ISSN (Print): 0972-2467

ISSN (Online): 0976-2477

SRELS Journal of Information Management, Vol 53(5), October 2016, p. 349-358 DOI: 10.17821/srels/2016/v53i5/99677

Knowledge Management Practices and

Organizational Performance in Selected
Campuses of Kisii University, Kenya
Raymond Wafula Ongus1*, Nemwel Nyakenyanya Aming’a2,
Constantine Matoke Nyamboga1 and Gilbert Okello3
1
c/o Millicent Auma Ongus, Egerton University Library, P. O. Box 536 – 20115, Egerton, Kenya (East Africa);
raymondongus@gmail.com, constantinenyamboga@gmail.com
2
Research Division, Kisii University, P. O. Box 408-40200, Kisii, Kenya (East Africa); nemwelam@yahoo.com
3
Mount Kenya University, Kigali Campus, P. O. Box 5826, Kigali, Rwanda (East Africa);
okello_gilbert@yahoo.com

Abstract
Knowledge management and knowledge assets have gained much prominence in recent years and are said to improve
organizational performance. However, the effects of knowledge management practices on organizational performance are
not well known, particularly with respect to the newly established universities in the East African region. The aim of
this study was to investigate the effects of knowledge management practices on organizational performance at selected
campuses of Kisii University in the South-western part of Kenya. The knowledge management practices identified were
knowledge capture and acquisition, knowledge sharing, and knowledge management policies and strategies. The study
established that knowledge management practices have a strong and positive effect on organizational performance.
Hoarding of knowledge by members of staff was the major knowledge management challenge identified. Recommendations
and areas for further studies are indicated.

Keywords: Knowledge Management, Organizational Performance, Kisii University, Higher Learning Institutions, Kenya

1. Introduction give organizations a competitive edge in the market and

In the present information and knowledge era, knowledge
has become a key resource that enhances organizational
performance. Faced with competition and increasing
dynamic environments, organizations are beginning to
realize that there is a vast and largely untapped knowledge
asset within the organization10. Nonaka18 defines
knowledge as a justified belief that increases an entity’s
capacity for effective action and divides knowledge into
tacit and explicit knowledge. Tacit knowledge focuses on
the knowledge of a person, which comes from experience
that is shaped by the beliefs and values of the person while
explicit knowledge is a representation of tacit knowledge
in the form of an “artefact” like document, an image
or a video. Knowledge management has gained much
prominence in recent years because Knowledge assets
thus ensure organizational effectiveness, efficiency and
performance. Davenport and Prusak7 defined knowledge
management as the processes which support knowledge
collection, sharing and dissemination. The expectations
for knowledge management were that it would be able
to improve: growth and innovation, productivity and
efficiency reflected in cost savings, customer relationships,
decision making, innovation, corporate agility, rapid
development of new product lines, employee learning,
satisfaction and retention, and management decision
making, as cited in Cranfield5.
2. Background of the Study
Ever since their inception, higher education institutions
have been occupied with the fundamental elements of

