Abstract
Background: The use of social networking sites (SNS) has increased knowledge sharing among students leading to improved academic performance. Despite the benefits that SNSs provide in education, their use for knowledge sharing and exchange among postgraduate students in some Tanzanian tertiary institutions (TIs) faces challenges.
Objectives: To examine the benefits of using SNSs for sharing knowledge and information among postgraduate students and propose possible solutions to the identified challenges.
Method: This study was conducted using mixed-methods research, employing a convergent research design. Parallel mixed-methods sampling was used in the study to collect quantitative data from 171 postgraduates and 30 members of academic staff responsible for teaching and supervising postgraduates. Qualitative data were gathered from eight heads of academic departments who were purposively selected.
Results: The findings established that the use of SNSs for knowledge and information sharing in the TIs selected for the study had expanded postgraduate students’ knowledge bases and enhanced academic performance. The study indicated that postgraduate students lack reliable Internet connectivity and a stand-alone policy.
Conclusion: The study recommends that TIs in Tanzania ensure the availability of funds to make knowledge sharing practices sustainable.
Contribution: The contribution is to the literature for a better understanding of the use of SNSs in particular and to help decision-makers appreciate how they can prepare provisions for the use of SNSs.
Keywords: information sharing; knowledge sharing; mixed-methods research; postgraduate students; social networking sites; social networks; Tanzania; tertiary institutions.
Introduction
Access to knowledge and information enables individuals to make informed decisions. Therefore, knowledge and information are required in all aspects of human life (Iwata & Hoskins 2018). Masele (2021) argues that access to knowledge and information enables human beings to avoid making obvious mistakes. Masele (2021) further avers that knowledge and information are useful because they enable individuals to control their destinies, careers and money. Knowledge and information enable employees to use their understanding to innovate and help organisations achieve competitiveness. Therefore, the management of organisational assets has become very important, and knowledge and information sharing are the most important aspect (Xu & Li 2022). Ishrat and Rahman (2020) advance the view that to attain effective knowledge and information sharing, organisations need to put in place effective knowledge management (KM) systems for better functioning. Knowledge management is an organisational strategy that enables the creation and sharing of knowledge, innovations and the management of intellectual capital (Hemalatha, Lavanya & Kathik 2021; Kimile et al. 2020). Knowledge sharing is one of the major components of KM (Santos, Oliveira & Chaves 2021).
Kimile et al. (2020) affirm that the purpose of knowledge and information sharing is to ensure the flow of knowledge and information from the owners of such knowledge and information to those in need, which can be done through face-to-face conversation or using technology such as social networking sites (SNSs). A SNS is a web application that allows the user to create and share content (Singh & Aggarwal 2020). The SNSs are based on interpersonal communication and interaction (Özcan & Yeter 2022). Thus, knowledge and information sharing are regarded as forms of human communication (Savolainen 2017). Knowledge and information sharing through social networks are diverse because a vast amount of knowledge and information is shared for various reasons, including professional development, education and enjoyment (Mutambik et al. 2022). On the other hand, Mosha (2019) affirms that the advent of SNSs has changed the way knowledge and information sharing are practised in tertiary institutions (TIs) in Tanzania. The use of SNSs has enabled students in higher education institutions to get connected in many ways (Rathika & Thanuskodi 2020). On the other hand, Kutu, Olajide and Kutu (2022) opine that with the advancement in technology, TIs are now using SNSs to directly reach out to their students. Amadu et al. (2018) affirm that the majority of TI students have created SNS accounts, which qualifies them as 21st century students. Singh and Aggarwal (2020) argue that youth and adults nowadays use SNSs to communicate for various purposes, such as education and entertainment. Chutia and Devi (2020) argue that the development of SNSs such as Facebook, Twitter, blogs and YouTube has enabled the sharing of knowledge and information in a user-friendly way. Chutia and Devi (2020) further affirm that most of these sites are used in the creation and sharing of knowledge and information by facilitating collaboration around the globe. Therefore, TIs are expected to use SNSs to ensure their competitiveness by offering programmes that are in line with customers’ expectations (Masele & Rwehikiza 2021).
