Tacit knowledge management system practices in higher education institutions (HEIs) in developing economies: a systematic literature review

Abstract

This study sought to investigate the factors that influenced tacit knowledge retention and management in higher education institutions in developing economies as well as the extant tacit knowledge management systems applied/used in higher education institutions in developing economies. The penultimate aim of this research was to serve as an affirmative study whose findings shall serve as input to developing a model for tacit knowledge management in HEIs. Papers were searched from Elsevier, Emerald Insight, and ProQuest databases. The systematic protocol combined ideas presented by Jesson, Matheson and Lacey; as well as ideas by Nunes, McPherson, Annansingh, Bashir and Patterson. The latter suggested the following steps: 1. Identification of keywords; 2. Production of search queries; 3. Definition of inclusion and exclusion criteria 4. Identification of relevant databases; 5. Query of databases and selection of relevant documents; 6. Analysis of the dataset selected. The term ‘tacit knowledge’ generated 41,810 articles. 23 articles fitted the inclusion criteria. Causes for tacit knowledge loss from HEIs in low-developed economies included: death, burnout, uncertainty, mistrust in the institution, early retirement, and flaws in extant tacit knowledge management systems and processes. Various TKM frameworks in various contexts have been tried. Few were found to specifically address TKM in HEIs. Essential factors were: individual/personal factors, institutional environment factors, institutional management practice factors; and factors relating to institutional culture. Systems that were employed to manage tacit knowledge in HEIs were found to be piecemeal. The study thus highlights the status of TKM in HEIs in developing economies.