In educational studies much attention has been directed to engagement as a precondition for positive student outcomes. Very few studies, however, have focused on the engagement of the faculty members. This is a regrettable omission because engagement has been argued to lead to more satisfied, more productive and healthier faculty members. In this study, based on a sample consisting of 489 members of multicultural university departments, we set out to investigate the relationship between internal knowledge processing--conceptualised as the ability to locate and share knowledge in the faculty group--and faculty engagement. Our hypotheses are based on social learning theory and social exchange theory predicting that increased knowledge sharing activities could facilitate an environment in which faculty engagement thrives. In order to test our hypotheses we use multiple regression analysis. We assessed indicators of behavioural, cognitive and emotional engagement. Results showed consistent positive associations between group knowledge processing and all the studied faculty engagement indicators. Implications and suggestions for future research are discussed in detail.