Statement of the problem
Unlike traditional ways of communication, social networks have facilitated the interaction and quick flow of knowledge and information among postgraduates. The use of such platforms has enabled instant messaging and quick responses from various postgraduates sharing similar networks. Various scholars have pointed out benefits associated with the use of SNSs among postgraduates, such as quick access to knowledge and information, interaction among students, enhanced research skills, help in academia, expansion of their knowledge base, an avenue for self-learning, entertainment and improved classroom collaboration (Baquee, Hossain & Sevukan 2021; Borgohain 2018; Gora & Sisodia 2021; Hussain, Loan & Yaseen 2017; Kipruto, Kitetu & Oongus 2021; Lun 2021; Masele & Rwehikiza 2021). However, the use of such networks in Tanzania for sharing knowledge and information has not been effective, as indicated by Muneja and Abungu (2012), Shembilu (2013), Maiga (2017), Mchome (2017), Lubua, Semlambo and Pretorius (2017). Thus, if such a situation continues to persist, postgraduates will not be able to make full use of SNSs for their academic purposes, which may in turn affect their academic performance, thereby producing unknowledgeable and incompetent graduates. Therefore, this study investigates the challenges and opportunities of using SNSs for knowledge and information sharing among postgraduates in selected TIs of Tanzania. The study will contribute to the literature on a better understanding of the use of SNSs in particular, as well as assist decision-makers in understanding how they can prepare and formulate provisions on the use of SNSs. Additionally, if more case studies on the use of SNSs in Tanzania are conducted, the case study can lead to theory building.
Research objectives
The general objective of the study was to examine the benefits of using SNSs for sharing knowledge and information among postgraduate students in Tanzania.
Specifically, the study intends to:
- assess benefits of using SNSs in sharing of knowledge and information among postgraduate students in selected TIs of Tanzania
- investigate the challenges faced by postgraduate students in using SNSs in the sharing of knowledge and information
- propose possible solutions to the identified challenges.
Literature review
The use of SNSs among postgraduates in TIs has been increasing in different parts of the world. This has been pointed out by different scholars such as Baquee et al. (2021), who affirm that the use of such platforms by postgraduates has been accelerating in India because of their usefulness in academia. In the same vein, Alagbela (2022) advances that such networks are valuable in facilitating the sharing of knowledge and information around the world. According to Bocar and Jocson (2022), the quickest way to access knowledge and information is through SNSs. Noor et al. (2021) argue that the use of SNS platforms has proven to be an effective way of attaining effective communications. It also enables people to get connected and share knowledge, information and experiences for the betterment of their lives (Gora & Sisodia 2021).
Baquee et al. (2021) affirm that SNSs are popular among the youth because of their features, which enable them to access academic materials required for their learning as well as keep in touch with their friends and families. According to Borgohain (2018), students prefer to use SNSs for research, but it also helps them stay current in their field of specialisation. Therefore, the use of social networks has become part of the daily lives of postgraduates at TIs, as they enable them to interact and share knowledge and information in a more user-friendly way. It also enables them to share knowledge and information to facilitate their learning (Akubugwo & Burke 2013). In a study that was conducted in India by Hussain, Loan and Yaseen (2017), it was found that the majority of postgraduates in TIs had started to use SNSs in academia, except for a few who were not ready to use such networks because of various reasons, including fear of their security and privacy. Another study conducted in Kenya by Kipruto, Kitetu and Ongus (2021) established that the use of SNSs enabled postgraduates to share experiences and research ideas and that such platforms also served as a collaborating space. Another study that was done in India by Lun (2021) showed that research scholars used SNSs frequently for accessing educational materials and for entertainment.
