Responsible leadership and employees’ knowledge-hiding behaviour in higher education institutions: a double mediation model

Purpose The present study aims to investigate the effects of responsible leadership on knowledge-hiding behaviour in Jordanian higher education institutions (HEIs). Additionally, it examined the mediating roles of perceived interactional justice and employees’ felt obligation in this relationship. Design/methodology/approach A survey-based research design was adopted and data were collected from 343 academic and administrative staff members at Jordanian universities. An online questionnaire was used. Data were collected in two stages and analysed using structural equation modelling. Findings The results reveal that responsible leadership negatively influences employees’ knowledge-hiding behaviour in Jordanian HEIs. Further, the findings indicate that interactional justice and felt obligation partially mediate the negative relationship between responsible leadership and employees’ knowledge-hiding behaviour. Originality/value The present study contributes to the existing literature by providing both theoretical and empirical evidence that responsible leadership significantly reduces knowledge-hiding behaviour. Further, it enhances understanding of the underlying mechanisms linking responsible leadership to knowledge-hiding behaviour by demonstrating the mediating roles of interactional justice and felt obligation. In doing so, the present study provides a more nuanced explanation of how responsible leadership shapes employees’ behaviours and contributes to the broader literature on leadership, organisational justice and knowledge management.