Exploring knowledge transfer and retention strategies for postgraduate supervisors in higher education institutions: a global perspective

Purpose This study aims to systematically review extant global literature on knowledge transfer and retention in the context of postgraduate supervision in the higher education institutions (HEIs) sector. Design/methodology/approach To rationally explore knowledge transfer and retention in higher education, the Preferred Reporting Items for Systematic Reviews and Meta-Analysis technique was used as a methodology. Findings The research findings of the study point to limited verified research in the global literature linking knowledge transfer, retention and postgraduate supervision in HEIs. Knowledge management is underdeveloped within the context of postgraduate supervision scholarship, albeit with potential serious knowledge loss risks within the HEIs sector. Moreover, knowledge transfer, retention and postgraduate supervision in HEIs are blurred. Therefore, future interdisciplinary studies are recommended to advance the scholarship of knowledge transfer and retention and postgraduate supervision in HEIs. Research limitations/implications Future research directions should focus on the critical role and capabilities of the supervisor, the student and other atmospherics. Practical implications This study proposes that 21st-century higher education systems depend heavily on the design of organisational knowledge-driven structures, transfer, retention strategies and policies within the context of postgraduate supervision. Originality/value This study presents global insights relating to knowledge transfer and strategies in the context of postgraduate supervision scholarship. Moreover, there is limited knowledge transfer and retention research aligned to ageing postgraduate supervisors and voluntary turnover in HEIs globally. Future interdisciplinary studies are recommended to advance the scholarship of knowledge transfer and retention and postgraduate supervision in HEIs.