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The tacit dimension Routledge & Kegan Paul London U
... Based on this theoretical logic, we further propose a Yin-Yang dialectical systems theory of knowledge creation (KC) characterising cross-cultural cognitive paradoxes to frame the novel risks arising from increasingly frequent cultural collisions. More specifically, echoing Polanyi's (1966) concept of tacit knowing and Plato's epistemological inquiry of philosophy, management scholars have highlighted two salient characteristics of KC in the organisational context, namely, its dialectical nature and context-sensitive properties (Nonaka et al., 2006;Wang and Chin, 2020). The former describes the tacit knowing of all explicit knowledge (Wang and Chin, 2020), while the latter underlines the meanings of time and space embedded in a kernel of knowledge that distinguish it from information (Nonaka et al., 2006). ...
... Grounded in the primal definition of knowledge as justified true belief, Polanyi's (1966) theory of tacit knowing goes further to argue that tacit knowing forms the central, indispensable element of all knowledge. In contrast to the explicit dimension of knowledge, which can be discovered and transmitted easily via exact words and numbers, the tacit dimension of knowledge is essentially dynamic and thus difficult to formalise and share. ...
... In contrast to the explicit dimension of knowledge, which can be discovered and transmitted easily via exact words and numbers, the tacit dimension of knowledge is essentially dynamic and thus difficult to formalise and share. Overall, notwithstanding that Polanyi's (1966) view is derived from Plato's quest to understand the dialectical nature of human knowledge, his novel conception of the dual structure of knowledge, i.e. tacit versus explicit, transcends the traditional Western epistemology that sees static, absolute truthfulness as the underlying attribute of knowledge. Indeed, Polanyi's tacit knowing has been widely adopted as a potent theoretical underpinning by mainstream schools of thought in the field of management and related disciplines. ...
Purpose
Cross-cultural cognitive paradoxes have frequently broken the existing boundaries of knowledge and stimulated demands for knowledge creation (KC), and such paradoxes have triggered and will continue to trigger novel risks in the context of international business (IB). Given the nascency of relevant issues, this study aims to develop a more comprehensive understanding of KC across cultures by proposing a Yin-Yang dialectical systems theory of KC as micro-foundation to more systematically frame the risk/paradox-resolving mechanism elicited by cultural collisions.
Design/methodology/approach
This paper is conceptual in nature. The authors first critically review the literature to lay a broad theoretical foundation. Integrating the philosophy- and praxis-based views, the authors reposition knowledge as a Yin-Yang dialectical system of knowing, with yin representing the tacit while yang represents the explicit. Next, the authors justify the underling logic of realising KC through a contradiction-resolving process. On this basis, the authors draw upon the Yijing’s Later Heaven Sequence (LHS) as the source domain of a heuristic metaphor to reconceptualise KC as a dynamic capability in the IB context.
Findings
Using the LHS paradigm to metaphorically map the intricate patterns of interaction and interconnectivity among the involved individuals, organisations and all related stakeholders, this research identifies and theorises the overall dynamic capability of KC in the IB context, which comprises five sets of processes: contradiction, conflict, communication, compromise and conversion.
Practical implications
This research highlights that KC is simultaneously activated and constrained by human actions as well as by the socially constructed context in which it emerges, which helps individuals, organisations and policy makers more clearly frame the novel risks induced by cross-cultural cognitive conflicts in the IB context.
Originality/value
The authors synthesise Yin-Yang dialectics with the approach of collective phronesis, proposing a novel, praxis-oriented Yin-Yang dialectical systems theory of KC. It provides a deeper understanding of the epistemological paradox inherent in all knowledge, thus enabling KC to be rationalised by a sounder logical reasoning. By fusing the macro and micro perspectives on KC, the authors also enrich existing theory and future theory building in the domain of knowledge management.
... Collective behaviour is generated when the collective tacitly accepts it as holding true for them and relies on it to guide collective behaviour [17] . Polanyi (1967) distinguishes tacit knowledge from explicit knowledge [20] . He explains that while explicit knowledge can be transferred by writing and verbal expressions between people tacit knowledge cannot, as this knowledge is produced based on human experiences associated with their contexts. ...
... Collective behaviour is generated when the collective tacitly accepts it as holding true for them and relies on it to guide collective behaviour [17] . Polanyi (1967) distinguishes tacit knowledge from explicit knowledge [20] . He explains that while explicit knowledge can be transferred by writing and verbal expressions between people tacit knowledge cannot, as this knowledge is produced based on human experiences associated with their contexts. ...
... He explains that while explicit knowledge can be transferred by writing and verbal expressions between people tacit knowledge cannot, as this knowledge is produced based on human experiences associated with their contexts. Tacit knowledge is made of people's values, beliefs, and assumptions cannot be clearly expressed so that people cannot easily obtain other's tacit knowledge [20,21] . ...
This study explores the implications of the difference between Japanese and Anglo-American cultures when Japanese organizations try to absorb business knowledge generated in Anglo-American culture. It relies on Todorova & Durisin’s model of Absorptive Capacity (2007) which allows for multi-level, individual, group, and organizational levels of absorption in the process of incorporating external knowledge. It compares four cases of Japanese organizations, who sought to absorb business knowledge that could change conventional Japanese management style by introducing one of two alternative Anglo-American developmental learning methods. The study identifies some specific cultural impediments and enablers for Japanese people trying to absorbing Anglo-American business knowledge, and suggests how the impediments can be overcome, by making structural and leadership changes during the introduction of the learning activities. The research explores whether and how 43 participants who experienced one or the other learning method transformed from a mind-set dominated by Japanese cultural norms and values to one that can both recognise the benefits of Anglo-American management thinking and translate it into changed practice. Whilst Todorova and Durisin’s model does not capture the way cultural difference affects the absorbing process, the results show that the differences between Japanese and Anglo-American cultural values, in terms of collectivism vs individualism, high-context vs low-context cultures, and power relationships affect progress through the phases of absorption. Thus, the study discusses the gradual process how Japanese individuals and organizations absorbed the Anglo-American knowledge by overcoming cultural differences.
... This may be because within the English language knowing is not as well distinguished within its different forms as within other languages. Within German, for example, knowing is differentiated between koennen and wissen (Polanyi 1966). The first one implies the ability to perform a certain task; the latter one assumes some intimate knowledge about something. ...
... Their understanding is that the concept of tacit and explicit knowledge should be complementary rather than dichotomous. By basing their argument on the original text, tacit knowledge is always a part of explicit knowledge and humans are only able to understand any form of formalised knowledge through their tacit components (Alavi et al. 2001;Day 2001;Hedesstrom et al. 2000;Polanyi 1966;Smith 1998;Tsoukas et al. 200 1;Walsham 200 1). ...
... This view of knowledge has been declared the primary aim of modem science, as it allows the establishment of truth indefinitely (Huff 2000;Polanyi 1966). What it assumes is a word-world relationship (Hamlyn 1970). ...
p> Little evidence is available that meaningfully describes how organisational members share knowledge among themselves. Informed by the literature on Knowledge Management, this research employs an ethnographic research approach to investigate if narratives may be conceptualised as a means to transfer and exchange knowledge within the context of daily operational work activities. Additionally, questions regarding the context of narrative performance and the significance of such contexts are examined. Lastly, the research analyses the knowledge content of narratives in order to inform the development of frameworks for knowledge exchange within organisations, potentially moving beyond the use of information technology.
This research is premised on an empirical investigation of two contrasting settings - one within the public sector, the other a private sector organization. The interpretive research undertaken has collected data through an ethnographic Participant Observation method in both settings. The uniqueness of this research is in its use of narrative. While narrative has been used within interpretive research frameworks before, this research does neither elicit narratives by prompting story-telling, nor does it create, or recount, a narrative out of non-storied data. This research identified and observed narratives as and when they occurred.
It is established that communication among team members takes a narrative form more often than anticipated, which may suggest that this is not necessarily coincidental. This occurrence of narrative forms in daily communication is particularly apparent in face-to-face encounters. Furthermore, the research provides evidence that narratives are replete with various types of knowledge.</p
... Other studies on tacit knowledge focused on codifying tacit knowledge to explicit knowledge, which has generated considerable debate as some researchers argue that tacit knowledge is primarily individualist in nature and cannot be codified in entirety even with technology. This is because the option lies in social interaction, hence the importance of the social realm in transferring of tacit knowledge (Nonaka &Takechi, 1995;Polanyi, 1966;Casonate& Harris, 1999;Kimiz, 2011). Miroslav and Karin (2010) in their research paper, suggest that tacit knowledge can be transferred through traditional workplace learning and training methods of apprenticeship and direct interaction. ...