*Author for correspondence

 Knowledge Management Practices and Organizational ........
what we now call “knowledge management”, for instance
the creation, collection, preservation and dissemination
of knowledge.
In Kenya, higher education has largely been in the
public sector since independence, but due to liberalization
of the education sector, there has been an increase in the
number of higher education institutions in the country
in the past decade. Currently, there are twenty two (22)
public universities and nine (9) constituent colleges.
There are also fourteen (14) chartered private universities
and twelve private universities with letters of interim
authority. This has resulted in increased competition that
needs the institutions to prepare themselves better to meet
challenges confronting them. This has made university
management to think of ways to achieve success in the face
of dwindling resources, especially from the Government.
For the institutions to gain competitive advantage, attract
and retain high quality scholarsinnovative enough to
develop high standard programs, universities need
effective knowledge management initiatives and practices.
Kidwell et al (2000) explains that knowledge management
promises better decision making capabilities, improve
academic services and reduce costs. Therefore, universities
are adopting knowledge management practices that
tackle organizational development, retrenchment,
amalgamation, and internal reorganization. Little research
has been done on the effects of knowledge management
practices on organizational performance especially in
higher education institutions in Kenya. This prompted
the researcher to investigate the effects of knowledge
management practices on organizational performance at
Kisii University.
Kisii University was founded in 1965 as a primary
teacher training college. In 1983, it was upgraded to a
Secondary school Teacher’s College to offer Diploma
Programmes. The Government of Kenya mandated
Egerton University to take over the college as its campus
in 1994. On 23rd August 2007, Kisii University College was
established through a Government Legal Notice No. 163
of 2007 as a Constituent College of Egerton University
(Kisii University College 2009). On 6th February 2013,
Kisii University was awarded a charter to become the 13th
public university in Kenya11.
3. Statement of the Problem
How do knowledge management practices affect
organizational performance in higher education
institutions, specifically in the case of KSU? Reviewed
literature reveals a number of knowledge management
practices in higher education institutions. For instance
350 SRELS Journal of Information Management | Vol 53(5) | October 2016
Wamundila28, identified knowledge management
practices at University of Zambia which included
knowledge transfer practices, knowledge acquisition
practices and knowledge retention practices. However,
there is a dearth of literature on the effects of knowledge
management practices on organizational performance
in higher education institutions. The research problem
was to investigate the effects of knowledge management
practices on organizational performance at higher
education institutions in Kenya. For the purpose of this
study, the researcher conducted a case study of Kisii
University.
4. Objectives of the Study
The main aim of the study was to investigate the effects
of knowledge management practices on organizational
performance at Kisii University.
The specific objectives of the study were:
• To establish the effect of knowledge capture and
acquisition practices on organizational performance
at Kisii University,
• To determine the effect of knowledge sharing
practices on organizational performance at Kisii
University, and
• To determine the effect of knowledge management
policies and strategies on organizational performance
at Kisii University.
5. Literature Review on
Knowledge Management
Newman16 states that knowledge management promotes
an integrated approach to identifying, capturing,
retrieving, sharing, and evaluating an enterprises
information asset. These information assets may include
databases, documents, policies, procedures, as well as
the un-captured tacit expertise and experience stored in
individuals’ heads.
6. Knowledge Management in
Higher Education Institutions
Higher education is faced with continuous need for
improvement in efficiency, knowledge management,
and redefinition of role and function because of external
forces exerted by market competition, virtualization and
internalization and financial cuts5. To survive universities
must not only acknowledge the significance thereof
but also implement good knowledge management
 Raymond Wafula Ongus, Nemwel Nyakenyanya Aming’a, Constantine Matoke Nyamboga and Gilbert Okello
practices strategically5,21. The improper management
of data, information and knowledge available in the
universities hinder efficient sharing and reuse to
generate new knowledge21. However when knowledge
is well managed, researchers observe benefits such as,
more informed decision making, avoiding wasteful
duplication of resources, avoiding loss of commercial
opportunity and loss of knowledge when staff exits,
increasing accessibility to the organizations recorded
internal knowledge, improving information literacy
of researchers, among others flow into the university
system22,25,28 (Kidwell et al, 2000).
7. Knowledge Capture and
Acquisition Practices
Knowledge acquisition is the process of extracting,
structuring and organizing knowledge from human
experts so that it can be captured and transferred into
machine readable form (Liou 1990 as cited in Wamundila28)
whereas knowledge capture is organizational ability of
ensuring that knowledge available in the organization is
stored for future reference in either databases or manuals.
Organisational practices that facilitate capture and
acquisition of knowledge include recruitment according
to Edwards and Rees (2006), Training4, brainstorming
(Liou 1990 as cited in Wamundila28), expert system and
