Communication Barriers That Inhabit the Knowledge Transfer Between Universities - Research Paper Example

Communication barriers that inhabit the knowledge transfer between universities Supervisors s Affiliation Submission Abstract Communication is needed in order to share and transfer knowledge in any learning institutions and universities to promote research and curriculum development. It is very fundamental and key in the knowledge transfer process. This is so because for any efficient knowledge transfer, either written, oral or any form of communication is needed. The nature of knowledge has implications for the communication methods and media by which it may be transferred. The knowledge transfer is affected by all things that encourages or inhibits communication. On the other hand knowledge transfer is the communication of knowledge from a source so that it is conceptualized and applied by a recipient. The barriers to the communication should be identified and elaborated of their importance in knowledge sharing. He identified the following differences in educational levels, lack of trust in people, low awareness of the value of possessed knowledge to others, use of hierarchy and status, fear of leaking the information may affect ones employment, differences in culture or ethnic background and poor communication. Effective communication is important in ensuring the success of knowledge transfer. This study will be focused on the communication and its barriers to effective knowledge transfer amongst the universities. Introduction The information and knowledge from the universities and other public research institutions in doubt contributes in many ways to technological change and innovation especially over private sectors. This information needs to be transferred to other institutions to enhance capacity building over the partnering universities. An effective and efficient transfer mechanism of the generated information needs to be put in place. The emergent of new technology through the use of computers and other devises have enhanced the sharing and transfer of new information generated over the universities. The communication technologies have made it much easier for users of the information to access the information. The communication barriers to transfer of knowledge have rarely been understood. Therefore many aspects of knowledge transfer will be discussed to allow developing transfer barriers on empirical and theoretical foundation. The aim of this paper is to contribute towards closing the research gap by reviewing factors of communication that prevent the transfer of knowledge and sharing between the universities, what has been done and how they can be improved. In any learning institution, the excellence of such learning institutions depends on how well knowledge is generated. However it is important to appreciate the ability of some universities to excel better than others. Sharing knowledge between inter-universities through research and teaching is very crucial to the performances and excellence of students. It is clear that knowledge is based on research whatever the amount funds in research and knowledge is directed towards it will be beneficial to the community as a whole and the university fraternity. Students’ academic and personal development depends not only on the quality of the curriculum and classroom instruction, but also on the quality of another major educational division within the university, student development services, departments commonly responsible for research and academic affairs of the students( Sean O’Connor,2012). The information and knowledge from the universities and other public research institutions in doubt contributes in many ways to technological change and innovation especially over private sectors. This information needs to be transferred to other institutions to enhance capacity building over the partnering universities. An effective and efficient transfer mechanism of the generated information needs to be put in place. The emergent of new technology through the use of computers and other devises have enhanced the sharing and transfer of new information generated over the universities. There are communication and knowledge transfer models used for knowledge transfer. One of models is Havelock’s models which laid the foundations to the current theoretical developments for the knowledge transfer and sharing. These information needs to communicated in order to share and transfer knowledge amongst the partnering universities to promote research and curriculum development, Dhanaraj et al.,(2004). It plays a key role in the knowledge transfer process because for knowledge to flow, written, oral or other forms of communication are required. The nature of knowledge has implications for the communication methods and media by which it may be transferred (Cummings & Teng, 2003). The knowledge transfer is affected by all things that encourages or inhibits communication. Krasnow,(2005) defined the important role of communication in the knowledge transfer process. On the other hand knowledge transfer is the communication of knowledge from a source so that it is conceptualized and applied by a recipient. Keyes(2008) elaborated the importance of identifying the barriers of knowledge sharing. He identified the following differences in educational levels, lack of trust in people, low awareness of the value of possessed knowledge to others, use of hierarchy and status, fear of leaking the information may affect ones employment, differences in culture or ethnic background and poor communication. Effective communication is important in ensuring the success of knowledge transfer. This study will be focused on the communication and its barriers to effective knowledge transfer amongst the universities. The Universities have become powerful tools for shaping up the community. They form the basic greatest investment in a trained manpower. The survey by commission on Institution of Higher Education alludes that that faculty members play an important role in education, research and publication and dissemination across universities and higher learning institutions Mok(2005). There are communication models that have become commonly used by the scientists especially the works Huberman and Gather-thurler which applied the models in knowledge transfer. According to Neville and Warren these