Knowledge Management Practices at Lilongwe University of Agriculture and Natural Resources (LUANAR) Bunda College

Abstract

The purpose of this study was to explore knowledge management (KM) practices at Lilongwe University of Agriculture and Natural Resources’ (LUANAR) Bunda College in Malawi. The study was guided by the pragmatic paradigm which led to the use of mixed methods approach and adoption of explanatory sequential design. The study was underpinned by the SECI Model of Knowledge Creation of Nonaka and Takeuchi (1995). The total sample for the whole study was 173 comprising 164 academic staff and 9 senior administrative staff and data was collected using structured questionnaire and interview guide. Quantitative data were analysed using the Statistical Package for Social Sciences (SPSS) software version 21 while qualitative data were analysed thematically. The results were represented quantitatively using tables, graphs, percentages, and qualitatively using themes. Major findings of the study have revealed that LUANAR, Bunda College creates explicit knowledge in form of theses and dissertations, teaching and learning modules/materials, and curriculum documents while tacit knowledge is created in form of expertise, skills, ideas, values and experiences. This knowledge is shared through email, Internet and Intranet, social media, meetings, conferences, workshops, seminars; training and education. The study further established that KM practices enhance research, curriculum development processes, teaching and learning, decision making processes, and leads to the creation of knowledge bringing about innovation. However, the study revealed that effective KM practices are hindered by inadequate awareness about the importance of Knowledge Management due to lack of top management support, lack of policy, lack of KM champion and unwillingness of academic staff to share their knowledge. Therefore, the study recommends that top management at LUANAR, Bunda College, should come up with a KM programme to manage different types of knowledge created at the college; facilitate the development of expert databases and other knowledge bases to facilitate ready access to knowledge at college; develop an incentive system to motivate staff and ensure that staff participate willingly in KM activities; develop a KM policy to act as a framework for the KM implementation at the college; develop a knowledge management awareness programme for the college and identify a knowledge management champion or advocate to coordinate KM activities at the college.