Challenges and Prospects of Academic Practitioner Knowledge-Sharing: Insights from Uganda Management Institute

Abstract

Academic-practitioner knowledge sharing has become an increasingly critical driver of innovation and institutional effectiveness, especially in higher education environments where applied knowledge is essential to national development. Despite its importance, many institutions continue to struggle with weak linkages between academic knowledge production and practical field experience. This study investigated the challenges and prospects of academic-practitioner knowledge sharing at the Uganda Management Institute (UMI). Guided by a qualitative research design, the study conducted in-depth interviews with 12 academic staff and 14 practitioners and analysed the resulting data thematically. Findings revealed several constraints to effective academic-practitioner knowledge sharing at UMI, including resource constraints, structural and policy bottlenecks, and communication gaps. Nonetheless, the study also identified notable opportunities to strengthen collaboration through institutional capacity building, structural and policy reforms, and communication and relationship enhancement. Overall, the findings suggest that while significant obstacles undermine meaningful knowledge sharing at UMI, substantial potential exists to enhance collaboration. The study advances existing research on academic-practitioner collaboration and provides context-specific strategies to strengthen engagement.