Toward Practical Mechanisms to Address Tacit Knowledge Management in Higher Learning Institutions

Tacit knowledge (TK) is an asset embedded within individual experiences, thoughts, values, and beliefs. Available evidence suggests that TK is still relatively unexplored when compared to codified, explicit knowledge. This chapter stems from a study conducted to examine how universities in Kenya manage their TK. The objectives were to assess the obstacles hampering TK management in Kenyan universities and to develop a framework to enhance the management of TK for improved performance at these institutions. The study was anchored on the Information Space (I-Space) model by Boisot (1998) and the Communities of Practice (CoPs) model proposed by Wenger et al. (2002). The study adopted a mixed-methods approach, guided by the pragmatism research paradigm. Primary and secondary data were collected from a study population of 65 respondents purposively sampled from four universities. Qualitative data were analyzed using conversation analysis, content analysis, and the R data analysis software. Chi-square tests were used for quantitative data analysis. The study’s findings revealed several challenges in the form of inadequacies in reward systems, research, innovation, ICT infrastructure, knowledge-sharing culture, policies, knowledge audits, mentorship programs, organizational structures, and funding. Furthermore, the findings enabled the development of a TK management framework, which holds great potential in enabling universities and other institutions beyond Kenya to effectively develop and manage TK assets, thereby ensuring improved performance.