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The Concept of "Ba": Building a Foundation for Knowledge Creation
Abstract
This article introduces the Japanese concept of "Ba" to organizational theory. Ba (equivalent to "place" in English) is a shared space for emerging relationships. It can be a physical, virtual, or mental space. Knowledge, in contrast to information, cannot be separated from the context—it is embedded in ba. To support the process of knowledge creation, a foundation in ba is required. This article develops and explains four specific platforms and their relationships to knowledge creation. Each of the knowledge conversion modes is promoted by a specific ba. A self-transcending process of knowledge creation can be supported by providing ba on different organizational levels. This article presents case studies of three companies that employ ba on the team, division, and corporate level to enhance knowledge creation.
... Network size (SC) exerts no significant influence on knowledge absorption capacity; therefore, Hypothesis H6a fails the test. This conclusion verifies the aforementioned theoretical derivation, and the knowledge flow of innovation network exerts a positive role in promoting technological innovation [73]. Models 3 and 4 indicate that the two dimensions of knowledge absorption capacity, namely the In-degree (ID) and the Out-degree (OD), respectively, exert a significantly positive impact on technology innovation performance (PF). ...
... The network relationship in the innovation network of the intelligent manufacturing industry is reflected as the process pertaining to the complementary learning of node enterprises; the network location is reflected as the process through which node enterprises utilize more opportunities to acquire new knowledge; and the network density is reflected as the intensity of knowledge flow in the innovation network. Specifically, node enterprises in the innovation network acquire, integrate, transform, and create new knowledge through complementary cooperation and learning, and deepen and utilize the new knowledge within the organization [73,74]. In this process, node enterprises continue to perform complex and nonlinear complementary cooperative activities, and the stronger the interaction, the higher the rate of malicious knowledge sharing and knowledge transmission between nodes. ...
... Under the innovation network environment, the open innovation activities of node organizations enable organizations to continuously acquire heterogeneous knowledge, which can enhance the value of the organizations' existing resources, enhance resource diversity, increase the amount of knowledge possessed by organizations, immensely promote the absorption and transformation of more diverse knowledge by organizations, and enhance the knowledge absorption capacity of organizations [74]. In addition, the innovation network enhances the knowledge conversion rate by enhancing the efficiency pertaining to the node organization of knowledge input and output [73]. ...
Based on the social network theory, this study utilizes knowledge absorption capacity as the mediating variable and technology turbulence as the moderating variable; furthermore, it focuses on China’s intelligent manufacturing industry data to explore the effect of the intelligent manufacturing enterprise innovation network on technology innovation performance and the regulating mechanism of technology turbulence. Based on the patent data obtained from Derwent Database (survey period: 2016–2020), the empirical analysis indicates the following: (1) Network relationship, network location, and network density are significantly and positively correlated with technology innovation performance; however, network size exerts no significant effect on technology innovation performance. (2) Network relationship strength, network location, and network density exert significantly positive effects on the two dimensions of knowledge absorption capacity, namely the In-degree and the Out-degree. Network size exerts no significant effect on knowledge absorption capacity. (3) Knowledge absorption capacity exerts a partial mediating effect on the relationship between innovation network and technology innovation performance. (4) The three dimensions of innovation network that exert a significant effect on technology innovation performance are positively correlated with the interaction terms of technology turbulence, which indicates that the interaction terms, namely innovation network and technology turbulence, exert a positive impact on technology innovation performance through knowledge absorption capacity, and that the moderating effect of technology turbulence exerts a role through knowledge absorption capacity. Finally, this study postulates implementations and policy proposals for enhancing the innovation performance of intelligent manufacturing enterprises.
... Nonaka and Takeuchi (1996) introduced the SECI model for KM as a four-step spiral process to convert tacit knowledge into explicit knowledge ). The SECI spiral model and its four phases are used to interact with tacit and explicit knowledge and convert tacit knowledge into explicit knowledge to create new tacit knowledge (Nonaka and Konno, 1998;Rao et al., 2023). ...
... The first phase of socialization in the SECI model involves creating new knowledge by interacting with individual-level tacit knowledge exchanges in the same environment by sharing experiences, imitating, brainstorming, and so on (Mendoza et al., 2022;Nonaka and Konno, 1998;Nonaka and Takeuchi, 1996;Rao et al., 2023). This is the most Jayasekera, T., Albattat, A., Azam, F. (2023). ...
... This is the most Jayasekera, T., Albattat, A., Azam, F. (2023). important phase and captures knowledge of physical proximity (Nonaka and Konno, 1998). This physical presence of employees and customers is vital in this process for tacit transfers between individuals to be disseminated in natural environments. ...
Objective: The main of this study is to examine the mediation role of knowledge management (KM) with customer relationship management (CRM) for customer orientation (CO) and technological capabilities (TC) in Sri Lankan travel agencies. Method: Through simple random sampling in this quantitative research, 350 questionnaires were disseminated to travel agencies. The gathered data was subsequently analyzed with SPSS for statistical evaluation and SPSS Amos for Structural Equation Modeling. Results: Contrary to expectations, the results statistically uncover an absence of mediation between KM and CRM concerning CO and TC. This implies that, within the confines of Sri Lankan travel agencies, KM and CRM, albeit pivotal, don't act as direct mediators for CO or TC. Research, Practical & Social implications: The study opens new avenues for research by challenging traditional beliefs in the sector, suggests that Sri Lankan travel industry executives prioritize direct customer and technological engagement over-relying on KM and CRM, and underscores the potential for improved public trust and resilience in Sri Lanka's post-COVID tourism landscape. Originality/Value: This study uniquely analyzes the lack of mediation between KM with CRM for CO and TC in Sri Lankan travel agencies. Offering empirical evidence, strengthens our understanding of the complexities in the interactions between these factors, challenging previous assumptions. Objetivo: O principal deste estudo é examinar o papel de mediação da gestão do conhecimento (GC) com a gestão de relacionamento com o cliente (CRM) para orientação ao cliente (CO) e capacidades tecnológicas (TC) em agências de viagens do Sri Lanka. Método: Através de amostragem aleatória simples nesta pesquisa quantitativa, foram divulgados 350 questionários para agências de viagens. Os dados recolhidos foram posteriormente analisados com SPSS para avaliação estatística e SPSS Amos para Modelagem de Equações Estruturais. Resultados: Contrariamente às expectativas, os resultados revelam estatisticamente uma ausência de mediação entre GC e CRM no que diz respeito ao CO e TC. Isto implica que, dentro dos limites das agências de viagens do Sri Lanka, a GC e o CRM, embora cruciais, não actuam como mediadores directos para CO ou TC. Implicações de pesquisa, práticas e sociais: O estudo abre novos caminhos para pesquisa ao desafiar as crenças tradicionais do setor, sugere que os executivos da indústria de viagens do Sri Lanka priorizam o envolvimento direto do cliente e tecnológico, confiando demais na GC e no CRM, e ressalta o potencial para melhorar o público confiança e resiliência no cenário turístico pós-COVID do Sri Lanka. Originalidade/Valor: Este estudo analisa exclusivamente a falta de mediação entre GC com CRM para CO e TC nas agências de viagens do Sri Lanka. Oferecer evidências empíricas fortalece nossa compreensão das complexidades nas interações entre esses fatores, desafiando suposições anteriores. Palavras-chave: gestão do conhecimento, gestão do relacionamento com o cliente, capacidades tecnológicas, orientação ao cliente, agências de viagens, turismo, modelo SECI, modelo IDIC, agência de viagens online.
... Nonaka and Takeuchi (1996) introduced the SECI model for KM as a four-step spiral process to convert tacit knowledge into explicit knowledge ). The SECI spiral model and its four phases are used to interact with tacit and explicit knowledge and convert tacit knowledge into explicit knowledge to create new tacit knowledge (Nonaka and Konno, 1998;Rao et al., 2023). ...
... The first phase of socialization in the SECI model involves creating new knowledge by interacting with individual-level tacit knowledge exchanges in the same environment by sharing experiences, imitating, brainstorming, and so on (Mendoza et al., 2022;Nonaka and Konno, 1998;Nonaka and Takeuchi, 1996;Rao et al., 2023). This is the most Jayasekera, T., Albattat, A., Azam, F. (2023). ...
... This is the most Jayasekera, T., Albattat, A., Azam, F. (2023). important phase and captures knowledge of physical proximity (Nonaka and Konno, 1998). This physical presence of employees and customers is vital in this process for tacit transfers between individuals to be disseminated in natural environments. ...
Objective: The main of this study is to examine the mediation role of knowledge management (KM) with customer relationship management (CRM) for customer orientation (CO) and technological capabilities (TC) in Sri Lankan travel agencies. Method: Through simple random sampling in this quantitative research, 350 questionnaires were disseminated to travel agencies. The gathered data was subsequently analyzed with SPSS for statistical evaluation and SPSS Amos for Structural Equation Modeling. Results: Contrary to expectations, the results statistically uncover an absence of mediation between KM and CRM concerning CO and TC. This implies that, within the confines of Sri Lankan travel agencies, KM and CRM, albeit pivotal, don't act as direct mediators for CO or TC. Research, Practical & Social implications: The study opens new avenues for research by challenging traditional beliefs in the sector, suggests that Sri Lankan travel industry executives prioritize direct customer and technological engagement over-relying on KM and CRM, and underscores the potential for improved public trust and resilience in Sri Lanka's post-COVID tourism landscape. Originality/Value: This study uniquely analyzes the lack of mediation between KM with CRM for CO and TC in Sri Lankan travel agencies. Offering empirical evidence, strengthens our understanding of the complexities in the interactions between these factors, challenging previous assumptions.
