The proposed project explores how higher education faculty understand, capture and transfer tacit knowledge in change management from a critical realist epistemology. Tacit knowledge is commonly understood to be personal or collective knowledge that is rarely articulated and difficult to codify. Tacit knowledge is contrasted with explicit knowledge, which is easily captured, stored and transferred.

Engaging with knowledge conversion theory, knowledge management and change management theory, the project will add to the body of knowledge about tacit knowledge. Furthermore, it will fill a gap within the higher education setting regarding the role of tacit knowledge in change management. Data will be collected in semi-structured interviews and focus groups and analysed using thematic analysis. The results will have implications for improving the quality of teaching and learning in higher education institutions and informing change management interventions.