models cover four main areas of knowledge transfer amongst the universities. One of the models deals with research, development, diffusion (RDD), which focuses on the advancement of knowledge which is the most critical factor for research utilization. There also linkage models together with their social interaction models. The approach subscribes to a science push approach where the knowledge producer, mainly university researchers, is the central actor in the knowledge production and diffusion process. The problem-solving models users the principal initiators of change because they are responsible for needs’ identification and formulation, Rowland& Olivier (2006). There are five steps in a typical problem-solving model of knowledge transfer which is needs identification, articulation of the problem, search for solutions, and selection of the best solution and implementation of the retained solution to satisfy the need. Although there have been serious attempts and knowledge transfer amongst the universities, there still seems to be a big gap between the knowledge transfers amongst the universities. Although the lack of effectiveness or lack of success of knowledge transfer in various regions, countries, industries or forms of cooperation is noted and chosen in a variety of studies as a starting point, the question of transfer barriers, their impact in the process of knowledge transfer so far has not been of central interest in economic research. One of the main barriers to knowledge transfer has been identified as communication barrier. According to Rowland’s & Olivier (2006), lack of proper funding, lack of facilities and resources ,poor communication and external and internal factors as the main obstacles to the participation of the members of the universities in research and academic universities activities. One of the major problems that hinder partner Universities in dissemination of research and academic pursuit through knowledge transfer is an effective and efficient communication system between the universities. To achieve this effective communication is very important between the universities collaborating. In addition, the study will examine what factors contribute to effective implementation of joint ventures and projects between two universities with particular reference to research and academic participation. In order to achieve the ultimate purpose of the study, this research will focus on the conceptual analysis of theories related to communication, ascertain the communication barriers that have direct impact on the development of knowledge, suggest a way forward that could minimize these barriers to improve the knowledge base of universities of developing regions. Literature Review The idea of knowledge sharing has become a common practice between the existing universities which has been known to enhance academic excellence. However there are barriers towards this collaboration and knowledge transfers. These barriers can be categorized as organizational fragmentation and division of labor, specialization among faculty, lack of common purpose or language, few shared values, history of separation, different priorities and expectations, cultural differences between academic and student affairs in terms of personality styles, and competing assumptions about what constitutes effective learning (Mok, 2005). As partnership between the universities and countries are get enhanced, countries are taking part in such agreements, which presents opportunities for the universities in different countries to collaborate and enhance partnership for knowledge dissemination and transfer with the universities. An attempt to enhance partnership between universities through research and academic pursuit has been through a joint transitional program which is offered by the Indonesian and Australian universities. In any collaboration or partnership, serious and effective communications systems should be the fundamental issue in such partnership. It is regarded as the key to knowledge transfer because according to Anderson (1992); researchers mostly take more time and effort to the production and generation of knowledge than in the dissemination of the research findings. This in turn results to a major barrier to the diffusion of research results to managers, policy-makers and users of the information and knowledge. Lack of effective and efficient communication system therefore is one of the problems that hinder partner Universities in dissemination of research and academic pursuit through knowledge transfer is an between the universities. The communication as a process in any organization system is defined as the process of successful transfer of meaningful information between the sender and the receiver of the information. The successful part here is gauged on the feedback mechanism between the two parties involved. The communication can be a one-way, a two-way or a multi-way process. The process is initialed when the sender sends a message. The message is then translated into one or several signals, and transmitted through a medium or channel to someone else. The receiver interprets the message and returns a signal, which, in some way confirms that the message has or has not been understood. According to Max (2000 B), communication is a cyclic process which must be completed for any effect to be realized. Any distortion in the process of this will hamper the relay of information with the intended meaning. Communication plays a crucial role in the process of knowledge transfer because it leads to socialization which nurtures social relationships important for cooperation and consensus. According to Gupta et al (2000), proper communication alone will enhance health interactions with the members of the universities. The frequent communication between the knowledge manufacturers, for example the universities facilitates interaction among individuals and between individuals and organizational databases which helps in the creation of a shared meaning and context crucial for effective knowledge transfer Szulanski (1996). But this interactions need to be handled with caution as it could be detrimental to the partnering universities. This interaction may lead to chaos that may negatively influence the effectiveness of knowledge transfer. Therefore the relationship between communication system and knowledge transfer needs