The use of SNSs has remarkably increased in Tanzania; for example, by March 2012, there were about 437 040 Facebook users, and this was facilitated by the advancements in technology, including the use of smartphones, tablets and iPad (Novelli 2012; Shembilu 2013). By October 2020, Tanzania had 19 million users with Facebook accounts, 12.2 million users on Twitter and 7.5 million users on YouTube (The United Republic of Tanzania 2020). A study conducted in Tanzania by Shembilu (2013) indicated that 63% of students used SNSs for academic purposes. The use of social networks in education in Tanzania is also pointed out by Mweroro (2018), who argues that the use of such networks enhances innovations and collaborations among students in Tanzania. Mbura (2020) avers that social networks have increasingly become popular among the youth and adults in Tanzania and have changed the way people interact. Masele and Rwehikiza (2021) opine that SNSs are mostly used by young people in Tanzania, especially those enrolled in universities and higher education institutions.
However, several scholars have pointed out challenges associated with the use of SNSs; for example, Alagbela (2022) identifies some of the challenges faced by postgraduates in their use of social networks, including unreliable Internet connectivity or network. Cyberbullying is another challenge faced by SNS users, as some of them sometimes send unpleasant messages to their colleagues (Bocar & Jocson 2022). They are also faced with virus attacks and breaches of their privacy (Masele 2021). A study conducted by Maiga (2017) found that universities in Tanzania lack the financial muscle to ensure that effective knowledge sharing is attained. Another study conducted in Tanzania by Masele (2021) revealed that some of the challenges encountered in the use of social networking platforms were issues related to the security and privacy of the users, inadequate information and communication technology (ICT) facilities to facilitate the sharing of knowledge and information and a lack of supportive national policies and regulations. In a study carried out by Mchome (2017), it was established that some of the challenges faced by students in Tanzania in the use of social networks included a lack of skills and addiction.
Research methods and design
This study used mixed-methods research (MMR) and adopted a convergent research design. The design allows the collection of both quantitative and qualitative data in the same phase of research, and their integration during the communication of the findings ensures transparency and rigour of the entire methodological process (Creswell & Plano Clark 2017; Ngulube & Ukwoma 2021). Using MMR allowed the researcher to examine the problem from multiple perspectives, resulting in more robust research findings. The population of the study constituted 633 postgraduates from the four selected TIs situated in Northern Tanzania, namely the Institute of Accountancy Arusha (IAA), Mwenge Catholic University (MWECAU), Moshi Co-operative University (MoCU) and Nelson Mandela Institution of Science and Technology (NM-AIST). A sample of 239 out of 633 postgraduate students was chosen using the table of calculating sample of known population sizes proposed by Krejcie and Morgan (1970). Parallel mixed methods sampling was used in the study to collect quantitative data from 171 postgraduates from the expected 239 and 30 members of academic staff responsible for teaching and supervising postgraduates (Ngulube 2022). Because this study was conducted during the outbreak of coronavirus disease 2019 (COVID-19) in Tanzania, the researcher had to design an online survey to avoid direct contact with the respondents as a measure of avoiding the spread of such a pandemic. The online survey was designed based on the objective of the study to make sure all research questions were addressed. Qualitative data were gathered from eight heads of academic departments through the use of telephone interview. Findings obtained from the qualitative data helped the researcher complement the findings obtained from the quantitative data, which helped to enhance the validity, reliability, transferability, dependability and credibility of the study. Qualitative data were analysed thematically using Atlas.ti version 7, while quantitative data were analysed using SPSS version 24.
Ethical considerations
An application for full ethical approval was made to the Department of Information Science, University of South Africa (UNISA) and ethics consent was received on 31 August 2020. The ethics approval number is 2020-DIS-0025.