... Concept of Tacit knowledge: Since Polanyi (1966) introduced the concept of tacit knowledge, the concept has scholars divided on what exactly tacit knowledge is, what role it plays in today's knowledge-based organization and its usefulness. While most scholars agree it is the innovative, experienced, intuitive, personalized knowledge that leads to competitive advantage, the major dispute focused on whether it can manage, let alone transfer it across an organization. ...
... This is because this knowledge is built over time and stored in such a way that the user is no longer aware, he/she possesses such knowledge. The second element is the degree to which it is not expressible, as Polanyi (1966) considers tacit knowledge as "we can know more than we can tell", stressing the difficulty to express to others either orally or written. The third element to tacit knowledge is demonstrability. ...
This study proposed apprenticeship as a technique to transfer tacit knowledge and suggest that the utilization of apprenticeship in the transfer of tacit knowledge influences team performance in oil and gas producing companies in Rivers State. Specifically, the study examined the extent to which apprenticeship relates to team performance (team task accomplishment and team efficiency) in oil and gas producing companies in Rivers State. A survey research design was used for the study. Of the 161 questionnaire forms distributed, 133 were found usable amounting to 82.6% of total respondents. Statistical tools including simple percentage, frequency tables, mean, and ordinary least square regression analysis were employed for data analysis using Statistical Package for Social Sciences software version 24. The study found that respondents' assessment of team task accomplishment is very high while that of team efficiency is high. Respondents rated apprenticeship to be moderate. The results also revealed that there is a significant relationship between apprenticeship and team task accomplishment and team efficiency in oil and gas producing companies in Rivers State. Based on the findings, the study recommends that oil and gas firms in Nigeria should invest and use apprenticeship in transferring tacit knowledge which would translate to higher performance.
... Tacit knowledge innovation in family business Tacit knowledge innovation in CFBs whereby man knows more than he can tell or explain is an interesting topic to be discussed in knowledge management of family business (Johnson and Lundvall 2001). The explicit distinction between tacit and codified knowledge was made by Polanyi since codified knowledge can be used or tested by other actor that the one that formalized the information with the necessary competence (Polanyi 1958(Polanyi , 1966. Previous researcher uses the example of the tacit knowledge needed by venture capitalists like family businesses, which to a large extent is tacit and non-codified (Aoki 2001). ...
... Being able to control the production of tacit knowledge in the business and the use of it in the production process gives the CFBs a competitive advantage and contributes to growth. Polanyi (1966) notes that: ...
The purpose of this study is to explore how Chinese family businesses (CFBs) in Malaysia can last three generations through the development of a tacit knowledge innovation by adapting to local markets from traditional food production (Southern China) to fostering rooting innovations in Nanyang (Southeast Asia-Malaysia). The author created this study by using stage model theory of development to compare the evolutionary development of the founding generation to the next generation in three public listed CFBs of food production in Malaysia. The research on business history assessments were obtained from Malaysia’s companies commission house (CCM), annual reports and in-depth interviews. This process is further aided by effectively utilizing tacit knowledge and by introducing new evolutionary CFBs model in food production, a research method has not employed in Malaysia. The findings of this study show that the role of tacit knowledge and innovation is a dynamic process including knowledge creation, evolution, transfer and application, and is also a learning process to sustain the CFBs of food production in Malaysia. These can have an imperceptible influence on and lead to improvements in CFB’s thinking structure, creating added value, self-realization and a competitive advantage in the food industry.
... L'essence même de la connaissance est de donner à l'individu la capacité d'agir (Nonaka & von Krogh, 2009). Michael Polanyi (1966) part du constat que nous en savons plus que nous pouvons le dire : « we can know more than we can tell » (p. 4 ; en italique dans l'originale). Il classe la connaissance humaine en deux catégories : les connaissances explicites qui se réfèrent à la connaissance qui peut être exprimée sous forme de mots, de dessins, d'autres moyens "articulés" notamment les métaphores, et les connaissances tacites qui sont les connaissances qui sont difficilement exprimables quelle que soit la forme du langage (Polanyi, 1966). ...
... Michael Polanyi (1966) part du constat que nous en savons plus que nous pouvons le dire : « we can know more than we can tell » (p. 4 ; en italique dans l'originale). Il classe la connaissance humaine en deux catégories : les connaissances explicites qui se réfèrent à la connaissance qui peut être exprimée sous forme de mots, de dessins, d'autres moyens "articulés" notamment les métaphores, et les connaissances tacites qui sont les connaissances qui sont difficilement exprimables quelle que soit la forme du langage (Polanyi, 1966). La théorie de la création de connaissances organisationnelles définit ainsi la connaissance en trois parties : selon la première, la connaissance est une croyance vraie justifiée ; la seconde appréhende la connaissance comme l'actuelle action la plus expérimentée (dans la sens de la plus aboutie) ou bien la potentialité de définir une action "la plus expérimentée" ; enfin, pour la troisième, la connaissance comprend une dimension explicite et tacite le long d'un continuum (Nonaka & von Krogh, 2009). ...
Les technologies issues du Web 2.0 de type réseaux sociaux d'entreprise (RSE) modifient en profondeur la gestion des connaissances au sein des entreprises en l'orientant vers plus de simplicité, de fluidité et de dynamisme. Les systèmes d'information utilisés pour la gestion des connaissances (SI-KM) évoluent avec les technologies qui les soutiennent. Aujourd'hui, ce sont les outils du Web 2.0 qui dominent, caractérisés par une participation accrue des individus. Plus particulièrement, les outils de type RSE développent « virtuellement » le réseau social des utilisateurs au sein de l'organisation. Pour certains, les SI-KM 2.0 mobilisant ces technologies plus collaboratives, appellent un mode de gestion décentralisé fondé sur la « sagesse de la foule ». Toutefois, certaines études empiriques montrent que les SI-KM 2.0 nécessitent la mise en place d'une gouvernance, mais ne précisent pas sa forme. De plus, ces outils offrent de nombreuses fonctionnalités qui favorisent les interactions et donc les échanges. Ils faciliteraient ainsi le partage et la création de connaissance. Néanmoins, des ambiguïtés demeurent sur les modalités de leur mise en œuvre pour obtenir les résultats souhaités : sur le rôle et les limites de sagesse de la foule pour résoudre les problèmes de surcharge informationnelle, de validation et de récupération des connaissances ; sur leur influence sur la création effective de connaissances, celle-ci étant déduite aujourd'hui de leur capacité à générer du capital social.Ce travail vise donc à répondre à la question suivante : comment concevoir et mettre en œuvre un SI-KM 2.0 utilisant un Réseau Social d'Entreprise afin de gérer efficacement les connaissances au sein d'une organisation ?Cette recherche intervention réalisée au sein d'un groupe international montre qu'une gouvernance fédérative à trois niveaux permet un déploiement efficace d'un SI-KM 2.0 utilisant un RSE (JIVE) tout en conservant sa dimension participative et interactive. Les résultats obtenus enrichissent la littérature sur la gouvernance KM et la compréhension des processus de partage et de création de connaissances sur les RSE.
... Scholars contended that tacit knowledge is subjective and cannot easily be transferred either verbally or through any written media. Also, it cannot be easily codified but it can be shared through experience, as well as through an individual's actions, beliefs, and values (Polanyi, 1966;Nonaka, 1991;Yahya and Goh, 2002;Hislop, 2005;Von Krogh et al., 2012). Tacit knowledge is perceived to be a great source of competitive advantage to the organization, as it is intangible and a product of experience which is rare (Nonaka and Takeuchi, 1995;Armstrong and Mahmud, 2008). ...
... The chapter also reviewed the various types of knowledge such as tacit and explicit knowledge (Polanyi, 1966;Nonaka and Takeuchi, 1995) be a hindrance or promoter of learning on social media. This study therefore only presented some background literature on this relationship but will not be exploring it in detail. ...