... Apesar desses aspectos nem sempre estarem bem articulados, eles influenciam decisivamente as ações das pessoas (HASANALI, 2002). No caso da GC, a cultura deve salientar a importância da interação entre os empregados, da confiança entre as pessoas, do trabalho em equipe, da construção de relacionamentos que permitam a partilha de conhecimento, ideias e experiências (NONAKA; KONNO, 1998). Neste sentido, as escolhas em termos de normas formais e informais a serem estimuladas e apoiadas adquirem um caráter altamente estratégico (TERRA, 2005). ...
... De acordo com a literatura, cultura organizacional é um conjunto de normas, valores e comportamentos que influenciam as ações de todos na organização (DE LONG;FAHEY, 2000;HASANALI, 2002). Para apoiar a GC, a cultura deve favorecer a colaboração, por meio da valorização interação entre as pessoas e do trabalho em equipe, e a aprendizagem, por meio do trabalho em equipe e de algumas práticas como, por exemplo, detectar e solucionar erros e registrar e utilizar as melhores práticas (AR-GYRIS;SCHÖN, 1978;NONAKA;KONNO, 1998;CHOI, 2003). Dessa forma, era esperado que Unidades em estágios iniciais apresentassem uma cultura menos colaborativa e com menor valorização do aprendizado e, organizações em estágios mais avançados da GC apresentassem maior valorização do trabalho colaborativo e da aprendizagem. ...
... De acordo com a literatura, cultura organizacional é um conjunto de normas, valores e comportamentos que influenciam as ações de todos na organização (DE LONG;FAHEY, 2000;HASANALI, 2002). Para apoiar a GC, a cultura deve favorecer a colaboração, por meio da valorização interação entre as pessoas e do trabalho em equipe, e a aprendizagem, por meio do trabalho em equipe e de algumas práticas como, por exemplo, detectar e solucionar erros e registrar e utilizar as melhores práticas (AR-GYRIS;SCHÖN, 1978;NONAKA;KONNO, 1998;CHOI, 2003). Dessa forma, era esperado que Unidades em estágios iniciais apresentassem uma cultura menos colaborativa e com menor valorização do aprendizado e, organizações em estágios mais avançados da GC apresentassem maior valorização do trabalho colaborativo e da aprendizagem. ...
A pesquisa tem como objetivo descrever a influência da cultura, da gestão de pessoas e da alta gerência sobre o desenvolvimento da gestão do conhecimento. Este estudo realizou um levantamento de dados com 125 gestores de uma empresa de base tecnológica nacional e internacionalmente reconhecida pelos altos índices de inovação. Os resultados revelam que: a cultura se torna mais colaborativa e voltada à aprendizagem ao longo dos estágios; a recompensa, aspecto altamente citado pela literatura, como essencial ao desenvolvimento da gestão do conhecimento, apresentou uma queda no estágio dois; e a coordenação e o incentivo da alta gerencia influenciam decisivamente o desenvolvimento do estágio dois. A pesquisa contribui ao identificar e descrever, empiricamente pela primeira vez, a influência da cultura, da gestão de pessoas e da alta gerência sobre o desenvolvimento das práticas de gestão do conhecimento.
... The authors categorize it into four types: Originating Ba (facilitating socialization), Interacting Ba (facilitating externalization), Cyber Ba (facilitating combination), and Exercising Ba (facilitating internalization). Each type serves as a unique context for different aspects of knowledge creation (Nonaka & Konno, 1998). ...
... By providing a platform for socialization and interaction, "Ba" becomes a catalyst for collective knowledge creation. In today's collaborative landscape, where performance often hinges on the ability to work together seamlessly, the creation of spaces that facilitate the exchange of tacit knowledge and the cocreation of ideas becomes a strategic imperative (Nonaka & Konno, 1998). ...
This article presents a transformative exploration of the confluence of psychological, sociological, and developmental perspectives within the realm of contemporary leadership studies. Integrating Spinoza's archetypal typology, Winnicott's developmental theories, and Bourdieu's sociological dimensions into the foundational framework of Kurt Lewin's field theory, the synthesis aims to redefine our theoretical understanding and practical approach to leadership in the 21st-century organizational landscape. The archetypal typology introduces nuanced insights into diverse leadership roles, while Winnicott's concept of the transitional environment becomes a crucial linchpin for fostering creativity and adaptability in the context of enabling leadership. Bourdieu's sociological dimensions contextualize leadership within social structures, emphasizing the role of diverse perspectives and cultural dynamics. By revisiting Lewin's field theory through this integrative lens, the article offers a comprehensive framework for comprehending the multifaceted nature of leadership. Beyond a theoretical construct, this synthesis serves as a practical guide for leaders navigating the complex dynamics of modern organizations. The overarching goal is to equip scholars and practitioners with a robust toolkit for effective leadership in the intricate landscape of the 21st century.
... Apart from sectarian aberrations, it is clear in the yoga literature that teachers must never impose an external will on students. On the contrary, instruction begins and ends with freedom in practice (rather than seeking freedom from constraints -see also Nelson, 2021). This freedom is that of fully accepting present experience, and developing one's own embodied knowledge, which is precisely synonymous with autonomy (Scaravelli, 1991). ...
... This is the meaning of "ba", a Japanese concept designating "places" (both physical, virtual, and mental) for knowledge exchange and creation (Nonaka & Konno, 1998). Through socialization and shared experimentation, the tacit is made explicit. ...
... Entendemos el conocimiento como algo distinto y más ambicioso que la simple posesión de información (MCGILL, SLOCUM y LEI, 1992;NONAKA y KONNO, 1998;VON KROGH, 1998;STARBUCK, 1992). Apoyándonos en NONAKA y TAKEUCHI (1995: 58), el nexo fundamental entre conocimiento e información es que ambos términos implican significado, de modo que ambos conceptos son dotados de contenido mediante procesos de construcción social y específicos a un contexto determinado. ...
... Por otra parte, aunque en íntima relación con la corriente anterior, destacamos los trabajos que se centran explícitamente en la creación de conocimiento (CHOO, 1996(CHOO, , 1998NONAKA, 1991NONAKA, , 1994NONAKA y KONNO, 1998;NONAKA y TAKEUCHI, 1995;VON KROGH, 1998). En concreto, consideramos que merece especial atención la teoría dinámica de creación de conocimiento (NONAKA, 1994;NONAKA y TAKEUCHI, 1995). ...
La globalización económica imperante ofrece grandes oportunidades para el desarrollo empresarial. No obstante, el inevitable endurecimiento de la competencia, entre otras potenciales adversidades de un entorno turbulento, puede originar importantes amenazas para la empresa española. En este contexto, resulta imprescindible la adopción de una actitud estratégica como base fundamental de la moderna dirección de empresas. Consiguientemente, en línea con el creciente consenso al respecto, la adecuada gestión de las personas, así como del conocimiento, aparecen como dos de las cuestiones clave para el desarrollo y la competitividad empresarial. Como resultado de todo ello se ha visto incrementado de modo importante el interés por el estudio del aprendizaje organizativo (AO) como factor fundamental en la estrategia. Así, el AO, como proceso generador de conocimiento en la organización, resulta clave para entender la dinámica de ajuste organizativo sostenible a las características de un entorno altamente dinámico y complejo. En este trabajo ofrecemos una revisión bibliográfica simultáneamente sintética y exhaustiva del concepto de AO, identificando desde una perspectiva estratégica un conjunto de elementos clave -estímulo, cambio, adaptación, resultados y desaprendizaje- que nos sirven de guía para el análisis del mismo. Teniendo en cuenta la diferencia entre las corrientes descriptiva y prescriptiva del AO, proponemos asimismo una definición del término a la vez integradora de la literatura existente y orientada a resultar útil para la dirección estratégica de la empresa. De este modo, el objetivo general del trabajo consiste en ilustrar la relevante interconexión del AO con la eficaz implantación de prácticas de dirección de recursos humanos (DRH) de alta implicación -es decir, centradas en la búsqueda del máximo compromiso y motivación intrínseca de la personas-, impulsándose así una auténtica traducción de prácticas de DRH en mejora de resultados organizativos. En concreto, se propone la aplicación de un sistema de cuatro prácticas de DRH: contratación rigurosa y selectiva, retribución por conocimiento y habilidades, comunicación avanzada y empowerment -delegación generosa de responsabilidades-. Asimismo, se plantea un modelo de integración de DRH con AO, cuyo eje central es la consecución del cambio efectivo de conducta organizativa como manifestación de la puesta en práctica apropiada del cambio organizativo requerido.
