Conclusion

innovative learning and teaching environments, which encourage knowledge sharing, produce high quality graduates, who are ready for life and work (Ngoc-Tan & Gregar, 2018). The two graduate attributes that employers value highly are communication and teamwork, and both are related to social interactions and knowledge sharing (Brouwer & Jansen, 2019). According to Gamlath & Wilson (2022, p. 3) “the ability to collaborate and share knowledge with others effectively is a key skill employers take into consideration in hiring decisions”.

Universities, therefore, need to instil the knowledge sharing characteristic as a graduate attribute, by facilitating tasks that prompt students to experience interdependence and interactions in groups, as well as build trustworthy relationships among group members (Brouwer & Jansen, 2019). An example that encourages collaboration and knowledge sharing in graduates is the use of learning groups, where graduates are required to work in groups, sharing and cocreating knowledge to complete an assignment or task (Gamlath & Wilson, 2022). Knowledge sharing, as a graduate attribute, should be encouraged by HEIs, as it affords graduates an employability skill that would assist them to succeed in their future careers (Brouwer & Jansen, 2019, p. 220), which is one of the determinant factors of an institution’s success (Gamlath & Wilson, 2022). HEIs, as the guardians of young graduates, have the responsibility of instilling graduate attributes, and, in return, these students’ knowledge and skills become new knowledge, which should be preserved, to contribute and help future graduates (Dhamdhere, 2015).

concluSion

“Knowledge sharing involves the exchange of experiences, events and ideas between individuals which helps develop their conceptual and practical understanding of various matters and thereby broadens and deepens their learning and capabilities”(Gamlath & Wilson, 2022, p. 543). Consequently, effective implementation of KM at the university will increase the quality and efficiency of education and research, as well as help to retain the best academics and researchers, to develop new curricula, while improving cost efficiency, and ensuring the fulfilment of student expectations (Dhamdhere, 2015). Secondly, KM instils a knowledge-driven culture in the institution, where innovation could be incubated (Rahimi et al., 2017). This is crucial for institutions, as knowledge shared among employees could facilitate knowledge creation and innovation (Brouwer & Jansen, 2019), affording organisations the advantage over their competitors. Lastly, KM provides institutions with a more comprehensive, reflexive, and integrative view of the institutional knowledge, which ensures effective decision making, planning, and better performance (Bhusry & Ranjan, 2011).