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Tacit Knowledge Transfer (TKT) : = A Qualitative Analysis.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Tacit Knowledge Transfer (TKT) :/
Reminder of title:	A Qualitative Analysis.
Author:	Dass, Haylee.
Description:	1 online resource (105 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.
Contained By:	Dissertation Abstracts International78-10A(E).
Subject:	Higher education. -
Online resource:	click for full text (PQDT)
ISBN:	9781369771718

Tacit Knowledge Transfer (TKT) : = A Qualitative Analysis.
Dass, Haylee.

Tacit Knowledge Transfer (TKT) :A Qualitative Analysis. - 1 online resource (105 pages)

Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.

Thesis (Ph.D.)--Northcentral University, 2017.

Includes bibliographical references

As older generations of workers retire from the workforce, knowledge and skills are lost ultimately impacting organizational effectiveness and creating a gap in qualified replacements. The higher education industry experiences this phenomenon as well as a culture shift in the hiring of adjunct faculty due to budget constraints and an overall loss of educational funding. As adjunct faculty are hired to replace seasoned full-time faculty, the issue of knowledge transfer emerges. The specific problem addressed in this study was the lack of clear methods of tacit knowledge preservation between full-time and adjunct faculty at an institution of higher education. The purpose of the study was to identify full-time faculty perspectives on tacit knowledge transfer to adjunct faculty. Several researchers focused on the perspectives from knowledge receivers; however, this study included the perspectives from knowledge providers. The qualitative case study included semi structured interviews to gather data from full-time faculty members at a community college in south-central Kansas. The findings indicated that generational characteristics and psychological empowerment played a role in the process of knowledge transfer and both forms of knowledge (tacit and explicit) needed to be present in an overall knowledge management program. Identification of formal and informal methods at which to transfer knowledge while indicating roles and responsibilities of knowledge providers and receivers is necessary. Additionally, institutional formalization of a knowledge management plan would improve the transfer of tacit knowledge between full-time and adjunct faculty. Future studies including various institutions of higher education (2 year and 4 year) could broaden the understanding of tacit knowledge transfer from a providers' perspective.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781369771718Subjects--Topical Terms:

1148448
Higher education.
Index Terms--Genre/Form:

554714
Electronic books.

Tacit Knowledge Transfer (TKT) : = A Qualitative Analysis.
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500 $a Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.
500 $a Adviser: Abigail Scheg.
502 $a Thesis (Ph.D.)--Northcentral University, 2017.
504 $a Includes bibliographical references
520 $a As older generations of workers retire from the workforce, knowledge and skills are lost ultimately impacting organizational effectiveness and creating a gap in qualified replacements. The higher education industry experiences this phenomenon as well as a culture shift in the hiring of adjunct faculty due to budget constraints and an overall loss of educational funding. As adjunct faculty are hired to replace seasoned full-time faculty, the issue of knowledge transfer emerges. The specific problem addressed in this study was the lack of clear methods of tacit knowledge preservation between full-time and adjunct faculty at an institution of higher education. The purpose of the study was to identify full-time faculty perspectives on tacit knowledge transfer to adjunct faculty. Several researchers focused on the perspectives from knowledge receivers; however, this study included the perspectives from knowledge providers. The qualitative case study included semi structured interviews to gather data from full-time faculty members at a community college in south-central Kansas. The findings indicated that generational characteristics and psychological empowerment played a role in the process of knowledge transfer and both forms of knowledge (tacit and explicit) needed to be present in an overall knowledge management program. Identification of formal and informal methods at which to transfer knowledge while indicating roles and responsibilities of knowledge providers and receivers is necessary. Additionally, institutional formalization of a knowledge management plan would improve the transfer of tacit knowledge between full-time and adjunct faculty. Future studies including various institutions of higher education (2 year and 4 year) could broaden the understanding of tacit knowledge transfer from a providers' perspective.
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