... According to Rice and Rice (2005), for tacit and explicit knowledge to be generated, there must be team interactions, conversation, metaphors, coordination, documentation, experimentation and learning by doing. This could be done through an upward spiral process from the individual level to the collective group level, to the organisational level and to the inter-organisational level (Nonaka and Konno, 1998). This connects the theory of knowledge to the practice of knowledge hence forming the general dancing between knowledge and knowing, which is consistent with Nonaka's dynamic theory of knowledge generation (Gourlay, 2006). ...
... According to Nonaka (1994), internalisation occurs when a person draws on their existing knowledge to create original work. This is supported by Nonaka and Konno (1998), who state that this dimension involves using knowledge in the eyes of the beholder and giving value through one's use of it. On another note, Willegems et al. (2017) states that, this dimension can help research learners evaluate their work, give meaning to their research experiences and assign value to their research output. ...
Purpose
The purpose of this study was to examine the application of the collaborative research supervision approach (CRSA) to learning projects in higher education, using socialisation, externalisation, combination and internalisation (SECI) dimensions. The study, therefore, examined how these dimensions assisted learners in Botswana's higher education to generate research knowledge.
Design/methodology/approach
The study used a mixed-method research approach and exploratory research design. Purposive sampling was used to examine how the CRSA dimensions were employed in a classroom of 111 higher education learners who were carrying out research projects. Out of this population, 97 responded to a questionnaire, and 14 learners participated in a face-to-face interview. One hundred and eleven research documents produced by learners were analysed, and 42 observations were conducted.
Findings
The study found that the four dimensions of CRSA assist greatly in the development of knowledge of the research processes. This study confirms that the CRSA in higher education institutions has the potential to enhance research knowledge and skills, build learners' confidence in research, engage in learning, reduce workload, reduce the frustration of doing research and help learners complete their work in time. Learners with weak research skills easily catch up with their average-performing peers.
Research limitations/implications
It is important to recognise the methodological limitations of this study. The study used a mixed method and a single case. As a result, the results' significance cannot be justified. Additionally, the context and methodology restrict the findings' generalisability. There is obviously potential for additional cases since this article only offers a preliminary analysis of the single case issue. Consequently, the study recommends that yet another study could be conducted to check if the approach could be used for graduate learners. Another study could also be conducted to check if the approach could be used as a supervisory approach that can provide prospects for knowledge sharing and creating learning in an organisation.
Practical implications
The study discovered that when properly implemented, CRSA arrangement enhances research knowledge development and reduces the workload for both the supervisor and the student. When choosing this desired research supervision approach, either in terms of policy or in actual practice, it is important to take the potential for information exchange into account. This might result in improved research supervision efficacy in higher education and hence the production of better quality graduate learning projects.
Social implications
This study recommends the use of the CRSA in higher education, so as to help learners with weak research skills, to collaboratively work with learners with high and average research skills. It also improves the quality of supervisor–learner learning relationship.
Originality/value
The research results were given to participants and respondents for approval to find out if what was written was what they said. The research results were also given to colleagues to check whether the analysis is balanced and fair and to check biases and exaggerations.
... En este contexto, los directivos de la organización del siglo XXI deben ser capaces de desarrollar, explotar y proteger el conocimiento contenido en sus empresas. Además tienen el desafío de desarrollar nuevas formas de transferir y difundir dichos conocimientos, y aplicarlos y utilizarlos en las actividades que realiza la organización (DOVE, 1999;BEIJERSE, 1999;ARMISTEAD, 1999;RUGLES, 1998;NONAKA y KONNO, 1998); todo ello en el lugar y momento adecuados, y con la intención de satisfacer las necesidades de conocimiento actuales y futuras, y, en especial, de conseguir los objetivos de la organización, representados en la consecución de una ventaja competitiva sostenible (QUINTAS, LEFRERE y JONES, 1997;BEIJERSE, 1999;RUGGLES, 1998;NONAKA y KONNO, 1998). ...
... En este contexto, los directivos de la organización del siglo XXI deben ser capaces de desarrollar, explotar y proteger el conocimiento contenido en sus empresas. Además tienen el desafío de desarrollar nuevas formas de transferir y difundir dichos conocimientos, y aplicarlos y utilizarlos en las actividades que realiza la organización (DOVE, 1999;BEIJERSE, 1999;ARMISTEAD, 1999;RUGLES, 1998;NONAKA y KONNO, 1998); todo ello en el lugar y momento adecuados, y con la intención de satisfacer las necesidades de conocimiento actuales y futuras, y, en especial, de conseguir los objetivos de la organización, representados en la consecución de una ventaja competitiva sostenible (QUINTAS, LEFRERE y JONES, 1997;BEIJERSE, 1999;RUGGLES, 1998;NONAKA y KONNO, 1998). ...
En la denominada «Era de la Información» o «Sociedad del Conocimiento», las reglas de juego están cambiando rápidamente. La innovación, la flexibilidad, la capacidad de respuesta y la redefinición creativa de los mercados y las oportunidades se han convertido en las nuevas fuentes de ventaja competitiva en una economía global cada vez más interconectada. En este nuevo escenario competitivo, los líderes organizativos deben ser proactivos y facilitar el aprendizaje organizativo y estimular la adaptación positiva a los cambios externos. Con este planteamiento, el presente trabajo realiza una revisión de la literatura actual sobre management, para distinguir y desarrollar algunas de las dimensiones emergentes de la nueva actividad directiva: el ejercicio de un liderazgo estratégico, la potenciación de la creatividad y la innovación, el fomento del aprendizaje, la búsqueda de nuevas formas de relacionarse con los empleados, el énfasis en el conocimiento y en la gestión del mismo y el uso de redes y tecnologías de información.
... Recipients absorb and combine knowledge, creating new knowledge and using it to improve processes and promote regional economic development (Franco, 2011). Learning is emphasized, leading to new production processes, recipes, consumption, and marketing approaches for brewers (Nonaka & Konno, 1998). Evaluation of knowledge transfer's impact on product quality is essential (Liyanage et al., 2009). ...
... Successful knowledge transfer requires the ability to acquire, absorb, assimilate, and apply knowledge effectively (Cranefield & Yoong, 2005). In the brewer's network, knowledge transfer follows the Liyanage et al. (2009) model, which integrates the SECI model by Nonaka and Konno (1998). Brewers identify and seek knowledge within the network (Grant, 1996). ...
It is intended to understand how knowledge transfer is processed in the craft beer business network in Portugal, to assess the importance of the knowledge thus acquired and how it impacts the processes. Thus, since knowledge is an organizational resource that provides a sustainable competitive advantage in a competitive environment and in a dynamic economy, the transfer of knowledge between organizations is fundamental for their survival and growth. Therefore, and given that, in the craft beer sector, knowledge, experience, and personal skills of the entrepreneur are the main reasons for the existence of networks and collaborations, the transfer of knowledge in the craft beer business has attracted the interest of academics. Thus, the main objective of this study was to understand the importance of knowledge, how its transfer occurs between the various elements of the craft beer business network and its dynamics. It was concluded, through a qualitative case study, that the importance of this knowledge is crucial and the impact very significant in the processes, identifying a model that explains the process. This study also allowed to increase knowledge about the transfer of knowledge among the members of this network, still little studied, and to draw attention to the need to carry out more studies on this topic.
... These mechanisms can be defined as intentional ways of disseminating knowledge that support KM processes Oliveira et al., 2014). Meetings (Nonaka, 1994), videoconferencing, mentoring, and other forms of interaction enable the sharing of tacit knowledge and its conversion into explicit knowledge (Nonaka and Konno, 1998). Explicit knowledge can be organized through repositories or other means (Nonaka, 1994). ...
... Numerous studies have explored knowledge sharing (KS) and its prerequisite conditions (Nonaka and Konno, 1998). However, despite the attention given to KS practices, they are still not commonly implemented in organizational environments (Aljuwaiber, 2016). ...
The importance of Knowledge sharing (KS) within organizations is well recognized. Despite efforts by firms to facilitate KS, employees are sometimes unwilling to share their knowledge. Inefficient KS can lead to reduced productivity and innovation and increased employee frustration. Knowledge hiding (KHi) occurs when someone withholds knowledge when asked to share it. While the literature contains much about the antecedents of KHi, our systematic literature review found very few articles that discuss how to mitigate it. Hence, this study sought to associate KS practices with organizational KHi motivations and to find ways to mitigate the behavior. To do so, a systematic literature review was conducted in two main sources: Scopus; and Web of Science. The collected data were then subjected to content analysis. The results show KS practices designed to reduce organizational motivations for KHi are based on HR practices (recruitment, training, and mentoring) and organizational structure (teamwork, interdependence between tasks, job rotation, knowledge mapping, best practices, and communities of practice). KS practices such as face-to-face interaction and informal conversation appear to build trust and reduce KHi. Organizational antecedents of KHi, such as workplace bullying and incivility, are related with the organizational culture, and leadership is relevant to avoid negative events. Explicit and tacit KS practices can mitigate KHi. This research offers academic and managerial contributions on the KHi and how to mitigate it. Building on this study, future research could empirically test the relationship between KHi motivations and KS practices to mitigate KHi.