mentoring. Several Scholars have written on strategies
that enable knowledge sharing practices7 (Ismail and
Chua 2005, Hamid (2008), Hawamdeh 2005). Job rotation
and communities of practices that connect professionals
encourage knowledge sharing and transfer on a large
scale according to Wamundila28; creation of knowledge
repository8 internet and web technologies, organisation
culture1 are just a few of several sharing channels.
8. Knowledge Management
Policies and Strategies
Ruschcliffe Borough council (2005) and New Jersey State
University (1995) suggest that organisations need a set of
guiding principles intended to influence decisions and
actions that reflect on agreed practice (policy) and a well-
designed approach for implementing it (strategy) s (cited
in Wamundila28). Knowledge management policies and
strategies have been adopted by University of Edinburgh
and Kings College London (Kings College London 2005)
to enhance fulfilment of university mission, support
teaching, administration and sharing of knowledge, e.g.,
Zahidul et al29 adds that top management commitment
to knowledge management practices is a critical success
factor.
9. Challenges facing HEIs in
Managing Knowledge
Peyman et al20 conducted a research to determine the
factors that lead to failure of knowledge management
systems. Peyman focused on the following factors;
focusing KM efforts only within organizational
boundaries, failure to understand and connect KM into
individuals daily work activities, creation of repositories
without addressing the need to manage content,
resistance towards change, organizational culture, lack of
familiarity of top management with dimensions of KM
and its requirements and failure to align KM efforts with
organizations strategic objectives. Ambrosio (2000) as
cited in Peyman et al20 says that the most common
error in implementing knowledge management system
is failing to coordinate efforts between information
technology and human resources.
10. Review of Previous Studies
It is acknowledged that knowledge management
processes4, intellectual capital, culture and strategy
are key factors in knowledge management while to
Darroch6 knowledge creation and acquisition, knowledge
dissemination and responsiveness to knowledge are
the main components of knowledge management
practice. Thomas et al26 suggests four critical stages
of knowledge management of a firm’s knowledge as
being knowledge creation and acquisition, knowledge
transfer, interpretation of the knowledge to serve
organizational goals and application of knowledge to
achieve organizational goals. This study will focus on
knowledge capture and acquisition, knowledge sharing
and knowledge management policies and strategies.
At the University of Zambia, knowledge acquisition
occurred through recruitment, training and development
and shared through departmental meetings, informal
and formal workshops, knowledge exchange seminars,
summary reports, brainstorming, mentoring, notice
boards, emails and face to face interactions28.
Several studies have established a positive correlation
between knowledge management and organisation
performance. Zahidul et al29 found that knowledge
management practices mediated the relationship between
organisational context and effectiveness among selected
Malaysian Multinational companies while 222 Spanish
SRELS Journal of Information Management | Vol 53(5) | October 2016 351
 Knowledge Management Practices and Organizational ........
firms in biotechnology and telecommunication industries
that implemented KM performed better in terms of
profitability, growth, efficiency, stakeholder satisfaction,
and competitive position in a study conducted by Marques
and Simon (2006). Lyles and Salk14, Asli et al2, Ngah and
Razak17, Waheed et al27, all found similar effects with the
previous researcher cited here.
Lee13 conducted a study on the impact of knowledge
management practices in improving students learning
outcome in Singapore polytechnic and Wamundila28
focused on the identification of knowledge management
practices at University of Zambia with the main purpose
of developing a knowledge retention framework. The
research only studied knowledge retention, transfer and
acquisition practices leaving out several other knowledge
management practices.
However, studies have also shown contradictory
results pointing out that KM fail to result in improved
task outcomes in organizations23. Mills and Smith15
studied the impact of knowledge management resources
on organizational performance and found that knowledge
resources for instance structure and acquisition were
directly related to organizational performance while other
knowledge resources such as culture and technology
were not related to organizational performance. These
Figure 1. Conceptual framework.
352 SRELS Journal of Information Management | Vol 53(5) | October 2016
inconsistent observations indicate that KM’s effects on
firm performance are not yet well understood and still
open for investigation24. None of these studies focused
on the effect of knowledge management practices
on organizational performance in higher education
institutions. The present case study investigated the effects
of knowledge management practices on organizational
performance at Kisii University. Data were collected
through interview schedules and questionnaire whereas
the other studies were surveys on the effects of knowledge
management practices on organizational performance.
11. Conceptual Framework
The conceptual framework is depicted in Figure 1. This
framework was used in this study for analyzing the effects
of knowledge management practices on organizational
performance. The conceptual framework is a
diagrammatic representation of how the constructs of the
independent variable (namely, Knowledge Management)
affect the construct of the dependent variable (namely,
organizational performance from local ranking).
Independent Variables Intervening variables Dependent
variable
 Raymond Wafula Ongus, Nemwel Nyakenyanya Aming’a, Constantine Matoke Nyamboga and Gilbert Okello

