Published Paper Details:

Knowledge sharing plays a crucial role in fostering academic excellence, innovation, and professional growth within higher educational institutions. Faculty members, as key contributors to knowledge creation and dissemination, are expected to engage in continuous knowledge-sharing activities. This study aims to identify and analyze the critical factors that influence knowledge-sharing behaviors among faculty members working in Arts and Science Colleges in Trichy. A structured questionnaire was administered, and data from 50 faculty members were analyzed using Principal Component Analysis (PCA) to uncover underlying constructs that shape knowledge-sharing practices. The analysis revealed six significant components: Technological Adaptation, Collaborative Knowledge Sharing, Cognitive and Pedagogical Development, Career and Institutional Growth, Institutional Support & Policies, and Personal Motivation & Attitudes. The reliability of the instrument was confirmed with a Cronbach's Alpha value of 0.902, indicating a high level of internal consistency. The findings suggest that the effective use of digital tools, supportive institutional frameworks, and intrinsic motivation are vital in promoting knowledge sharing among faculty. However, disparities in engagement levels point to the need for targeted interventions and supportive strategies. The study provides practical insights for educational policymakers and institutional leaders to design programs and policies that foster a more collaborative and knowledge-driven academic environment. It also underscores the importance of aligning personal and institutional objectives to enhance faculty participation in knowledge-sharing activities.