... Exercising "Ba," in which through active participation on-site and on-the-job knowledge emerges; and Originating "Ba," where individuals share feelings, emotions, experiences, and mental models through a direct encounter, leading to the emergence of care, love, trust, and commitment, and eventually tacit knowledge emerges. (Nonaka and Konno, 1998;Nonaka, Toyama and Konno, 2000;Al-Mansour and Obembe, 2021) This research is particularly interested in the Exercising and Originating "Ba", where tacit knowledge is created, more specifically at individual level outside the organization and where skills are developed on-the-job. (Nonaka and Konno, 1998;Nonaka, Von Krogh and Voelpel, 2006;Al-Mansour and Obembe, 2021) Khodakarami and Chan (2014) studied how customer relationship management (CRM) systems support customer knowledge creation processes, and divides socialization into two: one that happens within the organization and one that happens with the customers outside the organization. ...
... (Nonaka and Konno, 1998;Nonaka, Toyama and Konno, 2000;Al-Mansour and Obembe, 2021) This research is particularly interested in the Exercising and Originating "Ba", where tacit knowledge is created, more specifically at individual level outside the organization and where skills are developed on-the-job. (Nonaka and Konno, 1998;Nonaka, Von Krogh and Voelpel, 2006;Al-Mansour and Obembe, 2021) Khodakarami and Chan (2014) studied how customer relationship management (CRM) systems support customer knowledge creation processes, and divides socialization into two: one that happens within the organization and one that happens with the customers outside the organization. Pereira, Ferreira and Alves (2012) argues that direct interpersonal contacts create tacit knowledge, which is a source of sustainable competitive advantage for the firm. ...
The response of businesses to address social issues has gone beyond the scope of traditional corporate social responsibility activities. They now include a more strategic focus on initiatives that incorporate the core business operations of the firms into solving social issues. This is perhaps coupled with heeding to Porter and Kramer's 2011 call for firms to focus on "creating a shared value." Subsequently, this new approach has attracted researchers to investigate what impacts this approach has on companies and their employees. Empirical studies have linked a firm’s social initiative involvement to employee-level impacts such as motivation, retention, and identity, but its relation to employee capabilities, including skills and knowledge, has not been sufficiently investigated. Ultimately, employees’ overall performance depends largely on their capabilities. Through the lens of knowledge creation theory, this study investigates the relationship between a firm's concerted involvement in social initiatives and its employee capabilities at a Japanese package delivery company by examining the case of Yamato Transport Company's delivery drivers in rural Japan. The case study was conducted at Otoyo Town in Kochi Prefecture, where a social initiative project to provide shopping support and watch-over service for elderly people has been ongoing since 2012. Data was collected primarily through project site visits, and interviews with project stakeholders, who included Yamato branch managers, delivery drivers, and local authorities involved in the initiative. Information available in the company’s newsletters, annual reports, and other publicly available sources was also analyzed. Results found that social initiatives can serve as a knowledge-creation context for frontline employees as they create the opportunity for employees to socialize with customers and project partners in a collaborative manner. This rare opportunity helps employees improve on-the-job skills and other tacit capabilities such as empathy, reliability, and communication. Finally, frameworks showing the relationship, impact, and performance of social initiative involvement for a firm and its employees are presented.
... Nesse sentido, em um nível fundamental, o conhecimento é criado por indivíduos, ou seja, uma organização não gerará novos conhecimentos sem pessoas (NONAKA, 1994). Esse fenômeno ocorre em um processo em espiral a partir das interações entre o conhecimento explícito e o tácito (NONAKA; KONNO, 1998). O conhecimento explícito se refere aquele que pode ser transferido formalmente, por meio de uma linguagem sistemática. ...
... Por fim, o Cluster 6 (C6) englobou termos relacionados a gestão estratégica do conhecimento, dentre os quais o "tacit knowledge" ou conhecimento tácitodescrito como aquele difícil de ser articulado ou transferido (POLANYI, 1958;NONAKA, 1994;NONAKA;KONNO, 1998)constitui um elemento chave para esse contexto. Ressalta-se ainda que, as capacidades de combinação de conhecimentoseja interno ou externosão vitais para o desenvolvimento de novos produtos e/ou serviços que sejam facilmente adotados pelos consumidores (QANDAH et al., 2020). ...
Frente a um cenário econômico mundial instável e desconhecido, aponta-se a necessidade de compreender como o desenvolvimento de capacidades dinâmicas pelas empresas poderia auxiliar na gestão do conhecimento, e consequentemente, no desenvolvimento de inovações, de forma mais aprofundada. Desse modo, o objetivo do presente estudo consiste em identificar as tendências mundiais acerca das interrelações entre os temas capacidades dinâmicas, gestão do conhecimento e inovação, através da análise da produção científica ao longo do tempo nos principais níveis de análise: fontes, autores e documentos. Para isso, coletaram-se dados na base Scopus. Empregou-se o pacote R Bibliometrix, em conjunto com o software VOSviewer, além de uma análise de conteúdo, caracterizando-se a presente pesquisa como bibliométrica, mista e de caráter descritivo. Assim, o science mapping realizado resultou em três tipos de estruturas de conhecimento: conceitual, intelectual e social. Os resultados demonstraram que os temas interrelacionados evoluíram ao longo do tempo. Inicialmente, as capacidades dinâmicas eram o tema mais considerado, sendo que ao longo do período verificado, a gestão do conhecimento ganhou robustez e centralidade, estando atrelada a capacidade absortiva, a inovação e aos sistemas de informação. O presente estudo também trouxe perspectivas para futuras investigações.
... Explicit knowledge, as previously defined, refers to the type of knowledge that can be readily accessed, codified, articulated, and stored (Ikujiro Nonaka, 1991;Ikujirō Nonaka et al., 1995;Ikujiro Nonaka & Konno, 1998). This knowledge type remains the most common type reviewed and analysed in the scant leakage literature due to the fact that it is often conflated with data and information (Abdul Molok et al., 2010a;Ahmad, Bosua, et al., 2014;Shedden et al., 2011Shedden et al., , 2012. ...
... Although knowledge leakage is enabled by the employee in control of the mobile device, there are multiple environmental factors that affect the use of mobile devices for knowledge work. As previously stated, Nonaka and Toyama (2003) Nonaka & Konno, 1998;Ikujiro Nonaka & Toyama, 2003). The concept of mobility in knowledge management is not new and the substantial impact of mobile technology on knowledge management processes has been previously identified leading to the definition of mobile knowledge management and the importance of mobile environments (Derballa & Pousttchi, 2006a, 2006bFranklin et al., 2020;Morrell, 2020;Nelson et al., 2017). ...
In the current knowledge economy, knowledge represents the most strategically significant resource of organizations. Knowledge-intensive activities advance innovation and create and sustain economic rent and competitive advantage. In order to sustain competitive advantage, organizations must protect knowledge from leakage to third parties, particularly competitors. However, the number and scale of leakage incidents reported in news media as well as industry whitepapers suggests that modern organizations struggle with the protection of sensitive data and organizational knowledge. The increasing use of mobile devices and technologies by knowledge workers across the organizational perimeter has dramatically increased the attack surface of organizations, and the corresponding level of risk exposure. While much of the literature has focused on technology risks that lead to information leakage, human risks that lead to knowledge leakage are relatively understudied. Further, not much is known about strategies to mitigate the risk of knowledge leakage using mobile devices, especially considering the human aspect. Specifically, this research study identified three gaps in the current literature (1) lack of in-depth studies that provide specific strategies for knowledge-intensive organizations based on their varied risk levels. Most of the analysed studies provide high-level strategies that are presented in a generalised manner and fail to identify specific strategies for different organizations and risk levels. (2) lack of research into management of knowledge in the context of mobile devices. And (3) lack of research into the tacit dimension of knowledge as the majority of the literature focuses on formal and informal strategies to protect explicit (codified) knowledge.
... Exercising ba Systemising ba Figure 5: Four types of ba context Source: (Nonaka et al., 2000) Socialisation is a process of interaction among individuals to generate a mutual understanding (Gemino et al., 2015). Theoretically, it is a process of converting the tacit knowledge of one individual to a different individual (Ikujiro Nonaka & Noboru Konno, 1998;Nonaka, 1994;Nonaka et al., 2000) (see Figure 4). Communication between different backgrounds or departments, such as ground handling agents and passengers or between them and airlines or airport employees, can become a medium of verbal conversation by sharing their feedback, information and experiences. ...
... The survey questionnaire was formulated from the previous literature and motivated by the knowledge creation and interaction model -SECI model and the knowledge ba platform (Nonaka & Konno, 1998;Nonaka et al., 2000). Three conditions need to be fulfilled: the d threshold value, the consensus agreements, and the α-cut value, as discussed in the methodology section. ...
Implementing an information system facilitates the automation of organisations' operations by allowing a smooth flow of knowledge transfer from one individual to another. Nonetheless, its implementation requires effective human-computer interaction to mutually contribute and gain the benefits towards enriching personal knowledge. This study summarises the types of processes and mediums of knowledge transfer leading towards understanding the potential implementation effect of augmented virtual reality (AVR) in supporting knowledge transfer. SECI and ba model outlined the structure of questions; emphasises the understanding of four knowledge transfer processes and the preferred medium of transfer affected by AVR implementation. This study adopts Fuzzy Delphi Method (FDM) to analyse the respondents' feedback. Analysis of the result ranked the potential process and medium of transfer that would benefit the organisation while considering AVR. This study can be expanded to other specific types of information systems.
