Knowledge management strategies and organizational performance in middle-level medical training colleges in Nairobi county, Kenya

Abstract

This study critically examines the effect of Knowledge Management (KM) strategies on the organisational performance of middle-level Medical Training Colleges (MTCs) located in Nairobi County, Kenya. In the rapidly changing healthcare landscape, this research highlights the vital role of KM in enhancing institutional effectiveness, improving service delivery, and encouraging pedagogical innovation. While much of the academic discussion tends to focus on universities, this study specifically addresses the often-overlooked MTCs, which are key in training frontline health professionals essential for achieving Universal Health Coverage. The investigation concentrates on the influence of four interconnected KM pillars: knowledge creation, storage, sharing, and utilisation. To establish a strong theoretical foundation, this research integrates several theories, including the Organisation Knowledge Creation Theory, the Resource-Based View (RBV), Social Exchange Theory, and Dynamic Capabilities Theory. Using a mixed-methods research approach, the study involves a diverse group of 253 respondents, including heads of departments, lecturers, and administrative staff from ten purposely selected MTCs. Data collection was carried out using structured, pilot-tested questionnaires, which were then analysed using both descriptive and inferential statistics in SPSS. The findings show that knowledge creation, storage, and utilisation are significant positive indicators of organisational performance. Conversely, a notable suppression effect was observed in knowledge sharing; despite its theoretical importance, its empirical impact appeared to be obscured by its strong correlation with other key KM processes. Additionally, systemic barriers such as faculty shortages and poor documentation practices hinder effective knowledge transfer within the institutions. In light of these findings, the study recommends the formal integration of KM into institutional strategic policies and suggests including knowledge-sharing metrics in staff performance assessments. By managing faculty workloads strategically to improve documentation practices, MTCs can advance toward a more sustainable, knowledge-driven operational model. Ultimately, this research fills an important gap in the existing literature and provides valuable insights for educational policymakers in Kenya and comparable developing economies, thereby contributing to the discussion on improving educational outcomes and health service delivery.