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Journal articles on the topic 'Tacit'

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Published: 4 June 2021
Last updated: 25 April 2022

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1

Kaul, Theodore J. "tacit Groups and Tacit Knowledge." Contemporary Psychology: A Journal of Reviews 31, no. 1 (January 1986): 39–40. http://dx.doi.org/10.1037/024419.

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2

Albarelli, Dean. "Tacit." Hudson Review 52, no. 1 (1999): 71. http://dx.doi.org/10.2307/3852578.

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3

Yu, Zhenhua. "Tacit Knowledge." Tradition and Discovery: The Polanyi Society Periodical 33, no. 3 (2006): 9–25. http://dx.doi.org/10.5840/traddisc2006/200733337.

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4

Taylor, Hazel. "Tacit Knowledge." International Journal of Knowledge Management 3, no. 3 (July 2007): 60–73. http://dx.doi.org/10.4018/jkm.2007070104.

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5

Gillett, G. R. "Tacit Semantics." Philosophical Investigations 11, no. 1 (January 1988): 1–12. http://dx.doi.org/10.1111/j.1467-9205.1988.tb00523.x.

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6

REES, RAY. "TACIT COLLUSION." Oxford Review of Economic Policy 9, no. 2 (1993): 27–40. http://dx.doi.org/10.1093/oxrep/9.2.27.

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7

Howells, Jeremy. "Tacit knowledge." Technology Analysis & Strategic Management 8, no. 2 (January 1996): 91–106. http://dx.doi.org/10.1080/09537329608524237.

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8

Shneider, Benjamin L. "Tacit Consensus." Journal of Pediatric Gastroenterology and Nutrition 64, no. 4 (April 2017): 497. http://dx.doi.org/10.1097/mpg.0000000000001527.

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9

Miller, Alexander. "Tacit Knowledge." International Journal of Philosophical Studies 22, no. 4 (August 8, 2014): 630–35. http://dx.doi.org/10.1080/09672559.2014.948716.

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10

Burbules, Nicholas C. "Tacit Teaching." Educational Philosophy and Theory 40, no. 5 (January 2008): 666–77. http://dx.doi.org/10.1111/j.1469-5812.2008.00453.x.

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11

Decena, C. U. "TACIT SUBJECTS." GLQ: A Journal of Lesbian and Gay Studies 14, no. 2-3 (January 1, 2008): 339–59. http://dx.doi.org/10.1215/10642684-2007-036.

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12

Watson, Rod. "Tacit Knowledge." Theory, Culture & Society 23, no. 2-3 (May 2006): 208–10. http://dx.doi.org/10.1177/026327640602300244.

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13

Hui, Roger K. W., Kenneth E. Iverson, and Eugene E. McDonnell. "Tacit definition." ACM SIGAPL APL Quote Quad 21, no. 4 (July 1991): 202–11. http://dx.doi.org/10.1145/114055.114077.

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14

Reeves, Brent N., and Frank Shipman. "Tacit knowledge." ACM SIGOIS Bulletin 17, no. 3 (December 1996): 24–33. http://dx.doi.org/10.1145/242206.242212.

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15

Walker, Alexander Muir. "Tacit knowledge." European Journal of Epidemiology 32, no. 4 (April 2017): 261–67. http://dx.doi.org/10.1007/s10654-017-0256-9.

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16

Stokvik, Hanne, Daniel Adriaenssen, and Jon-Arild Johannessen. "Tacit knowledge, organizational learning and innovation in organizations." Problems and Perspectives in Management 14, no. 3 (September 6, 2016): 246–55. http://dx.doi.org/10.21511/ppm.14(3-1).2016.11.