Results
Postgraduates were asked, through questionnaires, to explain the benefits of using SNSs for knowledge and information sharing. Their responses are shown in Table 1.
| TABLE 1: Benefits of using social networking sites in academic activities (N = 171). |
A total of 136 (79.5%) postgraduates stated that it enabled them to increase their knowledge, 127 (74.3%) indicated that it enhanced their academic performance, 121 (70.8%) revealed that it helped in the generation of new knowledge, 120 (70.2%) mentioned that it enhanced timely communication; 109 (63.7%) stated that it provided an avenue to meet other research scholars online; 104 (60.8%) established that it enhanced relationships with other research scholars, 103 (60.2%) indicated that it reduces the cost of accessing academic information, 97 (56.7%) mentioned that it enhanced collaboration and peer-to-peer learning, 97 (56.7%) said it improved the quality of academic papers. Eighty-six students (50.3%) said they felt at ease expressing themselves on SNSs, 78 (45.6%) were of the view that it strengthened individual well-being and self-esteem and 2 (1.28%) highlighted that it provided access, quick response and the spread of knowledge and information. One participant (0.6%) stated that it simplified the study and 1 (0.6%) established that it helped in time management when searching for information.
The findings of the study obtained from members of academic staff indicated that 26 (86.7%) established that the use of SNSs enables postgraduates to increase their knowledge, 25 (83.3%) indicated that it helps postgraduates in the generation of new knowledge, 24 (80.0%) revealed that it provided an avenue for students to meet other research scholars online, 24 (80.0%) mentioned that it reduces the cost of accessing academic information, 23 (76.7%) stated that it enhances the relationship with other research scholars, 23 (76.7%) highlighted that it enhances collaboration and peer-to-peer learning, 22 (73.3%) said it enhanced academic performance, 22 (73.3%) indicated that it enhances timely communication, 22 (73.3%) said it improves the quality of academic papers. Eighteen participants (60%) established that it strengthens individual well-being and self-esteem, and 15 (50%) revealed that students feel comfortable expressing their views through SNSs. The following benefits of using SNSs among postgraduates were mentioned by the majority of department heads (6, 75%): improved academic performance, lower cost of accessing knowledge and information, timely communication, increased interaction, improved quality of research works, enhanced collaboration and classroom participation, quick access to knowledge and information, elimination of the distance gap, entertainment and self-learning (Table 2).
| TABLE 2: Benefits of social networking sites in academic activities (N = 30). |
The second objective of the study was to identify challenges faced by postgraduates in their use of SNSs. The findings of the study obtained from postgraduates show that 116 (67.8%) mentioned unreliable Internet, 82 (48.0%) indicated a lack of training on the use of SNSs, 80 (46.8%) established the absence of the required facilities and 79 (46.2%) revealed a lack of skills in the use of SNSs. Seventy-eight (45.6%) stated insecurity, 75 (43.9%) mentioned unreliable power sources, 66 (38.6%) indicated an absence of a knowledge-sharing culture, 65 (38.8%) mentioned a lack of trust, 61 (35.7%) stated a lack of awareness and 60 (35.1%) indicated the absence of policies. A lack of management support was mentioned by 59 (34.5%) people, and a tendency to hoard knowledge was mentioned by 47 (27.5%) people. Their responses are presented in Table 3.
| TABLE 3: Challenges facing postgraduates in the use of social networking sites (N = 171). |
Findings of the study obtained from members of academic staff show that 23 (76.7%) indicated unreliable Internet as the challenge faced by postgraduate students in their use of SNSs, 20 (66.7%) indicated a lack of training on the use of SNSs, 19 (66.7%) mentioned a lack of awareness on the use of SNSs, 19 (66.7%) stated unreliable power sources, 18 (60.0%) revealed a lack of skills in the use of social networks, 17 (56.7%) pointed out the absence of knowledge sharing culture, 16 (53.3%) mentioned absence of technology or facilities, 14 (46.7%) indicated the absence of policy, 13 (43.3%) stated a lack of trust, 12 (40.0%) mentioned insecurity, 12 (40.0%) indicated the tendency of hoarding knowledge and 11 (36.7%) revealed a lack of management support. Their responses are presented in Table 4.