Culture, social media and knowledge sharing have been established to promote competitive advantages for organisations and employees. This thesis hence aimed to examine the impact of national and organisational culture on Community of Practice (CoP) knowledge-sharing behaviours through social media in enhancing organisational learning. It also investigated the role of organisational cultures (collaborative, competitive, creative and controlling) on CoP knowledge sharing in enhancing organisational learning with social media as a mediating variable. The study also assessed the role of national culture on organisational learning using social media and the impact of CoP knowledge-sharing behaviours on the relationship between social media and organisational learning in Ghanaian organisations. A sample of 415 employees from three sectors in Accra, Ghana was used. Collected data were then analysed using a Structural Equation Modelling (SEM) Partial Least Squares technique. National and organisational culture, CoP knowledge sharing behaviour, social media and organisational learning were all found to be positively related to each other. The results also showed that social media positively mediated the relationship between creative and competitive organisational cultures and CoP knowledge sharing but negatively affected controlling and collaborative organisational culture and CoP knowledge-sharing behaviours. The findings of the study showed that different cultural types can co-exist in one organisation with one being dominant and more supportive of knowledge sharing of community of practice through social media than others. Ethnicity might have impacted the findings as data was gathered from a multicultural region in Ghana. Collectivist culture had a negative impact on community of practice knowledge sharing through social media in enhancing organisational learning, which is not supported by the extant literature. Also, competitive organisational culture was positively related to community of practice knowledge sharing and social media which was equally unsupported. These findings can inform organisational managers and policymakers who are looking to promote performance, innovativeness, job satisfaction and competitiveness by establishing strategies that harness the human capital of their organisations through technologies, promoting social networks and cultural harmony. They should also facilitate flexibility, collaboration, trust, and freedom for them to freely engage with other community members to encourage knowledge sharing. Employees should be encouraged to use social media platforms more and get trained on information technologies for easy usage.
Keywords: Culture, social media. Community of practice, knowledge sharing, organisational learning
... To learn and acquire new knowledge, individuals should interact and share implicit (tacit) and explicit knowledge with each other (Nonaka & Takeuchi 1995). Most researchers of knowledge management classify knowledge into tacit and explicit (Agarwal & Marouf 2014;Cross & Baird 2000;Nonaka & Takeuchi 1995;Polanyi 1966). Tacit knowledge is that which resides in the minds of faculty staff, students and the knowledge gained through life experience where we can know more than we can tell (Polanyi 1966). ...
... Most researchers of knowledge management classify knowledge into tacit and explicit (Agarwal & Marouf 2014;Cross & Baird 2000;Nonaka & Takeuchi 1995;Polanyi 1966). Tacit knowledge is that which resides in the minds of faculty staff, students and the knowledge gained through life experience where we can know more than we can tell (Polanyi 1966). Cross and Baird (2000) say that individuals primarily absorb this knowledge through social interactionby working with those who are applying knowledge gleaned from past endeavors. ...
This study investigated the use of Information and Communication Technologies that are used to for knowledge management amongst academics at the National University of Science and Technology (NUST) based on anecdotal evidence that inadequate IT resources have always hampered knowledge management among academics. The purpose of the study was to investigate how ICTs are used to enhance knowledge management amongst academics at the NUST. Anchored on the interpretivist paradigm, the study used qualitative research method in a case study design where interviews were conducted with six deans of faculties across the university and one ICTs officer. Data was gathered through face-to-face in-depth interviews and analysed using themes. Findings indicated that NUST provides the academics with desktop computers for knowledge management and laptops are provided only on request. Academics are offered training when the ICTs department introduces new software. It also emerged that mistrust and bureaucracy in the university affects lecturers’ knowledge management. The study concluded that academics at the university are aware of the importance of ICTs in managing knowledge, but weak and unreliable internet connection were major barriers to knowledge management amongst academics. The study recommends adequate provision of technologies such as laptops since some academics are reluctant to share knowledge using personal resources.
... However, transferring knowledge in an organization is a complex task. Even if members of the organization are willing to share knowledge, they may be unable to do so (Polanyi, 1966). A substantial amount of knowledge in an organization is hidden and dispersed among its members (Lee, 2000). ...
... Implicit knowledge, or tacit knowledge (Kirsner et al. 1998), is not immediately available for conscious retrieval. Tacit knowledge evolves over long periods and is not easily accessible for articulation in speech or writing (Polanyi, 1966). It may be found on both the individual and organizational levels (Nonaka and Takeuchi, 1995). ...
Accurate knowledge management is vital for an organization to perform well. Managing explicit knowledge is relatively easy but managing tacit (implicit) knowledge is not. Effective transfer of tacit knowledge from experts to novices in an organization is therefore essential. Maritime pilotage is a safety-critical operation in which pilots use their expertise to guide vessels in specific waters. The purpose of this study is to improve the Pilot Training Programme (PTP) run by the Swedish Maritime Administration (SMA). The aim of this study is to evaluate and describe the prevailing methods of transferring tacit knowledge during the PTP. This study includes 20 maritime pilots and covers a complete PTP. A qualitative mixed-methods approach was used, based on activity theory and including observations, interviews, questionnaires, and document analyses. The results showed that tacit knowledge transfer during the PTP occurs during situated learning, such as apprenticeships, hands-on learning and communities of work. However, the transfer methods are not sufficiently documented from a didactic perspective.
... Polanyi views tacit knowledge as one of which there is an inner awareness but difficulty in articulation, mainly because it has become deeply hardened and entrenched within the subconscious mind. This type of knowledge, according to Polanyi (1967), ...
... We also do not share everything we know; a part of what we know remains covertly hidden, safely tucked within our minds, such as skillsets. Famously, Polanyi (1967) said that "we know more than we can tell" (as cited in Hildreth & Kimble, 2002, para.15). This is independent of what is projected explicitly outwards, in body and mind. ...
The stakeholder’s tacit knowledge is a key crown jewel of requirements elicitation, and in turn software development at large. This critical element holds significant leverage in determining the outcome and the quality of the requirements, and therefore the development endeavor holistically. Due to its very nature of being tacit, it is innately covert and deeply hidden within the stakeholders’ minds, so it is extremely difficult to articulate and relay, as well as even harder to elicit and utilize. Additionally, the literature reports that there is a scarcity of available theorizations and solutions for addressing this challenge, posing a key and recurrent challenge in its successful attainment, functional utilization, theoretical understanding and synthesis, as well as successful harvesting. The thesis presents a theoretical knowledge management framework for tacit knowledge acquisition, the Stakeholder-Profile, in the spirit of contributing to the body of knowledge. The framework offers a theoretical vision of tacit knowledge acquisition of the stakeholders as individuals, and a conceptual vision of its application in the context of a specifically designed requirements elicitation interview process model. In view of this context, the framework offers a holistic conceptual solution vision, including an analysis of the mitigating factors for tacit knowledge acquisition in view of an interview, the theoretical makeup, synthesis, and acquisition of the stakeholder’s tacit knowledge as individuals, an integration of the vision into an interview-specific process model, and an interview process outcome conceptual assessing quality metric.
... The process of making an art object invariably results in craft knowledge that cannot always be articulated or passed on. As Polanyi [1966] puts it, "We can know more than we can tell," explaining that the ways of knowing through experience and practice of craft adhere to the practitioner and remain out of reach of the fullest explication. This idea then is that there is some component of a making process that constitutes knowledge held by the maker and the maker only; a material and process knowledge [c.f. ...
... We use these theoretical ideas of what it is to make something as a starting point for a discussion surrounding how engagement between glass artists and volcanologists can be transformative in terms of knowledge-exchange. Following Polanyi [1966], we ask if experimentation with obsidian in glass art studios may result in volcanologists learning from the obsidian directly via experience with the material? Ingold [2013] sets up a clear distinction between the theorist and the craftsperson, which is encapsulated by the opposition between 'making through thinking' (theorist) and 'thinking through making' (craftsperson). ...
Glass art practice is indivisible from the material behaviour of glass at a range of working conditions, providing a direct link with the science of glass and melts. The use of non-standard, non-commercial, or natural glass compositions in art usually brings with it challenges associated with unexpected or undesirable processes, such as bubble formation and growth, liquid-liquid immiscibility, heterogeneities, and devitrification. For these reasons, natural geological compositions, including obsidian, have typically been avoided in glass art, with a few pioneering exceptions. Here, we bring together the results of mutual experimentation, knowledge-exchange workshops, and successful obsidian and magma use-cases in glass art in order to constrain the usability of obsidian and the techniques most suitable for rendering the material amenable to glass art practice. We conclude by exploring opportunities for collaboration between volcanologists and glass artists, which we propose would develop both fields in novel directions.