(Knowledge management Practices) N is the total population under study

12. R
 esearch Design and
Methodology
This study involved selected campuses of Kisii University;
Main campus, Kisii Town Campus, and Down Town
Campus. The total population at Kisii University was
six hundred and eighty (680) members of staff11. As
a mechanism of addressing the validity of a research
undertaking, this study had two sample frames. The
first sample frame constituted interview participants
and the second sample frame constituted questionnaire
respondents. Sampling for interview participants was done
through purposive sampling. In the interview, participants
were drawn from among heads of divisions, faculties and
departments. Participants for the questionnaire were
selected through stratified random sampling because the
population at KSU was not homogenous. The universe
that is Kisii University staff was divided into various strata
in relation to the different departments at the University.
Since each stratum was more homogenous than the total
population, we were able to get more precise estimates for
each stratum and by estimating more accurately each of
the component parts gave a better estimate of the whole12.
The sample of 250 respondents for completing the
questionnaire was determined using Yamane’s simplified
formula9 which is as follows:
n= N/ (1+N (e) 2)
e2 = 0.052
Where
n is the desired sample size
e2 is the confidence level
Five respondents were used to pre-test the
questionnaire while the interview schedule was pretested
by interviewing the Dean, Faculty of Health Sciences and
one member of the teaching staff. Cronbach’s coefficient
alpha 0.7 according to Fraenkel & Wallen (2000) is reliable
implying items in the questionnaire were reliable sine 0.73
was produced in the reliability test.
13. Data Analysis and
Presentation
The following assumptions were applied whenever
estimating the effect of the independent variables on
the dependent variable. (i) Organizational performance
is measured by the average likert measurements for the
variables considered under each section and Coded in a
scale of 1 to 5, (ii) Dummy variables have been used in
analyzing the relationship of the variable on organizational
performance, and (iii) The model has been developed
using the ordinary least square method.
14. K
 nowledge Capture and
Acquisition Practices
The identified knowledge capturing practices with
percentage response were training (89.5%), mentoring
(39.5%), knowledge repository (14%), expert systems
(12.8%), recruitment (80.2%) and brainstorming
(46.5%). In concurrency with findings by Wamundila28
at the University of Zambia, training, recruitment and
brainstorming are the major practices for knowledge
capture and acquisition at Kisii University. Other sources

Table 1. Statements on knowledge capture and acquisition practices

No Statement SA (5) A(4) NO (3) D (2) SD(1)
(Strongly (agree) (No (dis- (strongly
Agree) opinion) agree) Dis-agree)
1. Minutes are taken to capture 138 30 2 0 2
ideas during meetings
2. I consult my colleagues when 114 40 2 4 112
undertaking my duties
3. Work manuals and pro- 38 36 20 24 54
cedures are prepared for
workers
4. Regular trainings related to 48 46 28 28 22
work activities are organized
5. Databases of good practices 36 26 20 26 64
are regularly updated
Source: Primary data

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 Knowledge Management Practices and Organizational ........