... We have more information than we can convey and personal knowledge is connected to tacit knowledge (Polanyi, 2009). Know-how, ideas and beliefs belong to tacit knowledge (Nonaka and Konno, 1998). Due to its scarcity and distinctiveness, the importance of tacit knowledge cannot be understated (Fletcher et al., 2013). ...
... Many researchers have generated models of tacit knowledge transmission and its influence on performance (Abdelwhab Ali et al., 2019;Crook et al., 2008). The genuine competitive strength of a firm is measured by its ability to acquire information, develop knowledge and enhance its innovative capacity (Nonaka and Konno, 1998). An organization's major objective is to collect data about customers and competitors to boost innovation capabilities and organizational performance (Ganguly et al., 2019). ...
Purpose
This article aims to explore the connections between tacit knowledge management and the capacity to create new products and services for stimulating organizational performance.
Design/methodology/approach
This research utilizes a questionnaire-based study and 378 questionnaires gathered from different provinces of China between August and October 2022. The SmartPLS technique was used to evaluate the regression and mediation analysis on lower-order and higher-order components of the research hypotheses behind the model.
Findings
This investigation's results indicate that the tacit knowledge management process (TKMP) significantly drives product and service innovation and impacts organizational performance (ORP). According to the results, TKMP did not directly influence ORP and product innovation to mediate between Tacit knowledge and organizational performance.
Research limitations/implications
Future research should concentrate on different combinations of influences on innovation and other consequences of introducing innovation into businesses. Moreover, researchers may add moderators to innovation and organizational performance.
Practical implications
This study assists managers in how tacit knowledge management affects organisational performance by examining product/service innovation capabilities. Product innovation also mediates between tacit knowledge and organizational performance. Service innovation improves organizational performance, prioritizing knowledge creation, sharing and retention to increase innovation and organizational success.
Originality/value
This study contributes to the literature on tacit knowledge management, innovation capability and organizational performance by concentrating on the tacit knowledge process and using the resource-based view. This study gives a solid theoretical and practical basis for understanding the component interactions.
... Linking the two main types of knowledge with people, a key component that arose was the "ability to conceptualize from codified knowledge and experience" (C1-5). As per [80], there are two dimensions to tacit knowledge, which are the "technical dimension", which encompasses the kind of informal personal skills or crafts often referred to as "know-how", and the "cognitive dimension" which consists of beliefs, ideals, values, schemata, and mental models. Accordingly, this key component (C1-5) was not identified as a different type of knowledge but another dimension of tacit knowledge. ...
Since the emergence of the concept of “buildability” in 1983, numerous studies have focused on improving project performance through buildability. Initially, the buildability discourse was based on narrow definitions and focused on aspects that could improve construction performance. Although explicit academic discourse on buildability has been limited for three decades, the ongoing calls to improve construction performance have never subsided. As buildability was seen as important by industry in the 1980s and 1990s for improving performance, its limited discourse warrants investigation to understand how buildability has evolved in practice over the last 30 years. Therefore, this study aims to review and extend the discourse of the buildability concept using a phenomenological research approach to capture the unconscious evolution of the concept through stakeholder interpretations. An Interpretative Phenomenological Analysis (IPA) research philosophy embedded in the exploratory tradition was followed to uncover the 16 key underlying constructs of the buildability concept. The study is significant for casting potential buildability discourse trajectories for the future of the construction industry by integrating people, process, and technology. The findings extend the dimensions of buildability, accommodating stakeholders’ expectations and project conditions as part of buildability decisions. Moreover, the study suggests that emerging technologies (e.g., AI) will become integral to buildability processes in terms of managing knowledge in the future.
... Untuk itu, pelakunya perlu meningkatkan pengetahuan dan kemudian diterapkan pada usahanya, sehingga dapat meningkatkan efisiensi dan menciptakan nilai bisnis [8]. Pengetahuan dibuat melalui proses spiral sosialisasi, eksternalisasi, kombinasi, dan internalisasi [9]. Penerapan ini, yang ditunjang dengan inovasi, akan mempercepat peningkatan kinerja usaha [3]. ...
Pandemi COVID-19, membawa perubahan besar terhadap pola kehidupan masyarakat dan percepatan revolusi industri 4.0. Fenomena ini, membuat penjualan Usaha Mikro, Kecil dan Menengah menurun. Demi mempertahankan hidupnya, Bu De Mus sebagai pemilik warung nasi uduk yang berusia lanjut dan berstatus single perents, perlu tetap menjalankan usahanya. Untuk itu, Tim Pengabdian Kepada Masyarakat dari Fakultas Ekonomi dan Bisnis Universitas Trisakti, bertujuan untuk membantu meningkatkan penjualan warung Bu De Mus akibat pandemi COVID-19. Metode yang digunakan, pelatihan dan penyuluhan dengan materi kewirausahan dan pemanfaatan teknologi digital. Pasca pelaksanaan, agar dapat menarik minat pembeli, warung nasi uduknya melakukan pembenahan produk dan pemasaran secara online. Keputusan ini, setelelah dilaksanakan dalam 1 bulan, dapat meningkatan penjualan sebesar 150 persen pada senin-Jumat dan 200 persen pada hari libur. Namun, peningkatan penjualannya lebih banyak ditopang oleh produk barunya, berupa makanan gorengan. Kini, untuk memperluas pangsa pasar telah menggunakan sarana media sosial
... A tudásközösség működésének alapfeltétele a kölcsönös tisztelet, a kölcsönös bizalom, csak egy ilyen közösségben van lehetőség arra, hogy a tagok együttműködjenek: szocializációjukból származó élettapasztalatok externalizációjával, majd ezek internalizációjával és kombinációjával új tudást hozzanak létre (Nonaka-Konno 1998). A modern tudástermelő közösségekben is megfigyelhető a megosztás, az együttműködés az új tudás létrehozása (Szabó-Singer-varga 2011: 10). ...
... Partly for this reason, mobility is generally uncapped across the globe and is institutionally easier to administer than long-term or permanent migration. Yet, despite its invisibility on population stocks, mobility has a substantive influence on the stock of knowledge and skills of the people affected (Dowrick and Tani, 2011) because it equips them with new information, experience and tacit knowledge (Dosi et al., 1988;von Hippel, 1988)-an essential source of value and comparative advantage for firms (Cohen and Levinthal, 1989;Nonaka and Konno, 1998). As a result, we formalise mobility as a positive shock to the stock of skilled labour available to a country, akin to an increase in the country's human capital endowment and productive capability. ...
We investigate whether short-term mobility differentially affects innovation in product or process through the help of a theoretical model, and carry out an empirical analysis with a focus on African countries using firm-level data from the World Bank Enterprise Survey. We find that labour mobility positively affects innovation, especially for products and services, supporting its use as an effective mechanism to diffuse productive knowledge and foster innovation. We also find that short-term mobility benefits low-technology sectors the most, and that mobility from high-income countries may be an effective way of leveraging innovation in high-technology sectors in Africa. The results are robust to a variety of approaches controlling for endogeneity, and support the adoption of labour mobility nationally and across Africa to encourage labour mobility to promote domestic innovation and productivity.
... Handlungsrelevantes Wissen ist in diesen Raum eingebettet. Aus diesem gelöst wird es zu Information (Nonaka & Konno, 1998). Für die verschiedenen Transformationen des Wissens sind unterschiedliche räumliche Konstellationen erforderlich. ...
... Informal feedback from the students is gathered and responded to. Monash University also has established various protocols and proceedings which examine the outcome of the assess- Figure 1: SECI knowledge creation model from [13] presenting four processes where tacit and explicit knowledge is shared and created ments, the more formal Student Evaluation of Teaching and Units (SETU) 6 survey results and the chief examiner's report following each teaching period. The university's courses are also accredited by industry bodies like the Australian Computer Society (ACS) every couple of years. ...
Whilst the visual arts is a very practical and tangible field, data visu-
alisation is a combination of programming skills, data science and
design theory. Each of these can be taught in a variety of ways, from
traditional methods of lectures to technical programming classes or
even asynchronous worksheets. The challenge is how to cover all
of the required content within the constraints of the teaching period,
environment, delivery method and ensuring the appropriate activities
and assessment tasks. In this paper we reflect on the past 8 years
of delivering the postgraduate unit ‘Data Exploration and Visuali-
sation’ at Monash University. We present the four different ways
that the same content has been taught to different cohorts, through a
combination of on-campus lectures, large-format workshops, small
group tutorials and online or hybrid tutorials and workshops, as well
as various readings, videos and asynchronous activities. We explain
the different external and internal requirements set for the teaching
and describe the adaption of the teaching methods and assessments
in order to meet these conditions. We reflect on our experiences of
teaching multiple methods across different formats from very small
to very large student cohorts.