... Most of the firm's knowledge and skills reside in its human capital, often in tacit and explicit knowledge (Nonaka, 1991;Polanyi, 1966). Tacit knowledge is contextually-specific to the individual and from the individual holder of knowledge, difficult to dispose of and transmit (Davenport, Marchand, 1999). ...
Knowledge is a strategic, high-quality source of power. Knowledge assets – technological and human capital – have been recognized as key resource for sustaining competitive advantage in a dynamic turbulent environment. Past research argued that knowledge is important to facilitate and leverage knowledge assets. Most of the firm’s knowledge and skills reside in its human capital, often in tacit and explicit knowledge. Existing knowledge is not enough to be competitive on the future market. Firms must collect, disseminate and create knowledge capital. According to the theory of dynamic organization knowledge creation (SECI; processes of socialization, externalization, combination and internalization), knowledge assets are the key elements that facilitate knowledge creation processes. Knowledge can be created on personal / organizational level, and also externally, such as with customers, partners and suppliers. Nonaka, Toyama and Konno (2005) identified four dimensions of construct of organizational knowledge capital: experimental knowledge assets, conceptual knowledge assets, routine knowledge assets and system knowledge assets. Each form of knowledge has specific individual support in process of knowledge creation. The firms needs vision and synchronized entire team. This paper employed a survey instrument and collected data in Slovenia. Our research confirmed Nonaka, Toyama and Konno (2005) research, we confirmed all four dimensions of organizational knowledge capital. Total 195 responses were analysed. The study shows importance to create learning environment, networking between professionals, to build trust encourage open, share / disseminate knowledge and create new knowledge.
... Economic geography literature particularly emphasises the importance of proximity in localised learning and knowledge flows between stakeholders. Knowledge is generally classified as codified (explicit) and tacit knowledge (Polanyi, 1966). Codified knowledge can be easily shared, yet tacit knowledge is stickier and more challenging to be expressed or transfer through distance. ...
... Poleg tega sem lahko v situaciji, ko v mnozici prepoznam obraz, pa bi ga brez gledanja nikakor ne mogel opisati. Polanyi (1968) to imenuje skrito znanje in je povezano s tern, kar sem jaz v osnovi imenoval prezavestno ucenje. ...
V prispevku avtor trdi, da je ucenje eksistencialni pojav. Definira ga kot kombinacijo procesa, v katerem celotna oseba pretvarja posamezne izkusnje v kognitivne, fizicne in afektivne dosezke ter jih integrira v svoje izkustvo (biografijo). Najprej preuCi odnos med posameznikovim notranjim in zunanjim svetom ter dozivljanjem casa. V tern okviru nekoliko osvetli odnos med epizodicno izkusnjo in casom. Kasn.eje razpravlja o odnosu med osebnim zavedanjem sveta in casa ter pokaze, kako je soodvisnost med tema dvema dejavnikoma povezana z razlicnimi vrstami ucenja.a
... The concept of tacit knowledge was defined by Polanyi (1966) as learning that is not available to consciousness, that is experiential and difficult or impossible to communicate through language or other coded processes. Tacit knowledge is often person and context specific, consisting of insights and intuitions as well as technical abilities. ...
Archaeology is concerned not just with generating data, but with creating, organising and diffusing knowledge about the past. This chapter looks at the nature of archaeological knowledge and emphasises the importance of tacit knowledge and the limitations of data.
... Furthermore, through knowledge sharing, mechanism employees can contribute to knowledge application, innovation, and, ultimately, the organization's competitive advantage (Wang & Noe, 2010). Nonaka and Takeuchi (1995) proposed the Socialization, Externalization, Combination, and Internalization (SECI) model, which explained the function of tacit and explicit information sharing in the knowledge generation process, based on Polanyi's (1966) conceptualization. ...
Knowledge sharing and mutual trust are culture-specific virtues and vital components for organizations’ success. In this research, we investigated the effect of Organizational Knowledge Sharing Practices (OKSP) and Innovation Strategy (IS) on Knowledge Sharing (KS) among Indian service sector employees. Moreover, moderating role of Mutual Trust (MT) between Organizational knowledge sharing practices, Innovation strategy, and Knowledge sharing was also examined on a sample of 150 service sector employees (Male = 112, Female = 38). The correlation results revealed that Organizational knowledge sharing practices and Innovation Strategy significantly and positively correlated with Knowledge Sharing dimensions- explicit knowledge sharing and tacit knowledge sharing. Furthermore, stepwise regression analyses to examine the moderating effect of Mutual trust revealed that Organizational knowledge sharing practices significantly predicted explicit knowledge sharing (β = .48; p<.01) and tacit knowledge sharing (β = .51; p<.01) in the group with high mutual trust. Thus, cultural traits and behaviors such as trust and knowledge sharing would be inculcated within organization practices to experience better psychological and organizational outcomes.
... Although firms have advantages, such as their scale, scope, tax or information, that could enable them to be more profitable than an employee in spinning off a discovery, an employee may exploit information asymmetries to start a business. Because tacit knowledge cannot be easily transferred [25], it makes it difficult for the employee to realise the actual value of the discovery from the company [24] (p. 2). ...
A spin-out happens when an employee quits a company to start a new venture; however, theories do not agree on whether the ‘spin-out entrepreneur’ will start the company in the same or in a different industry. We investigated a sample of 250 entrepreneurs and 120 spin-out companies to understand what led an entrepreneur or a group of founders to enter a new industry. Our results contribute to theory, suggesting that spin-out entrepreneurs usually move to different and innovative industries owing to recombination of knowledge in founding teams. Our evidence supports the positive effect of different experiences within the team.
... Existing studies concerning knowledge are primarily built on the distinction of Polanyi (1966): explicit and tacit knowledge. Explicit knowledge is easily codified and written in documents, whereas tacit knowledge is embedded in people's minds and hard to record and transfer (Nonaka and Takeuchi, 1995). ...
In the highly competitive business environment, family businesses represent the backbone of the economy in various countries; meanwhile, they face tremendous survival challenges. Knowledge, particularly tacit knowledge, is the key to organisational survival because the hard-to-imitate characteristics could create value and technology innovation. However, it is challenging for family businesses to obtain tacit knowledge because it resides in people’s minds; and compared with sharing, people prefer hiding it for self-protection. In recent years, knowledge hiding has increasingly attracted scholars' and practitioners' attention but few in the family business context. Hence, this research aims to investigate how and why the employees hide tacit knowledge in the small family business. The present study used the Self-determination theory (SDT) as the theoretical foundation to explain knowledge hiding behaviours from the motivational perspective. The single case study was conducted in China, as Chinese family business has distinctive cultural characteristics influencing knowledge hiding. Data were collected and analysed from 22 participants in a small Research and Development company through semi-structured interviews and thematic analysis. The findings revealed that skilled employees used various methods to hide knowledge, such as pretending not to know, using no time as an excuse, and hiding the core knowledge. The reasons for knowledge hiding primarily reflected the unfair issues between the family and non-family employees in terms of the favouritism of the owner-manager toward the family employees, no bonus and ‘996’ timetable (people need to work from 9:00 am to 9:00 pm and 6 days per week) for the non-family members. Theoretically, this study contributes to understanding knowledge hiding behaviours by analysing motivations within SDT and corporate contextual influences in the small family business. These findings facilitate enhancing the owner-manager's awareness of the effects of unfairness on knowledge hiding and providing practical solutions to the unfairness and knowledge hiding among employees, as this has immense implications in any business.
... Tacit knowledge can be described as instinctive knowledge, knowing how to act or respond in a given situation to achieve particular results. It is an awareness of consequences, an act without conscious thought, and embedded in beliefs and values experience (Nonaka & Takeuchi, 1995;Polanyi, 1967). This form of knowledge is difficult to formalise in writing, and often the result of experience, where technical know-how intersects with mental schemas to create an intuitive action (Nonaka & von Krogh, 2009). ...
ADHD can significantly disrupt children’s education. Challenges in meeting classroom expectations, building successful peer and staff relationships, and possible learning barriers, can negatively affect the experience of children with ADHD in school. Children with ADHD can also bring many adaptive strengths to the classroom, such as creativity, enthusiasm, quick-thinking, and dynamic energy. School staff play a critical role in supporting and teaching children with ADHD, both in addressing difficulties and cultivating strengths, yet often feel ill-equipped to do so. A lack of suitable training opportunities has been identified. Issues of timing, contextualisation, and autonomy have been cited as key barriers in traditional training methods.
