Selecting a Theory for Understanding Knowledge Sharing in Resource Constrained Higher Education Settings: Evidence from a Systematic Literature Review

Abstract

In recent decades, numerous scholars have advanced various theories to explain how academics and practitioners share knowledge in higher education. However, little attention has been given to whether these theories are applicable in resource constrained institutions, a context common in the Global South. This systematic literature review examines dominant theories of academic-practitioner knowledge sharing and evaluates their relevance in such settings. The review analysed evidence from 76 peer-reviewed articles indexed in Scopus, Web of Science, and Google Scholar, identifying 10 prominent theories, including knowledge transfer theory, the SECI model, communities of practice, diffusion of innovations, social exchange theory, and absorptive capacity theory. The findings indicate that most frameworks assume the presence of developed infrastructure, formal coordination mechanisms, and substantial organisational capacity, which limits their explanatory power in institutions where these conditions are weak or absent, such as in Uganda. Among the reviewed theories, communities of practice emerged as particularly relevant, emphasising informal collaboration, peer-based learning, and practice-oriented knowledge sharing, aligning closely with how resource-constrained institutions operate. The study, therefore, concludes that knowledge-sharing theories are context-dependent, and their uncritical application across institutions may obscure important local dynamics. By highlighting the limitations of existing frameworks, this review identifies theoretical lenses better suited to guide research and practice in resource-constrained higher education contexts.