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Problem: We don’t know how tacit knowledge, organizational learning and innovation are linked. Research question: What is the relation between tacit knowledge, organizational learning and innovation? Methodology: Conceptual generalizing. Purpose: To create a link between tacit knowledge, organizational learning and innovation. Contribution: 1. The authors develop a typology for tacit knowledge and organizational learning that may help us to understand the interaction between different types of tacit knowledge, organizational learning and innovation. 2. The research of the authors shows that tacit knowledge may be said to have three faces: one conservative that limits the continuous improvement process, a second that guards an organization against imitation, and a third that promotes innovation. 3. The authors develop a theory, i.e., a system of propositions related to how do different types of tacit knowledge and organizational learning influence innovation? Keywords: tacit knowledge, organizational learning, innovation. JEL Classification: M10
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17

Muñoz, Cristian A., Simon Mosey, and Martin Binks. "The tacit mystery: reconciling different approaches to tacit knowledge." Knowledge Management Research & Practice 13, no. 3 (August 2015): 289–98. http://dx.doi.org/10.1057/kmrp.2013.50.

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18

Bordum, Anders. "From tacit knowing to tacit knowledge - emancipation or ideology?" Critical Quarterly 44, no. 3 (October 2002): 50–54. http://dx.doi.org/10.1111/1467-8705.00431.

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19

Weeks, John R., Virginia H. Ingersoll, and Guy B. Adams. "The Tacit Organization." Academy of Management Review 19, no. 2 (April 1994): 352. http://dx.doi.org/10.2307/258712.

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20

Torbert, William R., Virginia Hill Ingersoll, and Guy B. Adams. "The Tacit Organization." Administrative Science Quarterly 39, no. 2 (June 1994): 352. http://dx.doi.org/10.2307/2393245.

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21

Collins, Harry. "Analysing Tacit Knowledge." Tradition and Discovery: The Polanyi Society Periodical 38, no. 1 (2011): 38–42. http://dx.doi.org/10.5840/traddisc2011/201238110.

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22

Nikkel, David. "Unpacking the Tacit." Tradition and Discovery: The Polanyi Society Periodical 41, no. 3 (2014): 32–39. http://dx.doi.org/10.5840/traddisc2014/201541325.

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23

France, Malcolm. "Tacit Self-Awareness." Cogito 7, no. 3 (1993): 230–36. http://dx.doi.org/10.5840/cogito19937310.

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24

Alony, Irit, Greg Whymark, and Michael Jones. "Sharing Tacit Knowledge:." Informing Science: The International Journal of an Emerging Transdiscipline 10 (2007): 041–59. http://dx.doi.org/10.28945/455.

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25

Jabar. "Tacit Knowledge Codification." Journal of Computer Science 6, no. 10 (October 1, 2010): 1170–76. http://dx.doi.org/10.3844/jcssp.2010.1170.1176.

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26

Collins, Harry. "Refining the Tacit." Philosophia Scientae, no. 17-3 (October 1, 2013): 155–78. http://dx.doi.org/10.4000/philosophiascientiae.895.

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27

Fuchs, Thomas. "The Tacit Dimension." Philosophy, Psychiatry, & Psychology 8, no. 4 (2001): 323–26. http://dx.doi.org/10.1353/ppp.2002.0018.

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28

Martin, Flavius, and Vishva M. Dixit. "Unraveling TACIt functions." Nature Genetics 37, no. 8 (August 2005): 793–94. http://dx.doi.org/10.1038/ng0805-793.

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29

Ribeiro, Rodrigo. "Tacit knowledge management." Phenomenology and the Cognitive Sciences 12, no. 2 (January 22, 2012): 337–66. http://dx.doi.org/10.1007/s11097-011-9251-x.

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30

Toro, Prof Ms Ulka, and Dr Milind Joshi. "Tacit to Tacit Knowledge Sharing using ICT In Higher Education." INTERNATIONAL JOURNAL OF MANAGEMENT & INFORMATION TECHNOLOGY 10, no. 7 (September 30, 2015): 2318–22. http://dx.doi.org/10.24297/ijmit.v10i7.596.

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The creation and transfer of tacit to tacit knowledge is very important in higher education. Tacit knowledge is non-linguistic, non-numerical form of knowledge that is highly personal and context specific and deeply rooted in individual experiences, ideas, values and emotions. Since tacit knowledge cannot be specified in detail and is revealed through practice, it cannot be transmitted by prescription but can be transferred only by example or observation. Nonaka’s SECI model emphasizes on tacit to tacit knowledge called as socialization. Higher education institutions are main knowledge intensive organizations. The existing research focuses on importance and sharing of tacit knowledge in higher education using different ICT tools and techniques . In order to promote lifelong learning using tacit knowledge , use of informal environment is recommended.
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31

Crowley, Bill. "Tacit Knowledge, Tacit Ignorance, and the Future of Academic Librarianship." College & Research Libraries 62, no. 6 (November 1, 2001): 565–84. http://dx.doi.org/10.5860/crl.62.6.565.

