Promoting knowledge sharing in Vietnamese higher education through the perspective of ethical theories

Abstract

Knowledge hoarding in academic environments poses significant challenges to the quality of teaching and learning. This study focuses on developing solutions to promote knowledge sharing in Vietnamese higher education. Drawing on four major ethical theories – Consequentialism, Deontology, Virtue Ethics, and Social Contract Theory – the article analyzes and proposes an integrated set of solutions grounded in these ethical perspectives. The proposed recommendations include implementing structured knowledge-sharing programs with reward mechanisms, institutionalizing knowledge-sharing requirements in job descriptions, establishing two-way communication systems, and organizing activities that foster a collaborative and cohesive academic culture. The findings suggest that combining these approaches helps balance extrinsic and intrinsic motivations, while simultaneously strengthening collective responsibility and cooperation among faculty members. This not only enhances teaching quality but also contributes to building a sustainable academic environment that effectively supports educational goals.