Through a socio-technical systems lens, this study investigated how an academic unit of a national university in the Philippines manages its knowledge. Guided by Trist’s (1981) Socio-technical Systems Theory and Toracco’s KM Model (2000), and employing a case study design, the research examined the social, technical, and environmental subsystems of KM in an academic unit of a national university in the Philippines. Data were collected through a survey with staff (n=84), in-depth interviews, and a focus group discussion, and were analyzed using descriptive statistics and thematic analysis. In the social subsystem, KM is defined as embedded in the quadfunction, combining data, information, and KM systems, a systematic process, and contributing to organizational effectiveness. Perceived benefits include improved performance, empowerment, recognition, efficiency, competitiveness, and cohesiveness. Organizational culture assessment revealed current and preferred orientations toward clan and hierarchy culture types, although with a marginal difference from adhocracy and market cultures, suggesting an almost balanced organizational culture. The technical subsystem was contextualized through Alavi and Leidner’s (2001) KM processes (generation, storage/retrieval, sharing, and application) while four additional processes emerged: linkaging/networking, systems evaluation, safeguarding/stewardship, and co-creation. Smartphones were the main tool for generation (82.14%), record books for storage (73.1%), and email for sharing and application (78.57% and 69.05%). The environmental subsystem was shaped by university policies, global and national agendas, and the academic unit as a subsystem. SWOT analysis revealed strengths in competitiveness and resource accessibility, weaknesses in integration and security, opportunities in collaboration and funding, and threats such as brain drain, shifting policies, and global agricultural challenges. Overall, findings suggest that organizational culture affects the implementation of KM processes, including the emerging KM processes. The academic unit can strategically cultivate clan culture to foster collaboration with the hierarchy culture type, to put structures in place enabling KM. Stronger integration across subsystems, especially through an institutionalized DIK system and enhanced organizational adaptability, could further enhance organizational competitiveness and contribute to institutional and larger development goals.