... BA: Knowledge Transfer Place. Nonaka and Konno (1998) proposed that the transformation of knowledge is inseparable from the "knowledge transfer place (ba)." The concept of "ba" was first used to describe the shared social interaction spaces between people. ...
Switching the emphasis from researching to teaching has accelerated the reformation of higher education. This switch is directly reflected in the establishment of the Center for Teaching and Learning in universities worldwide and has gradually become standardized and mature for faculty professional development.
... Therefore, the utilization of knowledge management has presented additional challenges in dealing with individual tacit knowledge and social tacit knowledge, with the objective of providing strategies for capturing or converting these challenges into explicit knowledge. It is worth acknowledging that an influential perspective in this domain is the knowledge conversion theory proposed by Nonaka et al. [41,43,49,60]. ...
The tacit nature of craft forms a barrier to the sustainability of intangible cultural heritage (ICH) crafts in craft–design collaboration that makes facilitating knowledge sharing across domains challenging. Hence, the discussion of tacit knowledge becomes a significant topic in university-based craft–design collaboration. However, there is still a lack of a systematic tacit knowledge-sharing structure for guiding academics and artisans in interacting beyond superficial manifestations in collaboration with the consideration of sustainability. This study aims to seek the relationship between craft–design collaboration, tacit knowledge sharing, and sustainability in the context of ICH crafts in China. By taking a qualitative research approach, grounded in knowledge management, semi-structured interviews were conducted with artisans and academics in China’s Belt and Road regions guided by the four defined dimensions of craft–design collaboration. This study investigates tacit knowledge sharing in craft–design collaboration, and its key contribution to sustainability. The study found that university-based collaboration activity can share knowledge sustainably and dynamically through knowledge accumulation, knowledge expression, knowledge diffusion, and knowledge reflection. Additionally, it argues that the integration of craft–design collaboration and knowledge management should be considered an essential future skill to investigate the sustainability impact of ICH crafts.
... Socialization. According to Nonaka (1994), socialization mode of knowledge conversion is related to sharing experiences with others, and the process refers to knowledge conversion from tacit to the tacit mode, which means knowledge will be shared from one person to another without any documentation (Nonaka and Konno, 1998). In HEIs, classroom discussion, interaction and lectures are the media through which knowledge can be shared from educators to learners (Koskinen and Vanharanta, 2002). ...
Purpose
Knowledge management (KM) is a process that depends on changes and transfers to different levels of understanding among individuals and acts as a powerful tool to strengthen the organization to remove the barriers, affect the decision-making process and enable individuals and organizations to achieve sustainable advantages. This study aims to explore the role of digitization on knowledge conversion modes and its subsequent impact on related outcomes with reference to higher education institutions (HEIs). Prospects and paradigms of digitation for HEIs have also been explored.
Design/methodology/approach
The systematic review method has been used to organize and analyze the existing literature on digitization, knowledge conversion and related outcomes with reference to HEIs. To increase the scope of the research, the authors anticipated 30 research articles published between 2010 and 2022 in Google Scholar, Scopus, ProQuest and EBSCO databases. The study used PRISMA to conduct a systematic literature review. The study used “knowledge conversion, “SECI model,” “Digitalization” and “Higher education institutions” keywords to search the most suitable articles. To ensure the quality of this research, the study used quality journals.
Findings
The increasing significance of knowledge-building practices and a technology-driven environment insinuates the adoption of information and communication technology (ICT)-enabled equipment and devices to transfer knowledge, which further leads toward enhancing the effectiveness of education. This study offers a review of enabling factors based on Nonaka and Takeuchi’s (1995) knowledge spiral and provides an in-depth insight into the significance of digitization for the higher education sector.
Practical implications
The study’s main contribution was to explore the interrelationship among digitization, knowledge conversion and outcomes. Both technological and non-technological/conventional interventions have been discussed with reference to teaching and knowledge dissemination patterns based on Nonaka’s (1994) Socialization, Externalization, Combination, and Internalization (SECI) knowledge spiral.
Originality/value
The authors synthesize the previous literature research dimensions and recommend future research.
... Research design Based on the literary review, tools used for knowledge sharing and conversion within an organisation were identified (Baldé 2015;Baldé, Ferreira, and Maynard 2018;Nonaka, Toyama, and Konno 2000a;Faith and Seeam 2018b;Farnese et al. 2019a;López-Sáez et al. 2010a;Lee and Kelkar 2013;Amidon and Mahdjoubi n.d.;Mohamad, Jayakrishnan, and Mohd Yusof 2022;Nonaka and Konno 1998). The authors assigned the acquired knowledge and tools to the individual conversion processes of the SECI model, shown in Table 1. ...
This study aims to examine the possibilities of engaging business intelligence (BI) with regard to the level of maturity within systemic knowledge management (KM). The individual modes of knowledge sharing and conversion are illustrated in Nonaka’s SECI model that defines four conversion modes of knowledge exchange: socialisation, externalisation, combination and internalisation. The submitted case study presents the current and potential engagement of BI when applying knowledge conversion tools in three Czech organisations of various sizes. Most businesses use both tools (BI and KM) but they are often not able to coordinate their joint implementation in a suitable way. Currently, the results of the case study indicate a more optimal adaptation in the environment of larger businesses. However, the addressed businesses, regardless of their size, most often see the potential and great opportunities of the tools in the combination mode in the future.
... CoP can be thought of as a common arena for the development of relationships. Such an arena can be physical, virtual, mental or a combination of these (Nonaka & Konno, 1998). Such arenas play an important role in both the formation and development of knowledge both in and between organisations. ...
... Esquema 3: relaciones de conversión Fuente: Nonaka & Konno (1998) Una vez que el cerebro procesa la información que procede del mundo natural, empírico, se produce otro proceso superior de relacionamiento entre el conocimiento tácito y explícito para generar nuevos saberes como se explica en el esquema 4. ...
Este libro pondera los esfuerzos que realizan los educadores y cientistas de este sector a tono con los retos y tratados internacionales que tienen su concreción en la Agenda 2030 a través de los Objetivos de Desarrollo Sostenibles, dentro de los cuales la Educación de calidad es uno de ellos con el firme propósito de no dejar excluidos a los nadie a los otros diversos
... The concept of "Ba", roughly translatable by "place", was proposed by the Japanese philosopher Nishida (1970), developed by his compatriot Shimizu (1995), then applied by Nonaka and Konno (1998) to answer questions regarding the fundamental conditions of knowledge creation, the location of this creative process and the possibility of treating knowledge as a resource. Nonaka and Konno adapted this concept of the common space of the interpersonal relationships dynamics to the knowledge production process and integrated it into the SECI Model. ...
The development of knowledge creation theory (Nonaka and Takeuchi, 1995) took into account the values shared by the members of an organization, later generating an extended concept of "Ba" (Nonaka and Toyama, 2005), understood as shared context. Matsuadira (2010) defined the complex of organisational values (the ethos) as knowledge (intangible) assets for knowledge creating companies. I suggest that this leads us back to R.K. Merton’s theory of the normative structure of science and the ethos of science. The challenge is to ask whether we can we talk about the applicability of the norms proposed by Merton to the case of knowledge management in knowledge creating companies, or rather there will be some evident deviations and counter-norms. It is well known that the value of universalism is contested by particularism or that of “communism” by the secrecy of research. My hypothesis is that at methodological level the technical norms of knowledge testing and evaluation are universal and globalizable, but in the practical context of the action the guiding values and the mores of knowledge production are local and particular, i.e. depending on various social and cultural factors. The principle of glocalization (“think globally and act locally”) should, therefore, be applied.
... Clearly this is a contextual issue, for complex real-world problems have no disciplinary boundaries. Teaching and learning on those problems is therefore conducive to conf licts across the disciplines, which can provoke new combinations of experience and knowledge that are the basis of innovation (Nonaka and Konno 1998). ...
What is transdisciplinarity - and what are its methods? How does a living lab work? What is the purpose of citizen science, student-organized teaching and cooperative education? This handbook unpacks key terms and concepts to describe the range of transdisciplinary learning in the context of academic education. Transdisciplinary learning turns out to be a comprehensive innovation process in response to the major global challenges such as climate change, urbanization or migration. A reference work for students, lecturers, scientists, and anyone wanting to understand the profound changes in higher education.
... Ø Fitur Searching dan Learning Internalisasi merupakan proses berbagi pengetahuan explicit menjadi tacit dengan mewujudkan pengetahuan eksplisit yang tidak dikenal ke dalam rutinitas kerja di mana akhirnya menjadi terbiasa [9]. Internalisasi dapat berupa mahasiswa melakukan proses belajar yang disertai dengan 'learning by doing' sehingga dapat membentuk pengetahuan di dalam diri individu tersebut. ...