| TABLE 4: Challenges facing postgraduates in the use of social networking sites (N = 30). |
Because this study used mixed methods research, interviewees were also asked to indicate challenges facing postgraduates in the use of social networks to share knowledge and information. The findings obtained from the heads of academic departments (8, 100%) revealed the following challenges facing postgraduates in the use of SNSs: a lack of reliable Internet, absence of policies guiding the use of SNSs, a lack of training, on the proper use of SNSs, insecurity and a lack of privacy, a lack of trust, a lack of management support, power problem, some students failing to balance between the SNSs and academia and a lack of a knowledge sharing culture. Responses from some of the interview participants are presented as follows:
‘The available facilities do not support the use of social networking sites in sharing knowledge and information.’ (Participant Number 3, male, 17 June 2022)
‘Cyber-bulling or Social networking sites bulling, if student is bulled by someone in Social networking sites that person will be discouraged to access or share knowledge through social networking sites. But, also security issues such as hacking.’ (Participant Number 4, male, 18 May 2022)
‘Lack of exposure and lack of networking among postgraduate students is amongst the factors affecting their ability to use social networking sites for sharing.’ (Participant Number 5, female, 22 June 2022)
‘Some postgraduate students are scared to use social networking sites with a fear that their information may be misused by other people for none intended purposes.’ (Participant Number 6, male, 30 June 2022)
The last objective of the study was to probe respondents and interview participants to propose possible solutions to overcome the identified challenges. The findings of the study from postgraduate students show that 125 (73.1%) proposed that TIs should put in place ICT facilities to facilitate the use of SNSs for knowledge and information sharing purposes, 116 (67.8%) indicated that TIs should offer training on the use of social networks, 115 (67.3%) mentioned that TIs should formulate policies to guide the use of SNSs and 113 (66.1%) pointed out that there should be reliable Internet around TIs. A total of 102 respondents (59.6%) stated that awareness campaigns are needed to market the use of SNSs, 88 (51.5%) proposed that the top management of TIs should provide support towards the integration of SNSs, 86 (50.3%) established that security issues should be considered to protect the users of such networks, 83 respondents (48.5%) revealed that stable power generators should be in place. Postgraduates should be instilled with a culture of knowledge sharing, according to 79 (46.2%) respondents. Seventy-seven (45.0%) opine that trust has to be ensured among SNS users, 65 (38.0%) mention that the tendency of hoarding knowledge should be abandoned and 60 (35.1%) indicate that incentives and rewards should be in place to promote the use of SNSs (Table 5).
| TABLE 5: Solutions to overcome challenges on the use of social networking sites at tertiary institutions (N = 171). |
According to the findings obtained from academic staff members who completed questionnaires, 27 (90%) proposed the availability of Internet around TIs. Twenty-four (80.0%) suggested TIs should formulate policies to guide the use of SNSs, 23 (76.7%) indicated that TIs should offer training on the use of SNSs, 22 (73.3%) mentioned that awareness campaigns are needed to market the use of SNSs, 21 (70.0%) established that TIs should put in place ICT facilities to facilitate the use of social networks. Postgraduates should be instilled with a culture of knowledge sharing, according to 21 (70.0%) respondents. Twenty (66.7%) stated that stable power or generators should be in place, 19 (63.3%) opine that trust has to be ensured among the users of SNSs, 18 (60.0%) proposed that security issues should be considered to protect the users of social networks, 17 (56.7%) were of the view that TIs’ management should provide support towards the integration of SNSs, 15 (50%) said knowledge hoarding should be discouraged and 14 (46.7%) said incentives and rewards should be implemented to encourage the use of SNSs (Table 6).
| TABLE 6: Solutions to overcome challenges on the use of social networking sites at tertiary institutions (N = 30). |
The results of interviews with academic department heads show that the majority (7, 87%) mentioned the following solutions several times: the need to ensure the availability of reliable Internet around TIs; the need to put policies in place to guide the use of SNSs; the need to have ICT facilities in place to support the use of social networks; the need to consider user security and privacy and the need for top management at TIs. Word cloud generated from ATLAS.ti was used to display solutions that were proposed by the interview participants as presented in Figure 1.
