Influence of knowledge management practices on teaching methods and assessment in selected higher learning institutions of Tanzania

Abstract

This study examines the influence of knowledge management (KM) practices on teaching effectiveness among academic staff in Tanzanian higher learning institutions (HLIs). The study, guided by Organizational Knowledge Creation Theory (OKCT) and the Knowledge Sharing Model, grounded in the understanding that KM enhances instruction quality and institutional performance, explores the extent to which KM practices, namely knowledge creation, storage, sharing, and application, are embedded in academic routines. Using a mixed-methods approach, data were collected from two public universities, the Sokoine University of Agriculture (SUA) and Mbeya University of Science and Technology (MUST), involving 190 academic staff. The population of academic staff was divided into strata based on academic rank, department, and years of experience. The sample size for each stratum was proportional to its population size to ensure representativeness. Random selection of participants within each stratum was conducted using a random number generator, guaranteeing that all subgroups are represented in the sample. Data was collected through structured questionnaires and semi-structured interviews. Descriptive statistics revealed moderate engagement across all KM domains, with the highest mean score recorded in knowledge creation, followed by sharing and application, while storage practices ranked lowest. Inferential analysis using regression modeling indicated that organizational, technological, and individual factors significantly predicted KM engagement levels, thereby influencing teaching preparation, delivery, and assessment strategies. Duncan’s post hoc tests further underscored differences in KM practices across the academic ranks and faculties, suggesting a need for contextualized support interventions. Qualitative data complemented these findings by revealing structural constraints, including weak leadership, low commitment, limited digital infrastructure, and a lack of recognition for KM activities. Participants emphasized the disconnect between institutional KM policies and actual teaching practice, highlighting insufficient training, knowledge silos, and low integration of student feedback mechanisms. These barriers compromise pedagogical innovation and reduce the responsiveness of instruction to contemporary academic and societal demands. Despite the increasing acknowledgement of KM practices, the study concludes that their inconsistent implementation hinders efforts to enhance teaching quality and learning outcomes. Therefore, the study recommends institutionalization of KM policies, targeted capacity building for academic staff, enhancing digital infrastructure, and promoting the knowledge-sharing culture among academic staff, hence aligning KM activities' performance metrics.