A systematic review and meta-analysis were performed to synthesize the available evidence for the effects of ADHD teacher training interventions. Teacher ADHD knowledge, teacher behaviours towards children with ADHD, and pupil ADHD-type behaviours were investigated. Initial improvements in teacher ADHD knowledge deteriorated over time, but evidence was inconsistent for changes in teacher or pupil behaviour. This study identified the significant limitations of traditional ADHD training models. To better understand what is needed in ADHD training, a qualitative interview study was used to capture school staff views and perspectives. Reflexive thematic analysis resulted in five themes: equipped with ADHD knowledge, confidence, and strategies to provide for the individual needs of children with ADHD; a joined-up team approach which draws on the knowledge of others; creating the opportunity for every child to succeed; supporting all children in the classroom; and, training and support which meets the needs of all school staff. Based on these two studies, a working group of school staff and a researcher collaborated to co-construct an ADHD resource for school staff. A systemic framework was used for critical reflection of this alternative approach to understand how and why the collaboration led to the published resource.
Keywords: ADHD, school staff, training, teachers, co-construction
... Beyond Words: Visual Imagery in CLI As several applications in Part II have shown, clean language interviewing can be enriched through eliciting drawings as well as verbal accounts from interviewees. This is especially useful when exploring tacit knowledge (Polanyi, 1966) as drawings can illuminate assumptions and associations that may be hard to articulate. ...
To conclude this book, we take stock of the state of the field of clean lan- guage interviewing (CLI). The field has matured considerably in 20 years and yet is still young and emergent. Through articulating the principles of CLI and exploring its application in many fields of practice, we hope this book might come to be seen as a milestone on its path. From its informal beginnings and earliest applications, we believe we can claim with justifi- cation that clean language interviewing has developed into a well-specified, well-tested and well-appreciated method that can be used to access both explicitly- and tacitly-held knowledge in a wide range of research projects.
As editors of this volume, we have been gratified and humbled by the ways in which CLI has been used by the contributors. Part II has demonstrated the value of clean language interviewing in both academic and applied research. The applications presented illustrate that CLI has breadth – given the diverse fields in which it has been applied – as well as depth, due to the various levels at which it can be used.
Our aim in this chapter is to reflect on themes that have emerged from the contributions in Part II and the experience of compiling the book as a whole. We begin by reviewing the frameworks that we regard as essential to CLI, then discuss three issues of practice and theory that have emerged from Part II. We sum up the key benefits and limitations of CLI for interviewers and interviewees before indicating some possible directions for future research.
... Organizational culture plays a significant role in emphasizing and supporting KC and KS. Organizational culture, according to [88], is the collection of shared ideas, ideologies, rituals, myths, and conventions that impact individual members' actions and behaviors as well as the organization's overall behavior. Throughout the literature, the pattern of shared values, assumptions, beliefs, and attitudes that bind an organization together to determine group and individual behavior is consistent [89,90]. ...
Background: Organizations may use knowledge management to enhance core skills and improve organizational performance. A large amount of research has looked into the relationship between competency and knowledge management (KM). Theories and models have been established, but for an organization to be competent, it must rely on its employees and trust them to share their knowledge. Individuals' willingness to share their expertise is facilitated by organizational learning, organizational cultures, and leaders behaviors. Despite this, many people choose not to share their information. To explore this phenomenon in more depth, the goal of this study is to examine the existing literature on competence and knowledge management to construct a knowledge management-competency model that individuals and organizations may use to enable and manage knowledge professionally. Materials and Methods: To construct a comprehensive Knowledge Management-Competency model, this study presents a complete evaluation of the literature on the interrelationship between knowledge management sharing and production and its influence on people and organizational competency. Results: The Knowledge Management-Competency Model was created to fill a research gap and demonstrate the elements required to create KM, enable individuals to trust the organization and share their knowledge, and develop an appropriate organizational culture in which individuals and organizations maximize their competencies. Conclusion: There is a wealth of knowledge management and competency research in the literature. However, the existing studies lack a full understanding of the transferable relationship between knowledge management, competency, and people's desire to share, as well as corporate culture and transformational leadership. As a result, this study extensively examined the literature and added to knowledge by developing a complete Knowledge Management-competency model that researchers may utilize. It also adds to practice by providing practitioners with a model that combines critical factors to enable individuals to trust their organizations, engage more directly with them, and share their expertise, all of which will improve organizational competency.
... Intuitive (Benner 1984) and tacit (Polanyi 1967) knowledge are exceptionally difficult for people to describe. They 'just know' whether it is a 'gut feeling' or unconscious response that brings the knowing of a situation to mind. ...
p> This thesis explores the multiple and dynamic constructions and processes of care that inform how care is provided, experienced and conceptualised within an NHS integrated palliative care service in England. Drawing upon the literature and research from palliative care and the debates about care within the philosophical, sociological, health and educational domains, a wide range of constructions were revealed. How these constructions have influenced and continue to influence care within palliative care was explored guided by a philosophical position that values multiple truths and ways of knowing.
An holistic ethnography was undertaken over a period of six and a half months within the palliative care service that provided a combination of hospice, community and hospital palliative care. Observations of care were undertaken in each of the three areas of the service focusing on care practices, care talk, care processes and documentation. Semi structured interviews were undertaken with staff, people being cared for, family members and stakeholders. A thematic and hermeneutic analysis of the data was undertaken to reveal and interpret the emerging constructions of care, and how these informed and shaped palliative care practice.
The palliative care services had a democratically shared leadership which valued the multiple voices, knowledges and processes within and across the service enabling it to adapt to the centralising and hierarchical pressure of the NHS, whilst retaining a service that provided personalised responsive holistic and supportive care.
This thesis argues that care can be conceived of as a set of complex, multidimensional, temporal and dynamic processes informed by multiple knowledges and shaped by personal professional and structural values within society. Care within palliative care is constructed by these multiple processes and influences. Care is relational and can only be an ethically just process when the multiple voices are heard, respected and negotiated within the processes. Care is therefore not concrete, but shaped and reshaped over time. </p
... As much as OI were a shadow of NL, NL is a limiting factor of human capacities (Chomski, 2017) to transfer and receive information especially that of tacit dimension (Polanyi, 1966) and grasp very complex entities, such as the P vs NP problem. ...
The discourse of the science and humanism is often dominated by such global issues as social and economic wellbeing, technical progress, human rights, and climate change. underlining their importance, the paper focuses on different issues including meta-level methods and its various approaches, which aim at solving highly complex problems that humanity is facing now and will be facing in the future. in this paper, the language is considered as one of the tools that can potentially be exploited for the integral evolution of humanity. Three levels of human language are distinguished: onomatopoeic interjections, the natural language, and the metalanguage of the future, based on myth and written in an urban "script". the paper describes the latter using a six-dimensional perception of urban space (3+1+1+1d), which would allow humanity to reinterpret space and time and the laws of nature.
... Questo vuol dire che il contesto costituzionale ha co-1) Università del Salento, Centro di Ricerca Euro Americano sulle Politiche Costituzionali, email: michele.carducci@unisalento.it munque condizionato, anche se non espressivamente, la costruzione della "post-normalità" come visione del rapporto tra scienza e politica. Dal punto di vista normativo, invece, istituzioni e regole sono il portato storico di figurazioni psico-sociali di lungo periodo (Elias, 1982), che hanno orientato (Kitcher, 2013) la qualificazione del bene e del male della convivenza (si pensi, per tutti, all'evoluzione del "valore" della "dignità umana"), hanno "ancorato" le concezioni (Tversky et al., 1974) di ciò che si può considerare certo o incerto nelle relazioni dei dati di realtà (si pensi alle rappresentazioni della causalità), hanno consolidato la "dimensione tacita" (Polanyi, 1966) di selezione delle variabili di spiegazione della realtà (si pensi alle costruzioni dei criteri di imputazione giuridica della responsabilità). Con le Costituzioni, quindi, bisogna sempre fare in conti, in quanto ogni essere umano è un soggetto "situato" (Burdeau, 1956) dentro un contesto di regole che lo plasmano. ...
