Effect of Perceived Over Qualification on Knowledge Hiding: Mediating Role of Shame

Abstract

Purpose- This study examines the relationship between perceived overqualification (POQ) and knowledge hiding among faculty members in higher education institutions, with particular emphasis on the mediating role of shame.

Design/methodology/approach- A quantitative cross-sectional survey design was employed. Data were collected from 335 faculty members using established measures of perceived overqualification, shame and knowledge hiding. The data were analyzed using SPSS, including regression analysis and Hayes’ PROCESS Model 4 with 5,000 bootstrap samples to examine the proposed mediation mechanism.

Findings- The findings indicate that perceived overqualification is positively associated with knowledge hiding. Perceived overqualification is also positively associated with shame, while shame is positively related to knowledge hiding. The mediation analysis further indicates that shame partially mediates the relationship between perceived overqualification and knowledge hiding, suggesting that emotional responses to qualification–job mismatch can contribute to knowledge-related defensive behavior.

Originality/value- This study extends perceived overqualification research by examining knowledge hiding as a behavioral outcome and identifying shame as an emotional mechanism underlying this relationship. The findings contribute to the higher education literature by highlighting how perceived underutilization of faculty capabilities may influence knowledge-sharing behavior. The study also provides practical implications for universities seeking to improve qualification–job fit, psychological safety and knowledge-sharing practices.