identified included, phones, groupware technologies such 15. C

 hallenges in Knowledge
as internet and subject matter among others.
The opinion of respondents were measured based on Capture and Acquisition
their response to five statements on a 5 likert scale ranging The challenges faced by the university in capturing
from Strongly Agree (SA) to Strongly Disagree (SD) and and acquiring knowledge included inadequate trained
summarised in Table 1. manpower, knowledge dissemination strategies,
Respondents agreed that at Kisii University knowledge inadequate resources, lack of cooperation among staff
was captured and acquired through, minutes (67.44%), members, inadequate funds and negative attitude towards
consulting colleagues when undertaking their job duties acquiring knowledge.
(49.89 %), manuals (22.42%), trainings (21.88%), and
regularly updated databases of good practices (24.15) were
knowledge. However, minutes taking were an outstanding 16. Knowledge Sharing Practices
practice while databases of good practice ranked least.
The effect of knowledge capture and acquisition on The predominance of existing knowledge sharing
organizational performance was estimate by multiple practices at Kisii University as ranked by the respondents
regressions based on the model below: were Personal interaction (89.53%), noticeboards
Yi = α + β1D1+ β2D2+ β3D3 + β4D4 + β5D5 + ui (89.53%), meetings (73.26%), seminars and workshops
Where (66.28%), emails (45.93%), brainstorming (27.33%),
Yi denotes the average organizational performance job rotation (31.4%), and lastly best practice databases
measured on the likert scale, Variables Mentoring, (14.53%). On a scale of 1(strongly disagree)-5 (Strongly
Knowledge repository, Expert system, Recruitment, agree) respondents evaluated their opinions on the
Brainstorming are denoted by D1, D2, D3, D4 and D5 state of knowledge sharing activities at the university.
respectively, Ui denotes the error term, α denotes the 64.04% agreed to sharing their experiences with other
intercept coefficient, βi denotes the differential intercept colleagues regularly, 48.42% to staff meetings being
coefficients; and Training treated as the benchmark held regularly, and least agreement (22.46%) was that
category for the analysis. A correlational matrix y = 1, D1 new employees were given orientation as shown in
= 0.78, D2 = 0.80, D3=0.79, D4=0.69 and D5=0.85was Table 3.
found and implied a strong, positive correlation between Table 3. Statement on knowledge practice at the
the variables since all values are above 0.50. Therefore
university
mentoring, knowledge repository, expert systems,
No. Statement SA A NO D SD
recruitment and brainstorming have a strong and positive
effect on organizational performance at Kisii University, 1 I regularly share my experi- 13.2 39 0 1 0
signified by R = 0.86. In addition, since R2=0.74, there ences with my colleagues
is 74% explanation for organisational performance based 2 Staff meetings are normally 105 57 27 7 1
on mentoring, knowledge repository, expert systems, held
recruitment, and brainstorming while the unexplained 3 New employees are normally 37 32 26 21 56
26% is due to circumstances beyond our control. The taken through an
results summarized in Table 2, show a strong positive orientation program
relationship between knowledge capture and acquisition 4 Seminars and 66 54 21 17 14
practices and organizational performance(R=0.86), workshops are normally held
for employees
thereby concurring with Lyles and Salk14 and Mills and
5 Members of staff are usually 45 51 27 13 36
Smith15 findings.
rotated in
Table 2. Model output: various functions
knowledge capture and acquisition Source researcher

Model Output 17. E

 ffects of knowledge Sharing
R 0.86
R Square 0.74
Practices
Adjusted R Square 0.72 The effect of knowledge sharing on organisational
Standard Error 2.10
Source: Primary data

