Purpose: Academic knowledge work often presumes collaboration among interdependent individuals. However, this work also involves competitive pressures to perform and even outperform others. While knowledge hiding has not yet been extensively examined in the academic environment, this study aims to deepen the understanding of the personal (individual-level) and situational (job-related) factors that affect evasive knowledge hiding (EKH) within academia.Design/methodology/approach: A field study was conducted on a nation-wide sample of 210 scholars from both public and private business schools in a European Union member state. A series of paired samplet-tests were followed by hierarchical regression analyses to test moderation using the PROCESS macro.Findings: The results suggest that scholars hide more tacit than explicit knowledge. The findings also indicate a consistent pattern of positive and significant relationships between trait competitiveness and EKH. Furthermore, task interdependence and social support buffer the detrimental relationship between personal competitiveness and evasive hiding of explicit knowledge, but not tacit knowledge.Originality/value: The research provides insights into several important antecedents of EKH that have not been previously examined. It contributes to research on knowledge transfer in academia by focusing on situations where colleagues respond to explicit requests by hiding knowledge. The moderating role of collaborative job design offers practical solutions on how to improve knowledge transfer between mistrusted and competitive scholars. The collaboration–competition framework is extended by introducing personal competitiveness and relational job design, and suggesting how to manage the cross-level tension of differing collaborative and competitive motivations within academia.

Purpose: – The purpose of this paper is to uncover the nature of job characteristics related to different generational cohorts (Baby-boomers, Generation X and Generation Y). Significant differences between four task and four social job characteristics across generational cohorts have been revealed.Design/methodology/approach: – The empirical research was conducted through a field study of employees from large-sized Croatian organizations. A cross-sectional and cross-occupational research design was applied. A total of 512 knowledge workers (139 managers and 373 professionals) participated in the research. Descriptive and inferential statistical methods were used to determine and compare work design across generations.Findings: – The results indicate that job characteristics are not equally represented within different generational cohorts. While the nature of task job characteristics is mostly irrespective of generations, social job characteristics to some extent differ among generational cohorts. High task variety, reasonably high task identity, and a moderate level of both received interdependence and task significance are recognized as common job characteristics of knowledge workers across generations. However, jobs of Baby-boomers, Xers, and Yers are idiosyncratic for work autonomy, interaction with others, initiated interdependence, and teamwork. Additionally, the inclusion of the work type as a control variable revealed that interaction with others does differ but only among generations of professionals.Originality/value: – The present study is the first research in which generational similarities and differences have been empirically examined through job characteristics. The authors focused on knowledge workers within an under-researched context (studies about knowledge workers, work design and generational differences are rare or non-existent in south-eastern European countries), making this systematic investigation unique and practically significant.

Purpose: Although internal communication is perceived as one of the crucial elements for favorable internal evaluation of an employer brand (EB), the importance of internal communication for EB advocacy has been insufficiently theoretically problematized and related empirical evidence is almost non-existent. In this paper, the relationship between employees' satisfaction with internal communication and their perceptions of their employers' attractiveness is explored.Design/methodology/approach: A questionnaire-based field research study was conducted on a sample of 3,457 Croatian employees. The Internal Communication Satisfaction Questionnaire (ICSQ) (Tkalac Verčič et al., 2009) and the Employer Attractiveness (EmpAt) Scale (Berthon et al., 2005) were used for assessing internal communication satisfaction (ICS) and employer attractiveness (EA).Findings: Findings reveal that respondents' overall satisfaction with internal communication in their organizations is significantly positively related with the overall attractiveness they assign to their employers, that all explored ICS dimensions are significant for the overall EA, and that each ICS dimension is significant for at least one EA dimension. The most relevant ICS dimensions for EA are “satisfaction with feedback” and “satisfaction with communication climate”.Originality/value: A conducted large sample study is among the first quantitative empirical studies that proved that employees who are satisfied with internal communication are likely to see their employers as attractive. Moreover, findings point toward internal communication endeavors which add more value to developing an attractive internal EB.

Active teaching methods are emphasized as an important part of an effective teaching process for Generation Y students. Still, some individual characteristics, such as creativity and learning style, need to be considered as they can affect outcomes of the learning process. Empirical research on the students’ preferences for various active and passive teaching methods was done on a sample of graduate students from the Faculty of Economics and Business in Zagreb. Perceptions of students regarding 52 individual teaching methods, and teaching methods bundles were investigated. Findings reveal that more creative students, as well as activists and pragmatists, and especially reflectors while learning, do exhibit the greater inclination towards active teaching methods.