Content area
Higher education institutions face a risk of knowledge loss when they fail to implement strategies for transferring knowledge from experienced to less experienced employees. Canadian higher education managers are particularly concerned about the adverse impact of losing explicit and valuable tacit knowledge. Grounded in the socialization, externalization, combination, and internalization model, this qualitative pragmatic inquiry study identified and explored successful strategies employed by eight Canadian higher education managers to capture and transfer knowledge from experienced employees, thereby sustaining performance. Data were collected through semistructured interviews and a review of public documents, including strategic plans, annual reports, and accountability statements. Through thematic analysis, three themes were identified that could assist higher education institutions with knowledge transfer, including implementation of (a) a knowledge-sharing culture, (b) mentoring and coaching, and (c) technology adoption. A key recommendation is for higher education managers to integrate formal, structured knowledge management processes with people-centric social learning methods, such as mentorship, to effectively capture explicit and tacit knowledge. The implication for positive social change may include the professional development of individuals and the reduction of knowledge gaps while ensuring business continuity within the community.