Tacit Knowledge Management And Organisational Performance In Selected Universities In Kenya

Abstract

Tacit knowledge (TK) is an asset that is embedded in individual experiences, thoughts, values and beliefs. The proper understanding and management of this asset contributes immensely to effective organisational performance. However, available evidence suggests that tacit knowledge is still relatively unexplored when compared to the codified, explicit, knowledge. This study examined how universities in Kenya manage their tacit knowledge and recommends a framework for its effective management as a means of enhancing organisational performance. Specific objectives of the study were to: identify TK assets in universities in Kenya; establish how TK is managed in universities in Kenya; evaluate the effects of TK on organisational performance in universities in Kenya; assess the challenges hampering tacit knowledge management in universities in Kenya; and develop a framework to enhance the management of TK for improved performance of universities in Kenya. The study was anchored on the Information space model by Boisot (1998) and the Communities of Practice model proposed by Wenger, McDermott and Synder (2002). The study adopted a mixed research approach as informed by pragmatism research paradigm. Data was collected using questionnaires, interviews, observation and documentary analysis from a study population of 65 respondents (deans, heads of, research, innovation, ICT, library services, and planning and administration) who were purposively sampled from four universities namely: Kibabii University, University of Nairobi, KCA University and University of Eastern Africa, Baraton. Qualitative data was analysed through conversation analysis, content analysis, and through R data analysis software. Chi-square tests as well as multinomial logistic regression were used for quantitative data analysis. Findings of the study indicate human capital as the most significant asset compared to customer and innovation capital. Besides, tacit knowledge creation, sharing, and use were noted to be heavily dependent on human and customer capital. Technology was identified as a driver for managing tacit knowledge especially in storage and sharing. Story telling emerged out as a tacit knowledge sharing platform although universities had not embraced it as a tacit knowledge management strategy. Furthermore, the findings of this study indicate that universities value tacit knowledge as a key asset for organisational performance. The output of tacit knowledge was realised in the form of work processes and practices, decision making, and creation of new products and services. Findings further revealed a number of challenges in the form of inadequacies in, reward systems; research, innovation and ICT infrastructure; knowledge sharing culture, policies, knowledge audits, mentorship programmes; organisational structures; and funding. The findings of this study suggest that a tacit knowledge management framework have great potential in enabling universities studied develop and manage tacit knowledge assets adequately for improved performance. The study recommends that universities need to adequately manage their tacit knowledge through; incentivising staff, provision of good and sustainable research, innovation and ICT infrastructure; development of a tacit knowledge sharing culture and tacit knowledge management policies; regular tacit knowledge audits; formal mentorship programmes; and flexible organisational structures. The study developes a tacit knowledge management framework encompassing management, transformative leadership, infrastructure and tacit knowledge organisation to support the implementation of tacit knowledge management activities and thereby enhance the performance of universities under study. The findings of the study will significantly influence policy formulations on tacit knowledge audits, reward schemes and mentorship. In addition, tacit knowledge management may provide a tacit knowledge exchange and generation platform to nurture intellectual capital of both staff and students besides creating awareness of tacit knowledge.