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This theoretical essay uses tacit knowledge, the often-undocumented wisdom of expert practitioners and practitioner communities, to explore future prospects for the academic librarian. Traditional and emerging valuations of the academic librarian held by higher education stakeholders are identified. The practical implications of these views for university funding and other support are explored using the philosophical stance of cultural pragmatism and by applying the sociological perspective of the “stranger,” tacit knowledge gained by the author as a researcher and a faculty member in an LIS program and as chair of a university Committee on the Library, and insights from a spectrum of publications. In the process, the March of Dimes, an organization that successfully repositioned itself after accomplishing its primary purpose, is examined as a possible model for enhancing the academic librarian’s perceived value.
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32

Norra, Azza Azka. "CONFLICTING NORMS BETWEEN TACIT REFUSAL AND TACIT AUTHORIZATION AND ITS CONTEXTUALIZATION IN THE LIGHT OF GOVERNMENT ADMINISTRATION LAW." Jurnal Hukum Peratun 3, no. 2 (March 23, 2021): 141–54. http://dx.doi.org/10.25216/peratun.322020.141-154.

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The silence of the Government Administration has two possibilities, Tacit Refusal and Tacit Authorization. Tacit Refusal means that if the government agencies/bodies ignored requests from citizens then it is considered to have rejected the request. Tacit Authorization means if the government agencies/bodies ignored requests from citizens then it is considered to have granted the request. In Indonesia, both the Tacit Refusal and Tacit Authorization have their own places in the laws and regulations. The Law No. 5 of 1986 concerning Administrative Judiciary, rules the Tacit Refusal, meanwhile Law No. 30 of 2014 concerning Government Administration, rules the Tacit Authorization. Both cannot be implemented simultaneously because both of them are negating each other. This paper tries to explain the implementation of Tacit Refusal and Tacit Authorization after the enactment of Law No. 30 of 2014 concerning Government Administration in the administrative court.
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33

Yang, Chang, Xing Hua Li, and Xue Guang Zhou. "Tacit Extraction for Keyword in Chinese." Applied Mechanics and Materials 58-60 (June 2011): 1415–20. http://dx.doi.org/10.4028/www.scientific.net/amm.58-60.1415.

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The present Extraction for Keyword in Chinese (EKC for short) is merely directed against explicit keywords or prototype keywords, and has not take into account those tacit keywords distorted by network hackers with the method of active jamming in Chinese. For this purpose, with the help of M. Polanyi’s theory of tacit knowledge, this paper presents a new approach for the tacit EKC (TEKC for short), which can improve the ratio of precision and recall for information filtering. Based on the TEKC, the paper presents a set of classifications of how to distort the explicit keywords and the solutions to calculate the tacit distortion of those tacit keywords. Furthermore, 4 algorithms were designed, including in picture tacit, textspeak tacit, fake paleography tacit and character tacit, which can extract the tacit keywords in text but traditional EKC could not. Owing to the increased number of extracted keywords, the recall of keywords raised and the precision of information filtering improved. Experiments show that the classification of tacit keywords in Chinese, the calculation of tacit distortion and the algorithms to tacit extract the keywords in Chinese, etc can effectively improve the performance of EKC and raise the recall of web filtering algorithms based on TEKC.
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34

Rachmawati, Ani Wahyu. "Socialization Model of Tacit-Tacit Transfer Knowledge through Appreciative Inquiry Approach." International Journal of Management, Entrepreneurship, Social Sciences, and Humanities 1, no. 1 (April 20, 2018): 14. http://dx.doi.org/10.31098/ijmesh.v1i1.14.

