A conceptual framework of tacit knowledge transfer for problem based learning teaching method in system analysis and design course

Abstract

Problem Based Learning (PBL) is a teaching method that is able to transfer tacit knowledge from lecturers to students based on Socialization, Externalization, Combination and Internalization (SECI) model. However, the SECI model does not include the students' performance factor, which is an indicator to measure the effectiveness of teaching and learning processes. Hence, this paper proposes a conceptual framework to evaluate the effectiveness of using PBL as a teaching method to transfer the tacit knowledge by enhancing the SECI model. The methodology begins with constructing a questionnaire to investigate the Socialization, Externalization, Combination, Internalization and Performance processes in transferring tacit knowledge from lecturer to students. The respondents are students from System Analysis and Design (SAD) classes in Universiti Utara Malaysia (UUM). The data will be analyzed using Structural Equation Modeling (SEM) to identify the significant direct relationship effect among the factors. The proposed framework will be helpful for the higher educational institutions to understand the proper processes in transferring the tacit knowledge from lecturer to students via PBL teaching method in order to improve positively the students' performance.