Categorisation of Tacit and Explicit Knowledge and its Implications for Organisational Growth in Higher Education Institutions

In this paper, we report on the categorisation of tacit and explicit knowledge and its implications for organisational growth in higher education institutions (HEIs), which are known as universities. We note that the two types of knowledge-tacit, which resides in a person's mind is acquired through personal experience over time, and explicit, found in manuals and documents- have become increasingly vital for organisational growth, particularly in universities, from the perspectives of operational effectiveness and the sustainability of lecturers' roles. Unfortunately, not all lecturers, students, and staff members in universities are familiar with categorising these two types of knowledge and the implications this knowledge portrays for organisational growth. Two research objectives guided this study: first, to examine how the two types of knowledge can be categorised for better application in universities, and second, to determine which of the two categorised types plays a key role in universities. A quantitative research method of PRISMA and interpretive content analysis was used in this study, wherein the authors examined and synthesised literature on tacit and explicit knowledge sourced from Scopus and Google Scholar databases. The findings revealed that the two types of knowledge were categorised based on their distinct functionalities in universities. The study indicates that lecturers now mix tacit and explicit knowledge for creating lecture notes and modules from diverse reading materials, assessing student submissions, delivering lectures in class, and conceptualising and drafting research papers. Tacit knowledge is more advantageous since much of what occurs in universities relates to lecturers' intuitive knowledge application in teaching, learning, and research, as well as in supporting students. Nevertheless, integrating both enables lecturers to develop, reflect, and gain a comprehensive understanding of their teaching and research practices. To foster engaging dialogue and continued participation in universities, the study suggests enhancing awareness of the various types of knowledge among lecturers and scholars, considering their diverse backgrounds.