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The aims of study is to describe combination of two big theory between Socialization model of tacit-tacit transfer knowledge and appreciative inquiry approach conceptually. This research idea comes to find better ways in tacit-tacit transfer of knowledge in knowledge management theory. This research is conceptual research and the limitation is about empirical study itself. The result of conceptual paper combine the process of tacit-tacit tansfer knowledge and appreciate inquiry in mental model, creative dialogue and develop mutual trust. Appreciative inquiry as a method to increase positive sense in tranfer knowlegde can be applied in tacit-tacit transfer knowledge phase in SECI Model.
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35

Rachmawati, Ani Wahyu. "Socialization Model of Tacit-Tacit Transfer Knowledge through Appreciative Inquiry Approach." International Journal of Management, Entrepreneurship, Social Science and Humanities 1, no. 1 (June 27, 2017): 7–14. http://dx.doi.org/10.31098/ijmesh.v1i1.4.

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The aims of study is to describe combination of two big theory between Socialization model of tacit-tacit transfer knowledge and appreciative inquiry approach conceptually. This research idea comes to find better ways in tacit-tacit transfer of knowledge in knowledge management theory. This research is conceptual research and the limitation is about empirical study itself. The result of conceptual paper combine the process of tacit-tacit tansfer knowledge and appreciate inquiry in mental model, creative dialogue and develop mutual trust. Appreciative inquiry as a method to increase positive sense in tranfer knowlegde can be applied in tacit-tacit transfer knowledge phase in SECI Model.
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36

Smith, Carol. "An Analysis Of Structural Social Capital And The Individual’s Intention To Share Tacit Knowledge Using Reasoned Action Theory." Journal of Applied Business Research (JABR) 33, no. 3 (April 28, 2017): 475–88. http://dx.doi.org/10.19030/jabr.v33i3.9940.

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The sharing of tacit knowledge is important and its relationship with the development of social capital in a University of Technology is critical in the construction of a model to support and promote appropriate tacit knowledge sharing behavior. The aim of the study was to examine the relationship between structural social capital and reasoned action theory and the individual’s intention to share tacit knowledge. Structural social capital incorporates strong network ties and a high level of network resources. Specifically, the study examined the relationship strong network ties and a high level of network resources and the individual’s attitude towards sharing tacit knowledge. It further examined the relationship between the individual’s attitude towards tacit knowledge sharing, their perceived norms about tacit knowledge sharing and their intention to share tacit knowledge. The research design was a case study incorporating quantitative research (five hundred and ninety questionnaires). A model of the individual’s intention to share tacit knowledge was developed and evaluated using structural equation modeling. The results indicated that structural social capital positively affects an individual’s attitude towards tacit knowledge sharing and that the individual’s attitude towards tacit knowledge sharing positively affects their intention to share tacit knowledge.
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37

Zhou, Xiao Hong, Liang Wang, and Qing Cheng. "Research on Application of SNA in Tacit Knowledge Management of Project Team." Advanced Engineering Forum 6-7 (September 2012): 1173–76. http://dx.doi.org/10.4028/www.scientific.net/aef.6-7.1173.

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The acquiring and sharing of tacit knowledge depend on social network mostly, as tacit knowledge of project team refers to collaboration and communication, knowledge management based on IT can’t manage it effectively. On the basis of introduction of Social Network Analysis (SNA), this paper applies it into tacit knowledge management. The result indicates that SNA can describe network structure of tacit knowledge of project team, discover problems which cumber tacit knowledge management, and promote tacit knowledge management of project team.
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38

Galli-Debicella, Alexandra. "What Happens with the New Guy? Tackling the Problem of Tacit Knowledge through Social Networks." Journal of Management Research 12, no. 4 (September 22, 2020): 1. http://dx.doi.org/10.5296/jmr.v12i4.17696.

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Tacit knowledge is the key to business continuity and retaining core knowledge during organizational change. Corporations have recognized its importance and implemented knowledge management strategies to ensure valuable knowledge is preserved. While much of the academic research has looked into the nature of tacit knowledge, the role of social networks in maintaining tacit knowledge has been largely unexplored. The following paper seeks to link existing tacit knowledge theory with social network theory through theoretical analysis and literature review. First, social networks are more important when tacit knowledge cannot be codified and when the nature of that knowledge is process-based. Second, while the strength of relationships tends to increase the effectiveness of tacit knowledge transfer, weaker relationships tend to dominate the actual transfer of knowledge. Third, asymmetry in relationships tends to decrease effectiveness of tacit knowledge transfer. The purpose of the paper is to explore when social networks matter more for tacit knowledge communications and what types of social networks are most effective at transmitting tacit knowledge.
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39

Asher, Dan, and Micha Popper. "Tacit knowledge as a multilayer phenomenon: the “onion” model." Learning Organization 26, no. 3 (April 8, 2019): 264–75. http://dx.doi.org/10.1108/tlo-06-2018-0105.