 |
FIGURE 1: Solutions proposed by participating HoDs during the interview. |
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During interview, participant number 1 had this to say:
‘Various measures can be taken by the university management to ensure the use of Social networking sites in knowledge and information sharing among postgraduate students is attained at the university including providing training on the use of Social networking sites, ensuring the availability of the reliable internet connectivity around the university, provision of support on the use of Social networking sites and putting in place monitoring mechanism.’ (Participant Number 1, male, 25 May 2022)
Participant Number 3 remarked that:
‘I think as the university we need to transform from the normal or traditional lecturing methods to technologically driven methods including using social networking sites in facilitating learning among postgraduate students. We also, need to have social networking sites policy in place that will guide the proper use of social networking sites in knowledge and information sharing.’ (Participant Number 3, male, 17 June 2022)
Participant Number 5 articulated that:
‘The university should invest buying of ICT resources to facilitate the utilisation of social networking sites in knowledge and information sharing among postgraduate students. Secondly, awareness should be created among postgraduate students to promote the utilisation of social networking sites in academic related issues. Finally, postgraduate students should be ready to attend training sessions that will be organised by the university to equip themselves with the skills of using social networking sites for their academic issues.’ (Participant Number 5, female, 22 June 2022)
Participant Number 7 had this to say:
‘One I would say that there should be the policy which requires every postgraduate student to participate in social networking sites. Secondly, all lecturers should make use of social networking platforms.’ (Participant Number 7, male, 30 June 2022)
Discussion
The study examined the benefits of using SNSs among postgraduates at the institutions selected for the study. The findings obtained from postgraduates, members of academic staff, and heads of academic departments from the respective TIs revealed that the use of social networks offers several benefits to postgraduates associated with their academia. Benefits that were spelled out included postgraduates being able to expand their knowledge base; it has also enhanced their academic performance, facilitated the creation of new knowledge and timely communication, reduced the cost of accessing knowledge and information, helped them improve the quality of research and facilitated the learning process. Although social networks have benefited postgraduates in their academia, the study has also revealed that not all of them were using these platforms for academic purposes; others were using them for non-academic purposes, which has also impacted their academic performance. A study conducted in Ghana by Alagbela (2022) found that there are many benefits that social networks offer to students, such as the ability to search for and access information relevant to their needs, and they also use SNSs for research purposes. Another study conducted in Kenya by Maweu and Yudah (2020) revealed that the use of SNSs provided several benefits in education, and therefore they proposed the use of such platforms in teaching and learning at universities. According to Mosha (2019), a study conducted in Tanzania, the use of SNSs provides the following benefits: they provide platforms for discussions, access to institutional resources and improve teaching, research and consultancy. In this regard, if postgraduates in TIs in Tanzania are properly guided on how best they can use those SNSs for their academic activities, they are likely to benefit more, including expanding their knowledge base and attaining better academic performance.
The study also examined various challenges faced by postgraduate students in the use of SNSs for knowledge and information sharing. The findings of the study obtained from postgraduates, members of academic staff, and heads of academic departments revealed several challenges faced by the selected TIs, including a lack of reliable Internet, an absence of policies guiding the use of SNSs, a lack of management support, a lack of ICT facilities, a lack of training, unreliable power sources, a lack of skills, an absence of a knowledge sharing culture, insecurity, a lack of trust, the tendency to hoard knowledge and a lack of awareness on the use of SNSs for knowledge and information sharing.
This study revealed that postgraduates at the selected TIs in Tanzania encountered several challenges that affected their use of SNSs for knowledge and information purposes. These include a lack of reliable Internet connectivity at some TIs, which has necessitated postgraduates to use their Internet bundles; but some of them could not afford the cost of buying the bundles, hence they remained unconnected. Also, it was found that the absence of policies guiding the use of social networks was another challenge because postgraduates were not guided on the proper use of SNSs, and some were not using such networks for their educational purposes instead, spending much of their time on non-academic matters. Insecurity was another major issue of concern because some postgraduates did not accept sharing their knowledge and information through SNSs, fearing for the security of their privacy. Lack of management support was supported by the majority of respondents and participants, because some top management at some TIs considered SNSs as platforms for wasting students’ time; hence, they did not accept them as formal platforms for sharing knowledge and information.
