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The purpose of this study was to evaluate the influence of knowledge management (KM) drivers on perceived KM results in a public higher education institution. A structured theoretical model based on leadership, people, processes, knowledge processes, technology, learning and KM results was developed and tested.

A survey was conducted with the employees of a public higher education institution where an administrative reform was initiated. A valid sample of 257 respondents was obtained. The data were obtained from the application of a structured questionnaire based on the KM drivers and their results. A five-point Likert-type scale was used to measure respondents' answers. The main data analysis technique was structural equation modeling.

The results indicate knowledge processes, leadership and people factors have a positive and significant impact on KM results. On the other hand, organizational processes, technology and learning factors were not significant. However, the service length of servants in the institution influences the perception of knowledge drivers.

Public institutions should be attentive to people with more time of service because they may have difficulties with technological advances, reorganization of processes and adaptation to new ways of sharing knowledge.

This study advances on the analysis of KM results in the public sector and tests the moderation effect of time of service.