Antecedents of Knowledge Entrepreneurship in Higher Education Institutions of Pakistan: An Empirical Analysis of Mediated-Moderation Model

Abstract

The societal growth across the globe in the modern era is driven by knowledge economy wherein the Higher Education Institutions (HEIs) have a pivotal role to play. While knowledge management (KM) aspects of research in HEIs do exist, significant contribution is needed with regards to research in the field of enablers of knowledge entrepreneurship. The purpose of this study is to contribute to the research of knowledge management in Higher education institutions by studying the enablers of knowledge entrepreneurship. Anchored in the knowledge based and resource base theory, knowledge entrepreneurship is heterogeneously distributed in Higher Education Institutions and is critical for sustenance of organizations in the knowledge economy. The aim of this study is to understand the knowledge and resource based mechanisms that ensure and promote knowledge entrepreneurship. This aim is realized by understanding the determinants of knowledge entrepreneurship and empirically investigating the relationship of the knowledge sharing behaviour, competency development and entrepreneurial leadership with knowledge entrepreneurship. This study assesses knowledge sharing that fosters competencies of individuals and in the presence of an entrepreneurial leadership as a moderator; that has a vision, capability of risk-taking and opportunity capitalizing ability, these antecedents lead to knowledge entrepreneurship. Data was collected through structured questionnaires from 550 faculty members in the Higher Education Sector in Pakistan by adequately representing the sample size through proportionate random sampling. Generalizable results were obtained through data analysis comprising validation and reliability, Correlations, Confirmatory Factor Analysis and Structured Equation Modelling. The results revealed that knowledge sharing is an important component in developing the personal, professional and social competencies of faculty for their catalytic role in knowledge entrepreneurship. Analysis also suggests that entrepreneurial leadership is pivotal in providing the support, vision and autonomy to individuals with personal and professional capabilities to ensure creation of new knowledge, collaboration and innovation. Hence, this dissertation provides substantial evidence that knowledge entrepreneurship can be carried out in higher education institutions and ‘effective knowledge entrepreneurship’ enables an organization to cohesively establish its innovation ecosystem for sustainable growth of knowledge economy. The study finally highlights the theoretical, managerial and policy implications that contribute to the body of knowledge. It also provides a framework for developing and implementing policies to enhance the knowledge entrepreneurship output in the Higher Education Sector.