Knowledge Transfer Among Academics in Higher Education Institutions

Abstract

In this fourth industrial revolution, knowledge transfer is essential among experienced academics for cross-fertilisation of ideas. Academics or colleagues in higher education institutions (HEIs) should harness and share their intuitive knowledge, skills, and experience for better service delivery. The rationale attributes to the decrease in skilled professionals in academia, technophobia, age, and language barriers. The issues of physical and mental ability, communication barrier, lack of trust, policies affirmation and organisational culture not supportive of knowledge transfer in HEIs were identified. A flair for things such as the consideration of who must capture new knowledge for organisational sustainability; suitable infrastructural facilities that can be used to gather, store and distribute information and knowledge; uncertainty of diverse economic and political influences; and limited budgetary allocation was believed to also affect knowledge transfer among academics. The qualitative research approach makes use of interpretive content/document analysis harvested from different databases to support the arguments regarding what, why and how knowledge transfer is central to every human endeavour. Findings indicate that inter-and intra-organisational knowledge transfer and organisational culture are the oil that lubricates organisational growth of academia. The study found that tacit to tacit type of knowledge, skills, and experiences were mostly transferred through communication through face-to-face discussions, online platforms, emails, and LinkedIn. Formal and informal processes of knowledge creation, application, peer-to-peer, and teamwork training approaches (coaching, mentorship, networking, and work shadows) and the use of certain tools (social and collaborative tools, video, chat, intranet, blog, posting, forum and mobile devices) were significant in this era of digital technologies. The study recommends succession planning for knowledge transfer, an attitude of trust, cooperation and teamwork, training, communication, and lifelong learning to enhance knowledge transfer among academics.

Enhancing the organisation and the management of built environment higher education courses

“…Reviewed literature and the data collected through documental analysis and close-ended questionnaires highlighted the importance of effective communication in course organisation and management. The literature identified that communication methods and means in advocating effective channels pave the strategy for effective communication within course delivery (Enakrire, 2021). The need for effective communication has been elevated since using VLE in HE and through ever-changing times such as the current pandemic context (Cao, 2021; Marachi and Quill, 2020).…”

“…It further signifies the use of research-active academics in course development in having relevant and contemporary knowledge and optimising the course organisation and management (Leal Filho et al , 2018). Lack of digitisation is a serious issue associated with the mismanagement of course information and ineffective course delivery (Albalooshi and Shatnawi, 2021; Enakrire, 2021). Therefore, digitised approaches to announce urgent updates on course delivery (D8) were positioned in Level I and considered fundamental in improving NSS Q17.…”

“…HEIs and other course management personnel recognise the importance of communication in organising and managing HE curricula (Hamutoglu et al , 2019). Enakrire (2021) indicates that communication within the HE needs prominence in sharing course updates, module documentation, delivery changes or any assignment-specific content updates with the students. The improvement in digitisation facilities and the increased use of VLE in the HE context mandates improved communication due to the use of digital media in course organisation and management (Cao, 2021; Marachi and Quill, 2020).…”

“…Shelton, Hung and Lowenthal (2017) state that effective communication needs to enhance clarity and provide detailed knowledge content, identify means of learning and support available in both internal and external context and facilitate an effective learning environment by clarifying how the course progress. Current studies indicate that using VLE in effective communication, such as students expecting live updates and continuous communication from the course management teams, tends to perform better (Enakrire, 2021; Mpungose and Khoza, 2020). However, what stands out in recent studies is the lack of student voice and feedback available at the course management level (Jidesjö, 2021).…”

The role of diverse leadership styles in teaching to sustain academic excellence at secondary level

“…Techniques and skills were at issue ( Kane et al, 2004 ). Some studies rated teachers highly for their personality attributes, such as approachability, passion, and enthusiasm ( Enakrire, 2021 ). The importance of leadership skills and expertise increased for students as they progressed through higher levels of academia ( Yielder and Codling, 2004 ).…”