In the dynamic landscape of tertiary education, fostering innovation, adaptability, and enhanced institutional performance hinges on the effective management of knowledge. Responding to this challenge, this study introduces a novel model, the DNA model of a tertiary education institution, for systematically advancing knowledge management practices within such organisations. This model draws on established frameworks, most notably integrating the foundational components of the building block model and the Munich model. By synthesising elements from these existing frameworks, the DNA model thus positions lecturer-learner interaction as a key driver for educational processes and institutional performance. Using an action research-based approach, the study included qualitative interviews and focus group discussions at an Austrian tertiary educational institution to assess the applicability and effectiveness of the model. The results show that this DNA model not only facilitates effective knowledge sharing and retention but also supports transformation towards a learning organisation. This is accomplished by systematically identifying knowledge gaps, enhancing the acquisition of knowledge through tailored instructional strategies, and creating an atmosphere that encourages the sharing and retention of knowledge. The study highlights the need for a supportive organisational culture and advanced technological infrastructure to ensure the long-term sustainability of knowledge management efforts, thus contributing to the overall goal of improving educational quality and organisational resilience. In addition, the study formulates practical recommendations for the application of the model to enhance knowledge transparency, innovation capacity, and adaptability. Thus, this research contributes to the discussion on knowledge management in education by providing a practical, evidence-based model that can be customised for use in various learning environments.
Prodinger et al. (Sun,) studied this question.