354 SRELS Journal of Information Management | Vol 53(5) | October 2016

 Raymond Wafula Ongus, Nemwel Nyakenyanya Aming’a, Constantine Matoke Nyamboga and Gilbert Okello
performance was analysed using multiple regression
based on the estimation model below
Yi = α + β1D1+ β2D2+ β3D3 + β4D4 + β5D5 + β6D6 +
β7D7 + ui
Where,
Yi denotes the average organizational performance
measured on a likert scale of strongly agree (5) Agree (4),
Neutral (3) Disagree (2) and Strongly Disagree (1). The
variables, D1, D2, D3, D4 D5 D6 D7 Ui denote best practice
database, emails, meetings, seminars and workshops, job
rotation, personal interaction, noticeboards, and error
terms respectively.
α denotes the intercept coefficient representing the
average value of the benchmark/base variable. It shows the
average influence of employee groups on organizational
performance. βi denotes the differential intercept
coefficients; they show how much the value that receives
a 1 or Yes differs from the intercept coefficient (α).Effect
of employee groups have been treated as the benchmark
category for this analysis (Table 4).
Table 4. Correlation
matrix: knowledge sharing
  Y identifying mentors.
Y 1
D1 0.64
D2 0.59
D3 0.71
D4 0.59
D5 0.51
D6 0.53
D7 0.69
Source: Primary data
There is an 86% (R2=0.86) explanation as in Table
4, of a strong positive correlation between knowledge
sharing and university performance as in a study by
Ngah and Razak17 given that all variables tested (i.e.
best practice database, emails, meetings, seminars and
workshops, and notice boards) produced positive values
above the correlation coefficient 0.5 though job rotation
and personal interaction had a moderate strong positive
effect on organizational performance shown in Table 3
also found similar results. It is possible that factor other
than knowledge sharing affects high performance (14%
and R=0.93) (Table 5).
Table 5. Model output:
knowledge sharing practices
Model Output
Multiple R 0.93
R Square 0.86
Adjusted R Square 0.85
Standard Error 1.53
Source: Primary data
18. C
 hallenges in Knowledge
Sharing
The challenges the university encounters in knowledge
sharing ranked by their percentage agreement were,
financial constraints (30.23%), uncooperative staff
members (42.44%), unwillingness to share knowledge
among the staffs (56.4%), inadequate training (13.37%),
loss of knowledge when a member of staff leaves the
organisation (10.47%), inadequate meetings (16.86%),
and senior staff ’s unwillingness to share knowledge
(15.7%). Other identified challenges included inability to
get knowledgeable people, over involvement of staff in
other issues, difficulty to get everybody to brainstorm,
unqualified workshop facilitators, and difficulties in
19. Mitigation Measures
The measures suggested by the respondents were, to hold
regular meetings (34.3%), facilitate knowledge sharing
(47.67%), promote trust among employees (12.21%), and
promote job rotation (12.79%), advice members of staff
on the importance of knowledge sharing (57.56%), and
source for more sponsoring partners (57.56%).
20. Knowledge Management
Policies and Strategies
There was an 88.37% against 11.63% agreement as shown
in Figure 2 that knowledge management policy existed
at Kisii University. The existence of formal policies,
regulations and procedures on Knowledge management
ranked by their percentage respondent agreement were;
job rotation (43.02%), employee training (68.02%),
mentoring (31.4%), workshop and seminars (66.3%),
community practices (9.9%), meetings (86.05%) and
others (2.9%). This indicates that awareness on formal
SRELS Journal of Information Management | Vol 53(5) | October 2016 355
 Knowledge Management Practices and Organizational ........

policies on meetings, employee training, and workshops
were high while job rotation, mentoring and communities
of practice received a low positive response of less than
50%. These policies were not located in a central place for
employees to access as indicated by Figure 3.
Does your department have a KM policy
100
the intercept coefficient this represents the average value
of the benchmark/base variable job rotation. It shows
the average influence of job rotation on organizational
performance. βi denotes the differential intercept
coefficients; they show how much the value that receives a
1 or Yes differs from the intercept coefficient (α). Effect of
job rotation has been treated as the benchmark category
for this analysis.

88.37%
Table 6. Correlation matrix
80 knowledge management
policies and strategies
Percentage

60
  Y
40
Y 1
D1 0.79
20
D2 0.83
11.63%

0
D3 0.72
Yes No D4 0.82
KM Policy or Strategy
D5 0.76
Figure 2. Availability of a KM Policy or Strategy. Source: Research Data
Source: Primary data Though other factors might influence by 19%
(R=0.90), there is a strong positive correlation between
All operational policies are located in a central place knowledge management policy and Kisii University
performance since the correlation coefficient of the tested
60 variables (employee training, mentoring, workshops,
50
54.07% employee groups and meetings) is positive and above 0.50
45.93% explainable at 81% (R2=0.81) as indicated in the model
40 output Table 7.
Percentage

30 Table 7. Model output: knowledge

management policies and strategies
20
Model Output
10 Multiple R 0.90
R Square 0.81
0
Yes No Adjusted R Square 0.80
All operational policies are located in a central place Standard Error 1.80
Source: Research Data
Figure 3. Location of a KM Policy or Strategy.
Source: Primary data 21. C
 hallenges in Developing
The results were analysed using multiple correlation Knowledge Management
analysis with the model below and previous assumptions.
Yi = α + β1D1+ β2D2+ β3D3 + β4D4 + β5D5 + ui......... (3)
Policies and Strategies
Where; The outlined challenges by the percentage agreement were
Yi denotes the average organizational performance identified by the respondents. Policies are complicated,
measured on a likert scale of strongly agree (5) Agree (4), take too long to develop and difficult to understand
Neutral (3) Disagree (2) and Strongly Disagree (1). (33.13%), lack of involvement of stakeholders (20.35%),
Let the variables D1, D2, D3, D4, D5, and Ui denote lack of training or awareness of policies available (12.79%)
employee training, mentoring, workshop, employee and some policies favour certain level of employees
groups, meetings and error terms respectively. α denotes (15.7%). The mitigation strategies proposed and ranked