A study conducted in Tanzania by Masele and Rwehikiza (2021) noted various challenges facing higher education institutions in Tanzania, including a lack of management support, infrastructure, security and language. Another study conducted in Tanzania by Maiga (2017) revealed that a lack of clear policies on the use of SNSs affected knowledge and information sharing in universities. Another study conducted in Tanzania by Masele (2021) identified the following challenges of using SNSs: a lack of knowledge and skills among users; a lack of resources such as financial, time and human resources and a lack of clear national policies to guide the use of social networks. This confirms the presence of inefficient use of SNSs for sharing knowledge and information in Tanzanian TIs because of a lack of proper strategies.
The study also sought to propose solutions to the identified challenges in order to ensure effective knowledge and information sharing through SNSs, which it accomplished in the countries chosen for the study, including Tanzania. The respondents and participants of the study proposed the following solutions for attaining effective use of SNSs: TIs should ensure the availability of reliable Internet connectivity; policies should be formulated to guide the use of SNSs; training should be offered; a culture of knowledge and information sharing should be inculcated among students; an awareness campaign should be in place to market the use of social networks; power generators should be in place; the security and privacy of users should be ensured; top management support should be provided; postgraduates should abandon the culture of hoarding knowledge and incentives and rewards should be in place to motivate students to engage in using SNSs for sharing knowledge and information. A study conducted in South Africa by Kutu et al. (2022) proposed that for TIs to attain effective use of SNSs, training should be offered to the students to create awareness so that they can make the best use of them in their academia. Another study conducted in Palestine by Abdalla and Qadhou (2020) suggested that TIs should provide training and sensitise students to balance the use of SNSs in academic and non-academic matters by concentrating more on their academia.
Conclusion
Social networking sites have created forums that have changed the way people communicate today. It has enabled postgraduates to get connected and interact to share knowledge and experience in various subject areas as well as in their social lives. Such platforms have proven to be useful because they provide postgraduates with numerous benefits, such as quick access to knowledge and information, knowledge expansion, staying current in their fields of specialisation, excelling in academia, improving the quality of their research and so on. Once postgraduates are well guided on how best they can make good use of such networks in academia, such platforms promise to be more productive in the future. However, postgraduates encountered several challenges in their use of SNSs for knowledge and information sharing in Tanzania. These challenges include a lack of reliable Internet connectivity, the absence of policies to guide the proper use of SNSs, a lack of training, the insecurity of the users, a lack of trust, a lack of top management support and a lack of ICT facilities or infrastructure. This study recommends that Tanzanian TIs make efforts to ensure the availability of funds to make knowledge sharing practices sustainable; awareness campaign should be conducted to promote the use of SNSs for education purposes and top management of the TIs should embrace the use of SNSs as the collaborative platform on academic matters.
Suggestions for further studies
This study was carried out at four TIs situated in the northern zone of Tanzania. There is a need for further studies to be conducted at all TIs in Tanzania. Also, there is a need to study the impact of SNSs usage on students’ academic performance across all TIs in Tanzania.
Acknowledgements
This article is partially based on the author’s thesis titled ‘Knowledge and Information sharing through Social Networking Sites among Postgraduate Students at Selected Universities in Tanzania’ towards the Degree of Doctor of Philosophy in the Department of Information Science, University of South Africa, South Africa on 31st April 2023, with supervisor Prof. Patrick Ngulube. It is available through UNISA institutional repository.
Competing interests
The authors declare that they have no financial or personal relationships that may have inappropriately influenced them in writing this article.
Authors’ contributions
M.J.P. and P.N. contributed equally in the production of this article.
Funding information
The authors received no financial support for the research, authorship, and/or publication of this article.
Data availability
The data used in this study are not applicable for sharing as no new data were created.
Disclaimer
The views and opinions expressed in this article are those of the authors and do not necessarily reflect the official policy or position of any affiliated agency of the authors.
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