Dalam proses pembelajaran, penciptaan pengetahuan terjadi ketika seorang individu yang berperan sebagai pemilik pengetahuan dapat menyampaikan pengetahuan yang dimilikinya ke individu lain. Namun, proses tersebut terkadang tidak berjalan dengan baik, sehingga dibutuhkan suatu sistem informasi yang sesuai dengan kebutuhan pengguna sebagai pemilik pengetahuan dengan mengetahui faktor-faktor yang mempengaruhi pemilik pengetahuan dalam menyampaikan pengetahuan pada saat proses pembelajaran. Teori yang mendasari konstruk penelitian ini adalah Model SECI (Sosialisasi, Eksternalisasi, Kombinasi, Internalisasi). Penelitian ini menggunakan metode kuantitatif. Populasi dalam penelitian ini berjumlah 2.666 dan jumlah sampel 348 yang diperoleh menggunakan metode Stratified Random Sampling. Dalam menganalisis data, menggunakan teknik Rasch Model dan software Winstep. Hasil yang diperoleh adalah proses sosialisasi dan internalisasi merupakan faktor yang dapat mempengaruhi mahasiswa sebagai pemilik pengetahuan karena cenderung lebih mudah dilakukan dan banyak disetujui untuk diterapkan.
... Knowledge is a sustainable source for companies to achieve competitive advantage. The main difference between information and knowledge is that knowledge lies in information, whereas knowledge is information that people use [35]. ...
... SC have the quality of "ba" (Nonaka and Takeuchi, 1995;Nonaka and Konno, 1998), and are defined as follows (Kodama, 2005a, p. 28): ...
... Nonaka and Toyama (2003) developed a model of knowledge creation in order to explain the conversion of knowledge through interactions between individuals, groups of individuals, organizations and the environment. This model not only highlights the importance of the environmental and organizational circumstances around an individual, it also highlights the importance of the social environment where individuals interact within groups to obtain information (Nonaka and Konno 1998;Nonaka and Toyama 2003). ...
Information and knowledge leakage has become a significant security risk to Australian organizations. Each security incident in Australian business cost an average US$\$$2.8 million. Furthermore, Australian organisations spend the second most worldwide (US$\$$1.2 million each on average) on investigating and assessing information breaches. The leakage of sensitive organizational information occurs through different avenues, such as social media, cloud computing and mobile devices. In this study, we (1) analyze the knowledge leakage risk (KLR) caused by the use of mobile devices in knowledge-intensive Australian organizations, (2) present a conceptual research model to explain the determinants that influence KLR through the use of mobile devices grounded in the literature, (3) conduct interviews with security and knowledge managers to understand what strategies they use to mitigate KLR caused by the use of mobile devices and (4) use content analysis and the conceptual model to frame the preliminary findings from the interviews. Keywords: Knowledge leakage, mobile devices, mobile contexts, knowledge leakage risk
... A szakmai tanulás dinamikáinak leírására Nonaka négy tudástranszfer módot alkalmaz, amelyekben a tacit és explicit tudások közötti dinamizmusok összekapcsolódó folyamata látható. Ezt a folyamatot a SECI-modellben (Socialization, Externalization, Combination, Internalization) ábrázolja (Nonaka & Konno, 1998). ...
Ez egy alapozó elméleti tanulmány ahhoz az empirikus kutatáshoz, melyet a Mathias Corvinus Collegium Tanuláskutató Intézet WoRLD (Workplace Research and Learning Development Group) kutatócsoportja 2022 márciusától 2023 júniusáig tartó munkahelyi tanulás projekt keretében végez. Vizsgáljuk a munkahelyi tanulás személyes, szervezeti és rendszerszintű aspektusait, szektoriális és ágazati összehasonlításban, eltérő munkaterületeken. E tanulmány a szervezeti szintű összefüggések szakirodalmi áttekintése. A szervezeti struktúra és kultúra elemeinek dinamikus kölcsönhatására reflektálva tárjuk fel a munkahelyi tanulás szervezeti aspektusait. Korábbi tudományos kutatások alapján rávilágítunk arra, hogy a munkahelyi tanulás vizsgálatakor mely tényezők játszanak döntő szerepet a munkahelyi tanulás alakulásában. Mind a szervezeti tanulás, mind az egyén tanulására vonatkozóan a tanulószervezeti karakterjegyek jelenléte meghatározó. Fontosnak tartjuk a szervezeti struktúrán belül vizsgálni a minőségszabályozási és tudásmenedzsment folyamatokat, a hálózatosodást, valamint a szabályozottság és rugalmasság kérdését a szervezetben; a szervezeti kultúra tekintetében kiemeljük a bizalom, a hibázás, a kísérletezés, az ösztönzés és támogatás, a határátlépések szerepét a munkahelyi tanulásban. A munkahelyi tanulásra vonatkozó empirikus kutatásunk sokat ígérő fókuszpontjait mutatjuk meg: a szervezetek előbb említett vizsgálati dimenzióin túl a vezetés kulcsfontosságú szerepét; a hálózatosodást, mint legközvetlenebb fejlesztési lehetőséget és mint a legtágabb keretek közt értelmezhető tanulási lehetőséget.
... Nonaka and Toyama (2003) developed a model of knowledge creation in order to explain the conversion of knowledge through interactions between individuals, groups of individuals, organizations and the environment. This model not only highlights the importance of the environmental and organizational circumstances around an individual, it also highlights the importance of the social environment where individuals interact within groups to obtain information (Nonaka and Konno, 1998;Nonaka and Toyama, 2003). The concept of mobility in knowledge management is not new and the substantial impact of mobile technology on knowledge management processes has been previously identified leading to the definition of mobile knowledge management and the importance of mobile environments Pousttchi, 2006a, 2006b). ...
The use of mobile devices in knowledge-intensive organizations while effective and cost-efficient also pose a challenging management problem. Often employees whether deliberately or inadvertently are the cause of knowledge leakage in organizations and the use of mobile devices further exacerbates it. This problem is the result of overly focusing on technical controls while neglecting human factors. Knowledge leakage is a multidimensional problem, and in this paper, we highlight the different dimensions that constitute it. In this study, our contributions are threefold. First, we study knowledge leakage risk (KLR) within the context of mobile devices in knowledge-intensive organizations in Australia. Second, we present a conceptual framework to explain and categorize the mitigation strategies to combat KLR through the use of mobile devices grounded in the literature. And third, we apply the framework to the findings from interviews with security and knowledge managers. Keywords: Knowledge Leakage, Knowledge Risk, Knowledge intensive, Mobile device.
هدف هذا البحث إلى التعرف على دور تقنية التحسين المستمر من خلال _أسلوبي تنظيم موقع العمل (5s) والإدارة المرئية (VM)_ في عملية التعلم التنظيمي (اكتساب المعلومات، توزيع وتفسير المعلومات، الذاكرة التنظيمية)، ولتحقيق هذا الهدف تم القيام بمراجعة منظمة للأدبيات المتعلقة بالتحسين المستمر والتعلم التنظيمي، ومن ثم تم تصميم قائمة استقصاء وتوجيهها إلى المدراء في المستوى الإداري الأول في عدد من المصانع التابعة لثلاث شركات كبرى عاملة في مجال تصنيع الأجهزة الكهربائية في مصر، وتوصل البحث إلى العديد من النتائج من أهمها: هناك علاقة متبادلة بين التحسين المستمر والتعلم التنظيمي، كما أن هناك مستوى مرتفع لتطبيق أساليب التحسين المستمر وعملية التعلم التنظيمي في الشركات محل الدراسة، وتوجد علاقة معنوية بين أساليب التحسين المستمر وعملية التعلم التنظيمي. وبناء على نتائج البحث تم وضع العديد من التوصيات من أهمها: ضرورة قيام المسؤولين في الشركات محل الدراسة بتطبيق أسلوب المقارنة المرجعية للتعرف على تجارب المنظمات العالمية المماثلة بخصوص أسلوبي التحسين المستمر والتعلم التنظيمي، وكذلك ضرورة التعاون مع المراكز البحثية المتخصصة والجامعات للتعرف على آخر مستجدات البحوث العلمية ومحاولة ربط البحث العلمي بالواقع العملي. كما أوصى البحث بالقيام بدراسات مستقبلية ضمن قطاعات مختلفة مثل القطاع الخدمي للتعرف على كيفية مساهمة أساليب التحسين المستمر في عملية التعلم التنظيمي.
This document proposes an analysis of the SECI Model developed by Ikujiro Nonaka and Hirotaka Takeuchi, focusing on its significant role in the context of Knowledge Management. We will explore the four distinctive phases of the model - Socialization, Externalization, Combination, and Internalization - outlining their impact on organizations. Through a critical perspective, we will evaluate the contribution of the SECI Model in shaping knowledge management practices and encouraging organizational innovation at CERN.
Knowledge is an asset for all companies. Consequently, learning and accumulating new knowledge over time constitute the essence of the innovation process. Thus, knowledge management is of the utmost importance. This research aims to analyze and propose a knowledge management model for innovation through Bayesian networks with machine learning techniques in the furniture industry. We develop a model where we identify and quantify the impact of critical factors on the generation of innovative value. The results show that the most relevant factors for optimal knowledge management in the furniture industry are suppliers, distributors, the enterprises’ business model structure, quality and risk management, strategic planning, value system model, national and international markets, e-commerce, and human capital.