to be tested using set hypothesis. A survey report conducted by Project Management Institute (2004), found out that the improved communication provides very important connections between people, universities and enhances the flow of ideas and information between the universities. According to the study by Burnett (2011), people always prefer to consult their fellows rather than documents for information which show the importance of information to be encouraged for knowledge sharing. A report by Dhanaraj et al.,(2004) confirmed a common practice by people preferring to share knowledge with their fellows rather that use internet ,magazines amongst others even if at their disposal. He conducted a study amongst people who could readily access internet facilities. However, technology through the use of internet, newspaper and other devices should only be used as complementary to social networks and communication in knowledge transfer. Knowledge transfer amongst the universities and other learning institutions would therefore only be practical if social networking and communications systems are given a priority. Many research findings come to a central agreement that social networks such as informal meetings, coffee breaks, and workshops are excellent means to share knowledge. The benefits of knowledge transfer goes beyond the partnering universities and individuals involved. In developed nations like US, where knowledge transfer between universities is established, only a small percentage of such activities generate net profit. The benefit also lies in a number of other; less tangible benefits for research institutions, for industry and for the society as a whole, such as helping research institutions focus their research on the wider needs of society and industry. Knowledge transfer is described as the conveyance of knowledge from one place, person or ownership to another (Major & Cordey-Hayes, 2000). Knowledge transfer involves the recreation of a knowledge package of a source in the recipient .The knowledge transfer benefits the regional industries. More effective and systematic knowledge transfer improves the ability of industries to tap into the knowledge developed by the public science base through developed collaborative contract research between the partners. The development of long-term partnerships between industry and research institutions, with priorities jointly agreed and implemented will build trust, improve the contribution of the research organization and result in a better alignment of interests and benefits. The knowledge transfer also benefits the society for public authorities who increasingly need to ensure that their investments in research have an optimal socio-economic impact (http://europa.eu/rapid/press-release_MEMO-07-127_en.htm). There are barriers to effective knowledge transfer at universities. One of them is the prohibition for public-sector researchers to be involved in the creation of a new knowledge. There exist significant discrepancies between the different national knowledge transfer legal contexts and practices. This includes institutional and cultural differences among public research organizations. Some institutions prefer that all publicly-funded Research and Developments projects be placed in the public domain and that research institutions should not get involved in their operation. Such discrepancies hinder the development and management of trans-national knowledge transfer activities. There is also the problem with lack of critical mass, which means that less staff is on full-time basis. This problem is common to many existing European research and knowledge transfer institutions. A social tie is also seen as a problem amongst collaborating universities. It is perceived by the strength of relationship between the different units or individuals who belong to different organizations involved in a knowledge transfer process, Hansen & Løvås (2005). According to Dhanaraj et al. (2004), social ties help in building trust and minimizing risk in partnership. In research development, effective knowledge transfer takes place when there is a need for high level of trust between the partners (Becerra& Huemer, 2008). According to Courtney & Anderson (2009), the trust between the collaborating universities is so crucial that it can be seen as a determinant of successful implementation of knowledge transfer. However, there is often a lack of trust between partner universities which can act as a barrier in the communication between them and thus prevent knowledge transfer. Power relations and power struggles is the degree of equality particularly in decision making between the universities who have partnered together is referred as power relations Ando & Rhee( 2009. It is usually believed that the universities of developing countries are lower than those from developed countries which is a biased and negative perception. This inhibits the knowledge transfer process as the universities of more developed countries might feel that their competitive advantage might erode by transferring knowledge to other universities from less developed areas, Heiman & Nickerson (2004). In addition to the Inter-University Dynamics, there are other barriers such as lack of resources, low literacy levels in and poor administration which could prevent the knowledge transfer through research and curriculum development between the partner universities. The above challenges to effective knowledge transfer can be addressed using effective communication channels. A true forward step would require coherent and effective action by public authorities, to promote closer links between research institutions and industry, not only at a national level but also trans-nationally. This will be the major role and objective to overcome the barriers in the communication for transfer of knowledge between research institutions and industry. Wiewiora et al., (2009) in his work about “Barriers related to social communication” summarized and said that communication to transfer of knowledge would be hampered due to lack of social communication between the universities, encouraging sharing of “bad news”, lack of time for social communication and the finally lack of willingness to share results errors caused by individual or group performance. The diagram below shows the cyclic of the communication processes. Available at: