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A wide variety of organizational practices have been proposed to support the creation, storage and transfer of knowledge, yet it is often unclear how these practices relate to one another in their contribution to organizational performance. This study develops a categorization system for knowledge management practices in higher education based on two dimensions: the practices' role in the problem-solving process, and the type of problem they address. Analysis of survey data supports the proposed framework and uncovers two higher order factors that correspond to the concepts of exploration and exploitation. By focusing attention on the importance of problem-solving in transforming knowledge into business value, this research suggests new ways to conceptualize knowledge management practices.