Per anni l’interazione tra scienza e politica è stata rappresentata come una relazione di tipo unidirezionale, nella quale gli scienziati fornirebbero ai politici una conoscenza neutrale, obiettiva e affidabile a supporto del processo decisionale. La complessità delle sfide attuali in cui “i fatti sono incerti, i valori in discussione, gli interessi elevati e le decisioni urgenti”, ha reso questa narrazione inadeguata sul piano della conoscenza e della sua condivisione pubblica. Questo volume racconta il cambiamento di tale interazione a partire dall’approccio della “scienza post-normale” (PNS), proposto negli anni ‘90 da Jerome Ravetz e Silvio Funtowicz. Esso ospita le riflessioni dei due ideatori sull’attualità e sul futuro della PNS e raccoglie i contributi di oltre 50 autrici e autori che esplorano le sfide che la PNS rappresenta sul piano teorico e su quello delle pratiche di ricerca partecipativa e di public engagement diffuse in Italia.
Il libro è il primo della Collana Editoriale SCIENZIATI IN AFFANNO? che affronta i cambiamenti in atto nella ricerca in un contesto in cui le relazioni scienza, società e politica sono oggetto di discussione e ridefinizione pubblica.
... Tacit knowledge is difficult to articulate and difficult to put into words, text or drawings, while explicit knowledge represents content that has been captured in some tangible form such as words, audio recordings, or images (Kimiz, 2011). Polanyi (1962Polanyi ( , 1966, a pioneer in tacit knowledge was the first to view tacit knowledge as conceived through an individual's action, meaning that without an individual and his skills, tacit knowledge would not exist, as tacit knowledge is gained through practical experience and observation in various contexts (Grotenhuis & Weggeman, 2002;Lam, 1997). Tacit knowledge is the knowledge that exists in the social realm, which is in social interaction among individuals as Nonaka and Takeuchi (1995) SECI model of knowledge conversion, clearly, illustrates that tacit knowledge can only be converted to explicit knowledge through the process of socialization. ...
... They thus draw on and foster a CWS' social configuration, which is manifested in mutual sets of values such as openness, accessibility, and collaboration (Bates, 2011;. While explicit knowledge is rather simple to display and coordinate, coworkers also exhibit valuable resources in terms of tacit knowledge that cannot simply be elicited (Polanyi, 1967). An application can merely serve as facilitator for explicit knowledge sharing (Desouza, 2003), while the motivation to do so needs to stem from coworkers themselves. ...
Die vorliegende Arbeit untersucht die Technologieakzeptanz neuer Instrumente, welche nachhaltiges Handeln im organisationalen und Konsumentenkontext ermöglichen und verbessern sollen. In zwei Teilen werden dazu Coworking Spaces und deren technologische Grundlagen sowie ausgewählte Phänomene des Konsumentenmarktes beleuchtet. Als zentrales Motiv im organisationalen Kontext wird die Identifikation und Nutzbarmachung materieller und immaterieller Ressourcen am Beispiel von Coworking Spaces erkannt. Diese Arbeitsplätze sollen neben einer basalen Infrastruktur vorrangig Raum für eine offene, kollaborationsorientierte Gemeinschaft bieten. Hierzu finden unterschiedliche, integrierte Technologien parallel zu architektonischen und sozialen Instrumenten Anwendung, jeweils mit überlappender Zielsetzung. Der Fokus des ersten Teils der vorliegenden Arbeit liegt auf der Klärung, welche positiven Auswirkungen die Nutzbarmachung der vorhandenen Ressourcen mittels digitaler Technologien auf die beteiligten Coworker entfalten kann. Zunächst wird gezeigt, dass Coworker vom Zugang zu solchen Ressourcen in Form von Wissen unmittelbar profitieren. Zu diesem Zweck werden so genannte Matchmaking Tools in die Coworking-Literatur eingeführt, welche Profile von Coworkern erzeugen und darauf basierend Kooperationspartner identifizieren. Matchmaking Tools können dazu dienen, die in Coworking Spaces vorhandenen Ressourcen, etwa in Form von fachlicher Expertise und beruflichen Netzwerken, sichtbar und greifbar zu machen. Sie ergänzen damit das bestehende Spektrum an kooperativen Instrumenten um einen eigenständigen Beitrag. Die empirische Analyse wird anhand einer Kombination aus Partial Least Squares Structural Equation Modeling (PLS-SEM), Fuzzy-set Qualitative Comparative Analysis (fsQCA) und Necessary Condition Analysis (NCA) durchgeführt. Der zweite Teil, welcher sich mit ausgewählten Instrumenten im Konsumentenmarkt befasst, klärt die Akzeptanz nachhaltiger Alternativen in den Bereichen Mode, individuelle Mobilität und Ernährung. Allen Teilbereichen ist gemein, dass sie bedeutende Märkte bilden, zielgruppenübergreifende Relevanz aufweisen und somit großen Einfluss auf nachhaltiges Handeln entfalten. Die Märkte werden als heterogen in ihren Anforderungen und Zielsetzungen erkannt und Handlungsempfehlungen für Anbieter und politische Entscheidungsträger werden abgeleitet. In Spiegelung zum ersten Teil der Arbeit basiert die Analyse auf der methodischen Kombination von PLS-SEM, fsQCA und NCA.
The epilogue provides an overview of the main findings of this anthology, and places them in the larger context of comparative theory and public policy. It explains how the authors explore uncharted territory by delving into the hermeneutics of organizational wrongdoing, undertaking interviews and experiments, and analyzing new, previously unexplored primary sources. The epilogue begins with a brief recapitulation of the main objectives, model, and methodology that underpin the chapters in this volume. It then summarizes the main lessons that can be drawn, and illustrates them with empirical evidence of organizational wrongdoing in the global North and the South. This is followed by a general discussion of the findings in terms of their theoretical underpinnings and implications for public policy. The conclusion emphasizes the importance of putting the organizational sociology of wrongdoing in the context of comparative area studies, global and local compliance, and historical sociology.KeywordsOrganizational wrongdoingComplianceSelf-regulationPolitical arenaGlobalizationNiklas Luhmann
We model the spatial characteristics of technological knowledge flows in the UK. Using a novel and highly accurate dataset of inventor locations, we test for localisation of knowledge spillovers in citations between UK patent applications from 1982 to 2015. We apply continuous distance localisation tests separately to patent citations in 313 technologies and find that spillovers are localised in far fewer technologies and at shorter distances than previous studies have suggested. Only 30% of technologies in the UK display localisation, knowledge spillovers decay rapidly at distances between 30 and 80 km, and spillovers within technologies are twice as frequently localised as spillovers between technologies. Our results suggest that technological and geographical proximity are important determinants of knowledge spillovers in the UK and that close physical proximity is particularly relevant for industrial sectors that are more reliant on tacit knowledge.
It is shown that only inherently safe design measure, which is defined in ISO 12100 as protective measure which either eliminates hazards or reduces the risks associated with hazards by changing the design or operating characteristics of the machine without the use of guards or protective devices, can eliminate hazards or reduce the severity of risks. However, mechanical designers actually apt to use safe guards and other measures because they do not have concrete design methods to apply them. In the consequence the machine does not have adequate inherently safe design measures. This paper proposes the process of scheme design for newly designed machinery to adhere adequate inherently safe design measures and other safe measures. Scheme design process consists of four stages, required specification definition, function definition, component and mechanism choice and structure design. These four stages are in order of consideration. The 14 items of inherently safe design measures those are classified according to their contents are shown in ISO12100. And each of them is suitably assigned to each stage of design process according to its content. Each stage study is narrowed down and clarified by this assignment. This process is proceeded in the matrix table to get adequate and less omission design by comparing and evaluating various ideas that can be thought of. By this proposal, front loading design process is implemented and the machinery design will obtain adequate inherently safe design measures and other safety methods.
Many have suggested different ways of conceptualizing mental health conditions in mental health services. However, eliciting the unicity of the individual experience of mental health conditions in the diagnostic process remains challenging. In this position paper, we describe the diagnostic process in psychiatry and outline three challenges for which insights from the design research paradigm , in particular so-called generative sessions, may represent an opportunity for innovation. We suggest that by implementing generative sessions, conversations about individual experience can be initiated, the focus on diagnostic categories can be shifted towards personal variation, and the integration of empirical evidence of recovery can be facilitated. Therefore, we argue that exploring generative sessions in the diagnostic process can stimulate incremen-tal and iterative advancements in diagnostic systems. To test its hypothesized impact on clinical practice, we recommend several directions for further research in co-creation with traditional mental health professionals, people with mental health conditions, and people with lived experience.
