Barriers to the Effective Transfer and Retention of Tacit Knowledge Within Postgraduate Supervision in South African Higher Education Institutions

Abstract

The research paper explored the barriers hindering the effective transfer and retention of tacit knowledge in postgraduate supervision within South African higher education institutions (HEIs). Extant literature reveals significant challenges, notably the risk of tacit knowledge loss due to a shortage of postgraduate supervisors, high turnover rates, and an ageing demographic amongst these supervisors. The research employed a mixed-method explanatory sequential design, gathering survey data via questionnaires and qualitative insights through interviews with PhD holders serving as postgraduate supervisors at four selected South African HEIs. The survey’s reliability was confirmed with a Cronbach alpha of 0.8, and thematic analysis was performed using NVivo software, version 14. Barriers to tacit knowledge transfer in postgraduate education include cultural differences, silos, poor communication, red tape, insufficient resources, a lack of peer trust, job insecurity, inadequate leadership, rewards and recognition, organisational politics, limited informal interactions, and work overload. Addressing these issues is essential for enhancing the knowledge transfer and retention of tacit supervisory knowledge, thereby reducing knowledge stickiness in HEIs. Institutional barriers impacting the management of such risks and knowledge stickiness in the context of postgraduate supervision remain unexplored in the extant body of knowledge and practice.