https://www.google.com/search?q=conceptual+model+for+communication+barriers&rls={moz:distributionID}:{moz:locale}:{moz:official}&tbm=isch&tbo=u&source=univ&sa=X&ei=VI1eU7ysOOGz0QWS74HwDQ&ved=0CFIQsAQ&biw=1252&bih=569. Accessed on 28/04/2014. Research Methodology The research will be accomplished with mixed method of qualitative and quantitative approach that comprises three phases and will focus on universities of Arab Region. The first phase of the study will adopt a quantitative approach to explore the operations of selected universities of Europe and Arab Countries. More specifically, this phase involves collecting data through questionnaire which will comprise of questions related to flow of knowledge and information in various universities. Under this will explore administration and organization structure, universities budget, amount of resources, educational events i.e. seminars, on line posting of research papers amongst others, literacy levels and students’ academic achievement levels. This will provide the study with a profile of methodology adopted by universities to communicate with each other. The data will also provide the database for further data collection and detailed study in the next two phases. The second phase, which is mainly qualitative, will examine the communication barriers and its impact on the flow of knowledge. The analysis of these qualitative data will provide insights into the value and impact factors that would constitute the key components. As part of qualitative research design, this study will collect information from secondary sources such as published journals, research reports, newspaper and websites. A systematic literature analysis would then be conducted from these resources. The analysis of the findings from the literature to be used will be instrumental in answering the questions as postulated and presented in the recommendations. In the last phase, a conceptual model for communication barriers will be developed based on the results from the second phase and validated through a combination of qualitative and quantitative approaches. The framework envisaged will be used as the recommendation of the best way for future collaboration in terms of research and knowledge sharing with the universities. Motivations for the study Communication is an important universities asset which has a big role in impacting the institutions performance and the students at large. It helps to identify the goals of the institutions, exerting controls and sharing information. It is found out that most employees spend a good percentage of their time in communication, Ferreira (2006). Despite the importance of the communication few institutions devote no good time for communication which is partly what has deterioted the research and knowledge transfer processes amongst the institutions. The transfer of the knowledge generated from the institutions is very key and communication is one of the channels to disseminate information. According to Smith (2001), about 90% of information is processed and kept in peoples in mind and can only be unlocked through communication as way for knowledge transfer Roberts (2000). One way to manage the effective knowledge transfer processes amongst the universities is by identifying the appropriate mode of communication or medium, Murray& Peyrefitte (2007). Good Communication Practices amongst the Universities To continue improving knowledge transfers amongst the universities, effective communication needs to be emphasized. Online communication has been proposed as an efficient way to enhance learning results in an electronic learning environment. According to Swan (2002), the method is effective for a learning universities especially those that have adopted the online systems. The online is fast efficient and accurate methods for partnering universities to transfer information and enhance research and academic pursuit. The higher the degree of interaction between the universities, the more satisfaction they provide to the members. Shin (2002) did a research on the “telepresence” in a similar setting where the student’s perceptions of the psychological presence of other teachers, peers, and institutions are sought. To develop good relationships between the partnering universities, the members working in this institution tend to use verbal communication to strengthen their social presence during online discussions. Summary and conclusion The new communication technologies should not be viewed as a solution for achieving good communication. Tolsma (1997) emphasized that communication and support systems should be able to accommodate different instructional objectives, strategies, and outcomes. Staff members in these partnering institutions ought to select different communication methods depending on their needs and support the system’s structure. Online communication provides users with less visual and audio attention than face-to-face communication. One of the barriers to communication that must be removed is language barrier. Researchers at the different partnering universities will make their findings far more accessible if they could be put their literal work in language that could be understood by the readers. The scope of publications and conferences might be enlarged to create more avenues for researchers and collaborators to learn about the research. For example a researcher who has published an article in a given journal might write a second publication and publish it in one of the journals specifically written for the specific author (Krasnow, 2005). This will enhance research and knowledge sharing amongst the partnering institutions. References Anderson, B. L. (1992). Successful Curriculum Reforms: Sharing the Knowledge with Policymakers and Practitioners in Ways That Influence Practice. Colorado University. Boulder: 21. Ando, N, & Rhee, D, K (2009). Antecedents of interorganizational trust: Joint decision-making, cultural adaptation, and bargaining power. Journal of Asia Business Studies, 3(2), 16-28. Asgary, N., & Robbert, M. A. (2010). A cost-benefit analysis of an international dual degree programme. Journal of Higher Education Policy and Management, 32(3), 317-325. Becerra, M., Lunnan, R., & Huemer, L., (2008). Trustworthiness, risk, and the transfer of tacit and explicit knowledge between alliance partners. 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