COVID-19 has contributed to a digitalization of communication, and in many cases a distribution of the workforce in organizations. In turn, this has affected knowledge management practices during the pandemic. In particular, this paper scrutinizes the impact of the COVID-19 pandemic on onboarding practices in a large public organization. The research aimed to investigate employees’ perceptions of the onboarding process during the COVID-19 pandemic, and how they expect “the new normal” workday to unfold. A total of nine employees were interviewed in a large public organization. We find that COVID-19 caused a certain degree of detachment from the workplace among the new employees, raised issues regarding communication, knowledge sharing and personal development, but also the uptake of an extensive and lasting use of digital administrative systems. The newcomers emphasize the importance of being physically present at work. The unanimous prediction of the post-COVID-19 work future was more flexibility regarding working at the office versus working from home, and a balance for newcomers between presence and e-learning when being onboarded.
Ideas in this article are a development of those in Strawbridge (2016).
Today, cultural heritage preservation benefits from the growing international interests in the green and circular economy. Such benefit depends mostly on the very nature of our cultural heritage that has been evolving by relying on traditional techniques, regional materials, and local expertise and knowledge. For such, traditional heritage has been always more sustainable in terms of resources consumption and preservation actions needed, which were in most cases based on periodic maintenance and easy replacement of parts, with relatively low impact on the environment. In this light, cultural tourism is more and more contributing to or taking advantage of, an increasing aesthetic, heritage community that is aware of the importance of sustainable consumption as well as sustainable accommodation. To enforce such mental and behavioural change, beyond a solid institutional and legal framework for heritage protection aligned with the international standards and with the doctrine, the role of the architect is essential. The project is indeed the form by which the intrinsic qualities of the built environment and cultural heritage in general, including movable objects from crafts and arts, may enhance the true experience, as well as entrust the genius loci, inspiring so multiple other services that favour a sustainable attitude of users. A good project is indeed capable to reinterpret the tradition without mystifying it and displaying how new “residential” models are possible, with a complete, true experience of the site. By using theoretical achievements from recent research on nature-based solutions and circular economy on cultural heritage and urban regeneration, as well as examples from the practice, the paper will highlight some of the principles behind the relationship among heritage reuse, tourism, and sustainability.KeywordsAdequate conservationCircular economyConservation designDense cultural experienceIntegration of primary and secondary cultural tourism products
In his book “Shop Class as Soulcraft: An Inquiry Into the Value of Work” (2011), Matthew Crawford has presented a fundamental work on “shaping action and acting thinking”. The special importance of this book is based not only on the considerable echo it has caused, but also on Crawford’s decision to give up the lucrative management of a well-known think tank and to open a motorcycle workshop. The reasons for this decision are remarkable. Crawford quickly found out that the job as manager in the think tank was not for him. The work would be more about the form than about the content: “The insignia of science were used to give scientific arguments a scientific appearance, which had no scientific basis […]. For example, it was part of my job to develop theories about global warming that just happened to coincide with the arguments of those oil companies that financed this (my) think tank” (p. 144).
The work-oriented turn in didactics of vocational education highlights the “significant” vocational work situations and the work process knowledge related to them as the pivot point for the design of vocational education courses and processes. The drama of this perspective change lies not only in the departure from a subject- and science-systematic didactics, but also in the development-theoretically founded elaboration of a vocational didactics for vocational education practice and vocational education planning. For the design-oriented didactics of vocational education, which has carried out this turn early on, the task at hand is a differentiation of the category of knowledge, especially with regard to the practical knowledge and the practical concepts—also as a basis for a domain-specific vocational education research.
Psicología en Colombia. Una mirada de la investigación doctoral es un libro que reúne los avances de las investigaciones en Psicología que se desarrollan en los Doctorados en Psicología en las Instituciones de Educación Superior de nuestro país, los cuales fueron presentados en el VI Encuentro Nacional de Doctorados en Psicología realizado en el 2018 en la ciudad de Cali organizado por Universidad del Valle, la Universidad de San Buenaventura, y la Pontificia Universidad Javeriana de Cali. En los capítulos se recogen temáticas de mayor vigencia y relevancia, en las diferentes áreas de formación de los participantes que incluyeron: “Psicología Social y Crítica”; “Psicología Organizacional y del Trabajo”; “Neuropsicología y Psicología Clínica”; “Psicología Educativa”; “Psicología del Desarrollo”, “Psicometría”; así como los temas de “Psicología de la Violencia y Paz”. En los diferentes capítulos se encuentran síntesis de tesis doctorales en psicología concluidas o textos derivados de ellas, otros que presentan avances de resultados con discusiones importantes, y aquellos que se encuentran en fase de formulación de preguntas de investigación, cada uno en el marco de las líneas de reflexión, formación, y temáticas específicas trabajadas en cada programa doctoral de los participantes. Así mismo, encontrarán capítulos de académicos docentes y creadores de los programas doctorales donde se desarrollan temáticas conceptuales y metodológicas, así como sobre la historia de los doctorados en psicología en Colombia y la discusión sobre el proceso de doctorarse.
https://libros.univalle.edu.co/index.php/programaeditorial/catalog/book/670
The main focus of this study is twofold. Firstly, the thesis attempts to examine
the direct relationship between individual (individual attitude, organizational
commitment, and knowledge self-efficacy), organizational (organizational
climate, management support, reward system and organizational structure), and
interpersonal (interpersonal trust and social network) factors, and tacit knowledge
sharing. Secondly, it is to examine the mediating effect of information and
communication technology (ICT) usage on the relationship between individual,
organizational and interpersonal factors, and tacit knowledge sharing. A total of
400 questionnaires were distributed to the technical staff of ICT sector in Jordan.
Out of 400, only 375 questionnaires were returned. However, only 365 were
usable for further analysis, representing a response rate of 92.75%. Hypotheses
for direct relationships were tested using multiple regression, while the mediating
effect were tested using the Preacher and Hayes analyses. Results indicated that
individual attitude, knowledge self-efficacy, organizational climate,
organizational structure, management support and interpersonal trust were
significantly related to tacit knowledge sharing. However, the mediating analysis
showed that ICT usage only partially mediated the relationship between
knowledge self-efficacy, organizational climate, organizational structure and
interpersonal trust, and tacit knowledge sharing. The current research have
several implications. Knowledge wise, it provides understanding on the factors
that affects tacit knowledge sharing. Practise wise, it suggests to managers that
they should focus on providing the right management support, organizational
structure and climate for sharing tacit knowledge. In addition, any practices that
could promote organizational commitment, knowledge self-efficacy and
interpersonal trust should also be implemented. The use of ICT should also be
enforced so as to facilitate tacit knowledge sharing. Besides that, suggestions
were also made for further research to be conducted the exploration of the
variables tested in this study on other settings, and with different sample frames,
in order to achieve a more robust finding towards a better understanding of the
role of individual, interpersonal and organizational factors on tacit knowledge
sharing.
Keywords: Tacit Knowledge Sharing, Individual Factors, Organizational
Factors. Interpersonal Factors, ICT Usage
Modelling is a research methodology that has received little academic attention since it began to be formulated in the 1970s. On the spectrum of clean language interviewing (CLI) applications described in Chapter 1, the most sophisticated is modelling, and especially modelling that takes place in real time during the interview.
This chapter defines what we mean by ‘a model’ and ‘modelling’ and explains how they are related to CLI. We situate the chapter by recounting how modelling became linked to CLI. To conclude we consider some of the methodological challenges faced by both the interviewee and interviewer involved in a modelling research project.
We also explain how interviewee metaphors discussed in Chapter 3 can support the modelling process. Much of the modelling that takes place during an interview resides in the background of the interaction. To illustrate modelling we provide an annotated transcript of a symbolic modelling interview that uses clean language to model the skill of ‘knowing what is essential’.
p>The first study explored domestic photographers' conceptions of the meaning and function of photographs in their lives and in the lives of their families.
The second study compared the conceptions of domestic photographers regarding the meaning and functions of family photographs with those of professional photographers. It was found that professional photographers are more committed to the use of family photographs to portray family unity to the outside world, and therefore could be considered to be reinforcing social norms governing the representation of families in photographs. Professionals tend to see themselves as 'capturing' reality, and this lends weight and credibility to their role in promoting the rhetoric of 'happy families'.
The third study extended the analysis of the role of photographs in the family system to consider the manifest content of photographic collections. Regularities were identified in the photographs which indicate that family photographic collections are influenced by norms of representation governing the depiction of families.
