This study analyzes the moderating effect of knowledge hiding (evasive hiding, playing dumb, and rationalized hiding) on the relationship between intellectual capital and knowledge transfer from universities to their surroundings. Previous research focused only on intra-university aspects like students’ performance and academic processes (teaching or research). Using structural equations modeling and survey data collected from 442 university research groups at the end of 2020 and early 2021, the findings revealed no negative influence of knowledge hiding. However, evasive hiding showed a significant and positive moderating effect. Contrary to the prevailing view that knowledge hiding hinders academic processes, this study shows that it is expected in both commercial and non-commercial contexts of knowledge transfer. Surprisingly, evasive hiding increases knowledge flow from universities by encouraging the affected researchers’ self-learning and resourcefulness.
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