

Overall, formulating and adopting strategies that encourage knowledge sharing among the DELSU library, Abraka staff will result in improved service provision as illustrated in the proposed model, which is the ultimate goal of knowledge sharing within the academic library and other organizations. Although this study was carried out within just one academic library and may be considered a limited one, the outcomes and study recommendations is relevant to other academic libraries with the goal of encouraging effective knowledge sharing for improved service provision. This study adds to existing knowledge in achieving effective knowledge sharing among staff members in academic libraries and in enhancing service provision to their user communities. Further research may focus on a comparative survey on knowledge sharing among staff members in the DELSU academic library and other libraries in Nigeria. Also, further study on DELSU academic library or other academic libraries that focuses on implementing the suggested knowledge sharing strategies from this research is recommended.

Disclosure statement

No potential conflict of interest was reported by the author(s).