The manifest content of family photographs illustrates the importance of the 'special' relationships which photographs have to time. It also illustrates that the 'ideal' family, as portrayed by photographic collections, is one which appears happy and cohesive, which is leisured and cosmopolitan, which is child-centred, which has a clear identity which bounds it from its environment, and which is enacted through specialisation of the roles of family members in relation to each other, particularly in terms of power and intimacy.</p
A B ST R A C T This study investigated the influence ofknowledge management lifecycle on organisational decision making o f paint manufacturing companies in Rivers State. The study was operationalized with the dimensions o f knowledge management lifecycle as knowledge identification, knowledge creation, knowledge storage and knowledge transfer. Organizational decision making was measured by timeliness and cost effectiveness. The target population o f this study is all 51 registered paint manufacturing companies in Rivers State. Purposive sampling was used to select a sample o f 90 respondents from 30 selected manufacturing companies in Rivers State. The study used cross-sectional survey approach and descriptive research design. The study was guided by five research questions and ten research hypotheses. Questionnaires were the major instrument used in gathering primary data which were analyzed using correlational analyses. The questionnaire used was subjected to face/content validity, this was done to ascertain the validity o f the questionnaires to be administered. The scale used fo r this study had been previously adjudged reliable. However, we also cheqked by verifying reliability outcomes through confirmatory test o f internal consistency on the instrument with our sample using Cronbach alpha at the threshold level 0.7 which is generally accepted by the rule o f thumb. Data was analyzed and results presented in tables, mean and standard deviation. And, finally hypotheses were tested using the Spearman Rank Order Correlation Coefficient. The study found that knowledge management lifecycle significantly impact on organisational decision making. The study recommends that in order fo r paint manufacturing companies in Rivers State to maintain their hedge in this high rivalry economy, they should pay more attention to how knowledge within the organisation are effectively managed as this will facilitate an effective time management and cost optimisation within the organisation.
A B ST R A C T This study investigated the influence ofknowledge management lifecycle on organisational decision making o f paint manufacturing companies in Rivers State. The study was operationalized with the dimensions o f knowledge management lifecycle as knowledge identification, knowledge creation, knowledge storage and knowledge transfer. Organizational decision making was measured by timeliness and cost effectiveness. The target population o f this study is all 51 registered paint manufacturing companies in Rivers State. Purposive sampling was used to select a sample o f 90 respondents from 30 selected manufacturing companies in Rivers State. The study used cross-sectional survey approach and descriptive research design. The study was guided by five research questions and ten research hypotheses. Questionnaires were the major instrument used in gathering primary data which were analyzed using correlational analyses. The questionnaire used was subjected to face/content validity, this was done to ascertain the validity o f the questionnaires to be administered. The scale used fo r this study had been previously adjudged reliable. However, we also cheqked by verifying reliability outcomes through confirmatory test o f internal consistency on the instrument with our sample using Cronbach alpha at the threshold level 0.7 which is generally accepted by the rule o f thumb. Data was analyzed and results presented in tables, mean and standard deviation. And, finally hypotheses were tested using the Spearman Rank Order Correlation Coefficient. The study found that knowledge management lifecycle significantly impact on organisational decision making. The study recommends that in order fo r paint manufacturing companies in Rivers State to maintain their hedge in this high rivalry economy, they should pay more attention to how knowledge within the organisation are effectively managed as this will facilitate an effective time management and cost optimisation within the organisation.
In the 21 st century, we experience disruptive changes like the COVID-19 pandemic. We face crises, risks and wicked problems in our social and natural environment which demand responsible actions and solutions. In the knowledge economy, learning becomes vital. This brief conceptual paper seeks to explore views about the future of learning by seeking to answer the question how changes in the context impact learning, knowing and understanding. The methodology is based on study of the relevant and contemporary literature. The findings indicate that technological advancement of The Fourth Industrial Revolution (4IR), digitalization, robotization, artificial Intelligence (AI) and the global economic, environmental, geopolitical, societal, challenges and risks have impacts on the future of human learning, knowing, understanding and actions. The paper offers educational and pedagogical implications for higher educational (HE) practitioners and outlines possible further research directions.
Purpose
Treatment decisions in oncology are demanding and affect survival, general health, and quality of life. Expert systems can handle the complexity of the oncological field. We propose the application of a hybrid modeling approach for decision support models consisting of expert-based implementation of a decision model structure and machine-learning (ML) based parameter generation. We demonstrate our approach for the treatment of oropharyngeal cancer.
Methods
We created a clinical decision model based on Bayesian Networks and iteratively optimized its characteristics using structured knowledge engineering approaches. We combined manual adaptation of individual concepts with automatic learning of parameters and causalities. Using data from 94 patient records, we targeted the needed objectivity and clinical significance.
Results
In three iteration steps, we assessed the model with cross-validations. The initial aggregated accuracy of 0.529 could be increased to 0.883 in the final version. The predictive rates of the target nodes range from 0.557 to 0.960.
Conclusion
Combining different methodological approaches requires balancing the complexity of the clinical subject matter with the amount of information available in the dataset for ML application. Our method showed promising results because flaws of one approach can be overcome by the other approach. However, technical integrability as well as clinical acceptance must always be ensured.
To address challenges in an age of knowledge society and better prepare students for uncertainties, higher education has integrated experiential learning into curricula. One of the approaches is to expose students’ learning to various physical contexts. Since coronavirus pandemic, such approach has become puzzling. With a view of balancing health consideration and learning needs, experiential learning has to be delivered with synchronous learning tools like Microsoft Teams. The delivery, under whenever circumstances, has posted various challenges to educationists including ethical, pedagogical and technical considerations. Based on author’s experiences, therefore, this article aims at offering an autoethnographic and reflexive account on delivering experiential learning at higher education in Hong Kong before and since the pandemic. Through arguing that delivery of experiential learning has to be in line with social expectations and students’ needs under new learning environment, this article will be an important reference for educationists and education policy makers.KeywordsReflexivityAutoethnographyExperiential learningKnowledge societyCoronavirus pandemicHong Kong higher education
Internationally, the interest in applying AI technologies in higher education is growing rapidly. Currently, the focus is on extensive research and implementation efforts through which AI applications are to be transferred into higher education contexts. Neglected aspects are the questions of how university agents can grasp the complexity of AI and how the exchange about AI can be strengthened. The chapter starts with this consideration and presents the scholarship of teaching and learning (SoTL) concept as a possible basis to strengthen the AI discourse between teachers and researchers. To this end, it first discusses different aspects of AI in higher education and then shows how AI projects can be structured. This is followed by an introduction to the SoTL concept. Subsequently, the concept will be examined as an example of the extent to which SoTL can be used to process AI projects.
The gut feelings criteria have been formulated from the GPs’ descriptions of their own practices. The ‘sense of reassurance’ and the ‘sense of alarm’ constitute a dynamic element in a GP’s diagnostic process, helping to commute between nonanalytical and analytical diagnostic reasoning. The Gut Feelings Questionnaire was translated into French, German and Polish languages following astandardized procedure of linguistic validation. The GFQ was then tested in real practice settings during office hours to check its feasibility in Belgium, France and The Netherlands. The internal consistency was high (Cronbach’s alpha = 0.88).The sense of alarm was identified as one major factor conducting to the positive diagnosis of pulmonary embolism after analyzing qualitative interviews of GPs. The GFQ was also used in a prospective study aiming at calculating the accuracy of the sense of alarm when facing a thoracic pain and a dyspnea at GP’s office. Feeling a sense of alarm in this situation drove the GPs to the diagnosis of a serious disease two times more than without. The sense of alarm can be seen as a complementary tool for learning how to prevent error in primary care. It is the first model where error prevention is associated with decision making at a very early stage in general practice. Further research concerning cancer suspicion and teaching the gut feelings should be promoted.
Social innovation approach has been increasingly used by governments in delivery of public services, since the development of more and more complex societal challenges requires the establishment of new multi-actor implementation structures and arrangements. More recently, a call for a more robust analytical framework emerged in order to enable evaluation of the growing number and types of socially innovative practices implemented in different European contexts. This article takes up this challenge by assuming the governance perspective on social innovation, i.e. the establishment of new implementation arrangements in relations between the public and non-profit sectors. Drawing on the public governance literature, the article describes a three-step methodology with which to design and implement socially innovative oriented governance, and it illustrates an empirical application to the issue of refugee integration. The article argues that the proposed methodology is suitable both for assessing if and to what extent civil society organizations are actually involved in horizontal and cooperative relations with public actors when new implementation tasks are required, and for guiding scholars and practitioners in investigating what should be improved to achieve socially innovative governance within a public policy process. © 2022 The European Association for the Advancement of the Social Sciences.
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