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Purpose This paper aims to clarify the term “tacit knowledge” and suggests the “onion model” as a way to explore conceptually linked layers of tacit knowledge. The model allows the application of different methodologies to elicit tacit knowledge in each layer, the ability to infer tacit knowledge in other layers from tacit knowledge gained in another layer and the exploration of the dynamics of tacit knowledge among the various layers presented in the model. Conceptual and practical advantages compared to prior works on tacit knowledge are discussed. Design/methodology/approach The main theoretical and methodological dilemmas discussed in the literature regarding tacit knowledge are reviewed. The “onion model” presented in this paper suggests an approach and methodologies that address the issues raised in the literature. The different layers of the model are demonstrated by prior research studies. Findings The “onion model” discussed in this study points to various layers of tacit knowledge and the links among them, allowing a research-based approach, as well as various practices. Research limitations/implications This paper discusses different layers of tacit knowledge relying on previous works that have dealt with these layers independently. The model as a whole and the dynamics among the layers are yet to be empirically investigated. Practical implications The “onion model” provides a conceptual framework that can be used for research and diagnosis aimed at exploring tacit knowledge that can serve individual and organizational development. Originality/value The approach discussed in this paper addresses some major problems discussed in the literature on tacit knowledge.
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40

Imanda, Rahmi. "Review Knowledge Manajemen dan Tacit Knowledge Dalam Manufaktur." Prosiding Seminar Nasional Teknoka 4 (December 30, 2019): I04—I110. http://dx.doi.org/10.22236/teknoka.v4i0.4214.

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Saat ini pengetahuan menjadi sebuah asset dalam suatu organisaisi. Dalam manajemen pegetahuan terdapat dua macam pengetahuan yaitu pengetahuan tacit dan pengetahuan eksplisit. Sebuah studi menyatakan bahwa pengetahuan tacit merupakan isu yang sangat penting dalam memanajemen pengetahuan di dalam organisasi. Penelitian ini dilakukan untuk meneliti hubungan antara pengethuan tacit dalam aspek manufaktur, dengan research question “Bagaimana pengetahuan tacit berpengaruh dalam aspek manufaktur”. Tujuan dari penelitian ini adalh untuk mendapatkan pemahaman terkait pengetahuan tacit dalam aspek manufaktur.
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41

Kong, Ling Fu. "An Analysis of Structure and Transforming Factors of Tacit Knowledge of Private Science and Technology Enterprise." Applied Mechanics and Materials 220-223 (November 2012): 215–19. http://dx.doi.org/10.4028/www.scientific.net/amm.220-223.215.

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Compared with explicit knowledge, tacit knowledge is much more perfect and can be used to create valuable things. The ability of exploiting and utilizing tacit knowledge has become the significant factor to success for an individual or an organization. Private Scientific and Technological Enterprise (PSTE), as one of the main parts of National Economy in China, desire to transfer the internal tacit knowledge into the productivity in the reality. In this paper, the nature of tacit knowledge will be analyzed. Besides that, the factors that restrict the share of tacit knowledge in PSTE will be analyzed in detailed from individual, group and organization these three aspects, all are based on the infrastructure of tacit knowledge.
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42

Dudek, Adam, and Justyna Patalas-Maliszewska. "A Model of a Tacit Knowledge Transformation for the Service Department in a Manufacturing Company: A Case Study." Foundations of Management 8, no. 1 (January 1, 2016): 175–88. http://dx.doi.org/10.1515/fman-2016-0014.

