Abstract
This paper proposed the knowledge-creation process model within a group problem-solving process, and the discussion was driven by a research interest to improve the platform currently used in higher education, which fails to fully capture and represent knowledge creation within group problem-solving efforts in academic institutions. This research was carried out in four stages: knowledge acquisition, data collection, analyses of data, and presentation of the findings. The axiomatic theory and conflict resolution theory were used to explain group problem solving. The research findings show that the knowledge-creation process within the group problem-solving process encompass four distinctive steps: defining of the problem, identification of solutions, development of the action plan, and implementation and evaluation. A new group problem-solving process developed in this study provided more appropriate steps to initiate the knowledge-creation process and highlighted benefits from the problem-solving processes based on the knowledge gained through the quantitative analysis. This research contributes to the development of a new knowledge-creation process using qualitative data.