Predictors of tacit knowledge retention and sharing in Uganda’s public universities

Abstract

Background: Tacit knowledge, which university lecturers draw on while teaching, is important to retain though, difficult to express in words. Factors that predict the retention and sharing of this knowledge had hitherto not been investigated in relation to Uganda’s public university’s unique setting.
Objectives: This study examined the extent to which 10 factors could be used as valid predictors of tacit knowledge retention and sharing (TKRS) within Uganda’s public universities.
Method: A quantitative survey was applied, and data were collected from 349 academics chosen using stratified random sampling. Data analysis was done using descriptive and complex factorial analysis with tools including STATA software Version 15 and SmartPLS software Version 4.1.0.9.
Results: A baseline theoretical factor model was developed and serves as a guide to support a TKRS information system. Four direct predictors and one indirect predictor with several mediator factors were confirmed. The most important direct predictor was the collaborative tacit knowledge management factor (β = 0.472, p = 0.000), followed by the individual personal disposition factor (β = 0.241, p = 0.000).
Conclusion: Collaborative tacit knowledge management is the most important factor in predicting the retention and sharing of tacit knowledge in public universities in the country.
Contribution: The study contributes to understanding the importance of each one of the predictor factors explored and their ideal logical combination in managing tacit knowledge in public universities in Uganda.