Full bibliography

Tacit knowledge is more precious as compared to explicit, as it is the intellectual property of the knower and resides in one’s mind. A major part of our knowledge is tacit, which is either lost or not recorded/ captured. In the late 1950s, the term “tacit knowledge” appeared in the literature and received the attention of the researchers. However, a majority of the studies pertaining to tacit knowledge (TK) have primarily focused on non-educational contexts, despite the fact that pragmatic knowledge holds paramount importance within academic settings. This study is designed to examine the tacit knowledge process from capturing to sharing in an academic setting. A cross-sectional questionnaire-based survey research method was adopted to conduct this research, and data was collected through a well-structured questionnaire. Postgraduate students at the University of the Punjab, Lahore, Pakistan, were the study population. The findings revealed that cognitive skills enable and motivate individuals to capture tacit knowledge, and the positive capturing behavior leads to better handling and more sharing of tacit knowledge, whereas technical skills enable them to better handle tacit knowledge, which ultimately leads to wise utilization of tacit knowledge, and social skills help them in capturing, keeping, and use of tacit knowledge. The study argues that tacit knowledge flow is depending on a certain set of skills and behavior. The findings of the study will be supportive of higher academic institutions as they are the powerhouse of knowledge creation. © This is a U.S. Government work and not under copyright protection in the US; foreign copyright protection may apply 2024.