The Metaverse is becoming a hot topic of discussion and speculation. Its application in many fields is likely to affect the way we interact, socialize, get entertained, work, learn, and even conduct research. The Metaverse offers shared immersive 3D virtual spaces that are based on the integration of various technologies, including virtual reality and augmented reality. After an introduction to the Metaverse, this chapter presents how the Metaverse could help support knowledge management (KM) activities and practices in various aspects. An adaptation of the popular and well-accepted Knowledge Management SECI model from Nonaka and Takeuchi is used as a support to investigate how the Metaverse could help support the flow of knowledge in an organization. After reading this chapter, the reader will better understand all the potentials that the Metaverse can bring to support KM if the Metaverse ever takes off and keeps its promises!
The effective management of knowledge sharing and protection poses a critical challenge for enterprises engaged in interorganizational collaboration. Prior research has indicated that knowledge sharing and protection are often viewed as incompatible or even contradictory organizational behaviors. This study presents a more comprehensive theoretical framework that takes into account both knowledge sharing and protection. To investigate the relationships between influential antecedent factors and collaborative performance outcomes, we conducted a survey involving 247 knowledge‐intensive manufacturing companies in China. The study contributes to the field by developing a conceptual model for understanding knowledge sharing and protection, and it also provides practical value through the introduction of “Knowledge Sharing and Protection Guidelines.” These guidelines are designed to assist enterprises in enhancing their individual performance, expanding their market share, and bolstering their competitiveness. Simultaneously, they aim to foster innovation and create market advantages for all stakeholders engaged in interorganizational collaboration, ultimately leading to improvement in overall performance.
p> El trabajo busca conocer la percepción que tienen los docentes, en cuanto a la utilidad que tienen las redes sociales para su formación continua. Se encuestó, a finales de 2021, a 463 miembros de esta población en España. Los datos muestran características asociadas al uso de las redes sociales que hacen que la capacidad cognitiva generada de su empleo sea aún baja. Además, se identifican una serie de rasgos relacionales, estructurales y cognitivos que ejercen diferentes niveles de influencia en torno al tema propuesto. Con base a los datos analizados, los docentes necesitan acciones que les ayude a identificar contenidos científicos difundidos desde las redes sociales; a reconocer la diversidad de tipos de redes sociales, más allá de las generalistas; aplicar normas de detección y aprovechamiento de contenido científico divulgado; así como a tener una mejor valoración de la utilidad científica de este tipo de contextos para su formación continua. </p
This study explores the path of new knowledge creation in international joint ventures (IJVs) by investigating the mediating role of formal and informal communication. The organizational learning platform, encompassing commitment, cultural difference, and cultural alignment, is analyzed as a key determinant of effective communication between IJV partners, ultimately leading to new knowledge creation. Based on survey data collected from 136 Korean parent firms of IJVs, we find that organizational learning platforms significantly influence formal and informal communication between IJV partners. Specifically, commitment to partners and cultural difference primarily promote formal communication, while cultural alignment positively affects both formal and informal communication. Moreover, our results highlight that formal communication has a stronger impact on IJV knowledge creation compared to informal communication. These findings hold valuable implications for managers of IJVs and parent firms, shedding light on the factors that contribute to new knowledge creation in IJVs. The study emphasizes the importance of nurturing an effective organizational learning platform and leveraging formal and informal communication strategies to facilitate knowledge creation in IJVs.
In recent years, the theory of dynamic capabilities (DC) has become more sophisticated and has become a framework for sustainable growth through strategic innovation in companies. The “asset orchestration” function, a core concept of DC, connects various types of knowledge (assets) in an entrepreneurial manner and realizes the recombination, modification, and transformation of existing knowledge (assets) for the purpose of developing new businesses, new products, and so forth. However, the dynamic mechanism of such asset orchestration is largely unclarified in previous studies. This paper derives a dynamic theoretical model of asset orchestration and the components of DC necessary for companies to respond to the uncertainty of business environments and the speed of environmental change. Using the findings of the derived theoretical model, this paper analyzes in-depth case studies of Taiwan Semiconductor Manufacturing Company, which is currently attracting worldwide attention as a core company in the semiconductor industry, to verify the validity of the theoretical model.
This article illustrates how a social knowledge management (SKM) platform can be conceptualized, developed and implemented that can provide users with multi‐community connectivity, making it quicker and easier for members to connect, communicate, collaborate, and learn. By conducting case studies on rural craft producers in West Bengal, India, we have demonstrated how this platform fosters meaningful collaboration among rural artisans and various stakeholders within the craft production system, ultimately resulting in the formation of vibrant virtual communities. The platform promotes purposeful knowledge exchanges among variety of agents, which helps to reduce the knowledge divide and the market isolation that rural artisans experience. The platform enhances inter and intra‐group communication that supports rural artisans to establish their independent credibility in their trade without the assistance of intermediaries or middlemen.
Grounded in Nonaka and Takeuchi (Long Range Plan 54(4):102070, 2021) Socialization, Externalization, Combination, and Internalization (SECI) model, the present research develops a Blended Knowledge Sharing Activity (BKSA) model tailored for design practitioners, targeting the enhancement of learning outcomes and creativity. The investigation centers around the influence of BKSA on higher education students' learning achievements and creative potential, further delving into their application and performance relative to social media within design-related coursework. Employing a comprehensive methodological approach including sampling, t-tests, and structural equation modeling, questionnaires were disseminated to a cohort of 105 undergraduate students from two sophomore-level design classes. It is worth underscoring that despite the SECI model finding extensive applicability across numerous domains, its implementation within the context of design education remains comparatively underrepresented. This research lacuna served as a catalyst in our endeavor to apply the SECI model within knowledge-sharing activities specific to design majors, in anticipation of uncovering more potent strategies for learning and innovation. Our findings disclose a tangible positive correlation between BKSA and both the learning outcomes and creativity of undergraduate students. Moreover, the instrument we devised and utilized, acting as a robust measurement tool for the SECI model, provided additional validation for the beneficial influence of BKSA on university students' learning achievements and creative capacities. This novel insight not only redresses the underexplored application of the SECI model in design education but also furnishes a fresh theoretical vantage point for the amalgamation of blended learning and knowledge sharing paradigms.
The process of synthesis is key for the consolidation of new insights from existing bodies of knowledge, information, and data. In connection to other knowledge processes, e.g., inspiration, research or analysis, synthesis – as an activity of connection and convergence – is central to creating meaning and understanding. It builds upon principles of integration, unification, and generalisation as prerequisites for the inference of reliable and replicable knowledge. Synthetic processes are significant when dealing with large data sets or disparate and heterogeneous information. Especially in explorative research projects, the synthetic integration of a multitude of inputs is crucial to generating valuable and applicable knowledge output.
As a key idea, the paper puts forward the concept of a Knowledge Synthesiser as a heuristic device to shape the knowledge generated in larger research programmes. Resting on general models of information processing and knowledge life cycles, the Synthesizer is conceptualised as a system that generates meaningful knowledge output by interconnecting different functional layers and modules, e.g., for knowledge collection, structuring, or integration.
The specific case at stake is the German funding priority “Sustainable Development of Urban Regions” (SURE). Ten projects with approximately 150 partner institutions generate a large body of research about urban sustainability and innovation. The Synthesizer has been conceptualised to facilitate the convergence and integration of this knowledge and to create insights about the SURE funding priority and about future urban development in general. Specifically, the Synthesizer has various practical purposes for the research programme:
· Structuring and safe-keeping the results from the ongoing research
· Allowing easy access to the research findings
· Enabling deep analysis of the collected data and information
· Linking information to create new insights.
· Outlining future trends in urban sustainability research
· Supporting research policy-making.
In response to the overarching research programme and its purposes, a system architecture has been created to be implemented as a prototype tool for the SURE funding priority. From the variety of functional and technical requirements, an overall schematic design has been created that eventually led to a Minimal Viable Synthesiser concept – the outline for the technical implementation of the key features and functionalities the Synthesizer needs to supply to the SURE funding priority.
Confirmatory factor analyses were conducted to test Nonaka's ((1994) Organization Science, Vol. 5, No. 1, pp. 14-37) a priori model of organizational knowledge creation with data collected from 105 Japanese middle managers. The results provide strong support for viewing organizational knowledge creation as a higher-order construct comprised of four knowledge conversion processes: socialization, externalization, combination, and internalization.
This essay examines elements of a theory of organizational knowledge creation. To this end, a model for the management of the dynamic aspects of organizational knowledge is offered, using hands-on research and practical experience of Japanese firms. Two dimensions are examined to assess the importance of knowledge management: tacit and explicit knowledge. Four modes of knowledge creation through the interaction of tacit and explicit knowledge are presented: 1) socialization; 2) externalization; 3) internalization; and 4) combination. The process of organizational knowledge creation is also described in a corporate organizational setting. The model helps to explain how the knowledge of individuals, organizations, and societies can be enriched through the amplification of tacit and explicit knowledge of each. The key to this process is a joint creation of knowledge by both individuals and organizations. Organizations play an important role in mobilizing the tacit knowledge that individuals possess, as well as providing forums for knowledge creation through socialization, combination, externalization, and internalization. The concept of organizational knowledge creation allows for the development of a perspective that reaches beyond straightforward notions of organizational learning. Practical proposals, such as hypertext and middle-up-down management, are offered as modes of implementing more effective knowledge creation. (CBS)