356 SRELS Journal of Information Management | Vol 53(5) | October 2016

 Raymond Wafula Ongus, Nemwel Nyakenyanya Aming’a, Constantine Matoke Nyamboga and Gilbert Okello
by percentage were that the university should Organize
workshops on available policies to increase awareness
(23.7%), improve terms of service for employees (9.3%),
develop policies that favour employees at all levels
(29.07%), shorten policy development time (27%), source
for financial partners to support KM programs (8.72%),
develop policies that are more understandable (30.23%),
and train employees on policies at work place (18.6%).
22. Summary
Faced with increasing competition and dynamic
environments, organizations are beginning to realize that
there is a largely untapped asset within the organization-
knowledge Gupta, et.al10. The benefits that organisations
get from good knowledge management have been
elaborated in several studies such as Wamundila28,
Kidwel et al (2001), among others. The effect of
knowledge management practices (knowledge capture
and acquisition, knowledge sharing and knowledge
management policies and strategies) on organizational
performance was studied with three objectives:
• To establish the effect of knowledge capture and
acquisition practices on organizational performance.
The findings show that training, meetings, seminars
and workshops, and recruitment practices at Kisii
University had a strong positive effect quantitatively
analysed at R=0.86 and 0.76. There were several
challenges that the university encountered such as
inadequate facilities, financial constraints among
others however these would be minimized by
procurement of required facilities, sensitisation of
members of staff, increasing budget for workshops
and seminars among others.
• To determine the effect of knowledge sharing practices
on organizational performance. Knowledge was
shared through various channels including, meetings,
workshops, seminars and the use of notice boards
and mobile phones. Although the university faced
challenges such as financial constraints, hoarding
of knowledge, inadequate training and lack of
cooperation among members of staff, there was a
strong positive effect found between knowledge
sharing and organisation performance as in study
by Ngah and Razak17 calculated qualitatively
with R=0.93 and R2=0.86. There is a need to hold
regular meetings, encourage members of staff to
share knowledge, facilitate knowledge sharing, seek
partners to support knowledge sharing programmes
and support by management.
• To determine the effect of knowledge management
policies and strategies on organizational performance
at Kisii University. Though explicit knowledge
Policies were non-existent, related policies and
strategies at KSU included recruitment policy,
training policy, ICT policy, and a mentoring policy.
Analysis (R= 0.90 and R2= 0.81) prooved that a strong
and positive relationship exists between knowledge
policy and strategy and organisational performance.
Complicated policies, lack of stakeholders’
involvement and awareness were the major challenges
that would be overcome by organizing meetings
and workshops, improving terms and service
for employees, shortening policies and strategy
development time and training employees on policies
available at work place.
23. Recommendations
Brainstorming, subject matter experts, expert systems/
knowledge bases and after action reviews should be
formalized knowledge capture practices articulated in a
policy.
These important knowledge sharing practices should
be implemented: succession planning, communities of
practice, storytelling, mentorship, phased retirement,
coaching and orientation.
Kisii University should develop a knowledge
management policy and locate policies in central locations
for easy access.
The Government of Kenya should increase funds to
Kisii University in order to enable it to effectively support
knowledge management initiatives with the aim of
improving organizational performance.
24. Areas for Further Research
From the research findings, the following areas need to
be studied further. A comparative study on the effects
of knowledge management practices on organizational
performance should be conducted in different universities.
As study on the challenges in knowledge management
in higher education institutions in Kenya should be
conducted, particularly in the wake of a highly dynamic
and fast changing technological dispensation.
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