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.
