Conceptualizing a teacher–student knowledge exchange perspective: exploring the tripartite relationships between SECI theory, LMX theory and HEIs' students' preparedness for the workplace

Abstract

PurposeThis research investigated the influence of the dimensions of the SECI theory, LMX theory and a newly developed teacher–student knowledge exchanges (TSKE) on preparedness of students for the workplace.Design/methodology/approachBased on a sample size of 214 business education students drawn from six programmes, structural equation modelling using AMOS was adopted to show relationships between dimensions of SECI, LMX and TSKE.FindingsThe statistical analysis revealed that dimensions of the SECI theory, especially socialization and externalization; dimensions of the LMX theory, especially professional respect; and dimensions of the newly developed TSKE perspective, especially the SECI-dominated knowledge exchange were significant influencers of students' workplace preparedness.Originality/valueExisting literature that focussed on the knowledge management theme in education industry scarcely examined the processes that are critical to knowledge creation and exchange in HEIs. Therefore, the present study adopts a synthesis of SECI and LMX theories to explain how knowledge creation can occur in HEIs and prepare students for the workplace.

Bringing quality management to perspective in higher education institutions’ research output: A focus on selected private universities in Nigeria

“…For example, the results from this study suggest that the top management's commitment to quality management practices in HEIs' research processes is reflected in the commitment of resources and various strategic decisions to quality improvement and to empower researchers to carry out different research activities that can directly impact the HEIs and society at large. The finding from this current study is consistent with the result from previous studies (for example [ 52 , 53 ]) that affirmed top management's support for quality research involves activities such as research funding, establishing quality standards, and governance for value-adding research and mentoring in the research process. The results from customer focus (focus on adding value to society) on the other hand, suggests that the research focus of HEIs should be tailored to solving practical issues and advancing environmental, social, and economic values of the larger society being the major beneficiaries of HEIs' research output.…”

Digital transformation: a conceptual framing for attaining Sustainable Development Goals 4 and 9 in Nigeria

“…From a theoretical viewpoint, the disruptive impacts of digital transformation on SDGs 4 and 9 have been established. However, existing literature is limited by investigations that explain the characteristics and predictive linkages about digital transformations and developing nations' industrial and educational advancements (Ibidunni, Ibidunni, Akinbola, Olokundun, & Ogunnaike, 2020; Iivari, Sharma, & Ventä-Olkkonen, 2020; Jackson, 2019; Nguyen, 2018; Tronvoll, Sklyar, Sörhammar, & Kowalkowski, 2020). Yet, given the enormous potentials of emerging economies, especially for high density of youth and children population that constitute a growing skilled workforce, this economic region should form a strategic cluster for investigating the impacts of digital transformations on the appropriation of educational development and industrial advancement, embedded in Nigeria (Oludayo & Ibidunni, 2019).…”

Investigating the Influence of Tacit Knowledge Transformation Approach on Students’ Learning Ability

“…After the experiment, the results confirmed that the tacit knowledge transformation approach with four stages (socialization, internalization, externalization, and combination) were successful, indicating that the tacit knowledge transformation approach promoted students’ cognitive development at all stages. Existing research has identified socialization (transformation of tacit knowledge to other forms of tacit knowledge) and externalization (transformation of tacit knowledge to explicit knowledge) as important factors influencing students’ learning outcomes and learning experience ( Ibidunni et al, 2020 ). Without significant differences between students’ levels, there were significant differences in both retention and transfer scores of students after the experiment.…”