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Abstract This article elaborates on the development of a dedicated model of a tacit knowledge transformation for the service department in a manufacturing company. The four main components of the tacit knowledge transformation process are formulated: (1) tacit knowledge source identification, (2) tacit knowledge acquisition, (3) tacit knowledge determination and formalization, and (4) knowledge classification. The proposed model is illustrated by examples on the use of the methods: automatic recognition of speech, natural language processing, and automatic object recognition in the tacit knowledge transformation process in order to obtain a formalized procedure for the service department in a manufacturing company. This is followed by a discussion of the results of the research experiments.
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43

Fang, Hua, and Shuhua Zhang. "A Structural Model of Enterprise Managers' Tacit Knowledge and Personality Traits." Social Behavior and Personality: an international journal 42, no. 5 (June 18, 2014): 783–98. http://dx.doi.org/10.2224/sbp.2014.42.5.783.

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Tacit knowledge is considered an effective new structure to predict an individual's job performance. We administered the Tacit Knowledge Inventory for Managers to 127 Chinese enterprise managers; of these participants, 121 also completed the NEO-Five-Factor Inventory measure of Big Five personality traits. A confirmatory factor analysis supported the structure of tacit knowledge, in which we posited a 2-factor model of context substructure. Structural equation modeling path analysis demonstrated that neuroticism was a positive predictor of total and local tacit knowledge scores; that conscientiousness was a positive predictor of total, local, and global tacit knowledge scores; and that agreeableness was a positive predictor of total and local tacit knowledge scores.
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44

Crane, Lesley, and Nick Bontis. "Trouble with tacit: developing a new perspective and approach." Journal of Knowledge Management 18, no. 6 (October 7, 2014): 1127–40. http://dx.doi.org/10.1108/jkm-02-2014-0061.

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Purpose – The purpose of this viewpoint paper is to question the widely adopted tacit-explicit distinction of knowledge, arguing that this is based on a misappraisal of the original source of the “tacit” phenomenon. Design/methodology/approach – It is argued that Michael Polanyi’s theory of personal knowledge and philosophical grounds have been misinterpreted. The tacit problem is approached from three different directions: knowledge management, cognitive psychology and discursive psychology. The first offers an imperative to regard the tacit as vital to organizational success and an underplayed “implicit” perspective on the tacit. The second offers empirical evidence for the formulation of the tacit as acquired automatically and unconsciously through implicit learning and as influencing action. The last offers a theory and methodology for studying what is argued as being the primary site of knowledge work – discourse. Findings – A novel aspect of the tacit – “tacit knowing” – is shown to be action-orientated and influential, and while it is a hidden aspect of a person’s knowledge, it can be revealed through the study and analysis of discourse. Originality/value – This is the first known paper in the extant literature to examine the tacit knowledge challenge from these combined directions. Implications for practice and study are discussed, and new directions for research proposed.
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45

Gulick, Walter. "Tacit Knowing, Truthful Knowing." Tradition and Discovery: The Polanyi Society Periodical 26, no. 1 (1999): 29–30. http://dx.doi.org/10.5840/traddisc1999/200026111.

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46

Kroger, Joseph. "Can Theology be Tacit?" Tradition and Discovery: The Polanyi Society Periodical 28, no. 1 (2001): 23–27. http://dx.doi.org/10.5840/traddisc2001/20022817.

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47

Moorman, Jere. "Tacit Knowledge in Organizations." Tradition and Discovery: The Polanyi Society Periodical 29, no. 2 (2002): 55. http://dx.doi.org/10.5840/traddisc2002/200329228.

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48

Cashell, Kieran. "Making Tacit Knowing Explicit." Tradition and Discovery: The Polanyi Society Periodical 35, no. 2 (2008): 48–59. http://dx.doi.org/10.5840/traddisc2008/200935225.

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49

Cashell, Kieran. "Making Tacit Knowing Explicit." Tradition and Discovery: The Polanyi Society Periodical 38, no. 2 (2008): 48–59. http://dx.doi.org/10.5840/traddisc2008/200938252.

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50

Määttänen, Pentti. "Tacit Meanings of Art." International Journal of the Arts in Society: Annual Review 6, no. 2 (2011): 259–64. http://dx.doi.org/10.18848/1833-1866/cgp/v06i02/36015.

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