This paper presents a novel conceptual map of how knowledge hiding is understood and practiced in the higher education context. Building on a review of the knowledge management literature, we first discuss the nature of knowledge, the conceptualization of knowledge hiding, and other related concepts. Next, we identify factors that are linked to knowledge hiding intention and behaviors at the individual, interpersonal and organizational levels based on three major roles of academics: teaching, research, and leadership-administration (or service), culminating with an original conceptual map. Finally, based on the conceptual map, we present propositions that warrant future research to advance understanding about knowledge hiding in the higher education context. Our review and conceptual map provide important implications to the knowledge management literature at large.

本文展示了如何在高等教育环境中理解和实践知识隐藏的新概念图。在回顾知识管理文献的基础上，我们首先讨论知识的本质、知识隐藏的概念化以及其他相关概念。接下来，我们根据学者的三个主要角色：教学、研究和领导管理（或服务），确定与个人、人际和组织层面的知识隐藏意图和行为相关的因素，最终形成原始概念图。最后，基于概念图，我们提出了一些命题，这些命题保证了未来的研究，以促进对隐藏在高等教育环境中的知识的理解。