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Journal articles on the topic 'The tacit dimension'

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Published: 24 June 2021
Last updated: 1 February 2022

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1

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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2

Lapintie, Kimmo. "The Tacit Dimension in Planning." disP - The Planning Review 52, no. 1 (January 2, 2016): 4–5. http://dx.doi.org/10.1080/02513625.2016.1169767.

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3

Shaw, Geraldine A. "Hyperactivity and creativity: The tacit dimension." Bulletin of the Psychonomic Society 30, no. 2 (August 1992): 157–60. http://dx.doi.org/10.3758/bf03330426.

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4

Jarvis, Michael. "Articulating the tacit dimension in artmaking." Journal of Visual Art Practice 6, no. 3 (December 7, 2007): 201–13. http://dx.doi.org/10.1386/jvap.6.3.201_1.

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5

Grandinetti, Roberto. "The explicit dimension: what we could not learn from Polanyi." Learning Organization 21, no. 5 (July 8, 2014): 333–46. http://dx.doi.org/10.1108/tlo-06-2013-0027.

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Purpose – This paper aims to clarify that the link between Michael Polanyi’s tacit knowledge theory and the field of knowledge management research does not withstand in-depth analysis. Second, the paper suggests a way to emerge from the ambiguity that unavoidably results from using the tacit knowledge concept in knowledge management studies. Design/methodology/approach – The paper begins with an analysis of the tacit knowledge theories developed by Polanyi, by cognitive psychologists and by knowledge management scholars. It goes on to formulate a new conceptual framework of tacit knowledge. Findings – This proposal consists in assuming that the terms “unconscious” and “tacit” are not interchangeable and, consequently, redefining the epistemological profile of knowledge management theory so as to acknowledge the existence of two planes of analysis. One is occupied by the process through which individuals gain knowledge, or the knowing process, which may be unconscious or conscious. The other contains the dichotomy between tacit knowledge and explicit knowledge, where the two terms indicate two alternative states that only consciously developed knowledge can adopt. Research limitations/implications – The paper provides support for the two-planes idea by referring to contributions from various disciplines, and particularly from cognitive psychology studies concerned with unconscious knowledge; a more thorough and extensive review would be needed, however, to fully demonstrate the proposal. Originality/value – Distinguishing between two planes of analysis makes it possible to unveil the mystery of tacit knowledge.
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6

Winarno, Alex, and Deni Hermana. "How to encourage lecturer performance in research through servant leadership, organizational commitment, and tacit knowledge sharing." Jurnal Manajemen dan Pemasaran Jasa 14, no. 1 (April 6, 2021): 35. http://dx.doi.org/10.25105/jmpj.v14i1.8541.

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<p>The purpose of the present study was to analyze the role of servant leadership, organizational commitment, and tacit knowledge sharing in enhancing research performance. To this end, a survey of 400 randomly recruiting private university lecturers was conducted. The data were analyzed by using SEM covariant. The analysis result showed that leadership that tends to exhibit service and sacrifice towards its subordinate improved organizational commitment, particularly in the continuance and normative dimensions. Tacit knowledge sharing was found to promote the affective dimension of lecturers' corporate responsibility to research performance. Tacit knowledge sharing plays a mediating role between servant leadership and commitment organization and research performance. It was found to determine the research performance. The present study calls for knowledge management for tacit knowledge sharing to improve performance from a theoretical perspective. This can be done by focusing on tacit knowledge sharing about research, especially concerning research methodology and practical method development. From a practical standpoint, the study calls for extending and developing a structured tacit knowledge sharing supported by sharing culture among the lecturers.</p>
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Chu, Mei-Tai, Sedigheh Rezaeian Fardoei, Hasan Fallah, Sepehr Ghazinoory, and Alireza Aliahmadi. "MODELING NATIONAL INNOVATION SYSTEM ENABLED BY KNOWLEDGE MANAGEMENT." Journal of Business Economics and Management 15, no. 5 (November 27, 2014): 964–77. http://dx.doi.org/10.3846/16111699.2013.764923.

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The main objective of this paper is to explore the model of how knowledge management functions enables national innovation system. To achieve the objectives of the study, a conceptual framework is proposed and described, then the systemic analysis is undertaken. Path coefficient and t-value are also used to measure the relationships among chosen variables. A great number of sources are used to collect data, including questionnaires, interviews, observations, and literature review. The achievements of the study demonstrate 10 distinctive national innovation system performance dimensions and the relationship with knowledge management functions. The first layer includes explicit knowledge, while the second layer deals with tacit knowledge. Both of two layers link to a complete knowledge management functions and processes: explicit knowledge building, explicit knowledge gathering, explicit knowledge distributing, explicit knowledge reusing, tacit knowledge capturing, tacit knowledge sharing tacit knowledge disseminating, tacit knowledge innovating; whereas the third layer includes NIS enablers items or performance dimension of national innovation system: quality, effectiveness, quantity, codification, structure, efficiency, internalization, expertise, effectiveness.
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8

Mattson, Craig E. "Wisdom and Eloquence in the Tacit Dimension." Tradition and Discovery: The Polanyi Society Periodical 31, no. 2 (2004): 6–17. http://dx.doi.org/10.5840/traddisc2004/200531224.

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9

Brohm, René. "The emancipatory power of the tacit dimension." Critical perspectives on international business 2, no. 3 (July 2006): 244–58. http://dx.doi.org/10.1108/17422040610682818.

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10

Zhok, Andrea. "Towards a Theory of Social Practices." Journal of the Philosophy of History 3, no. 2 (2009): 187–210. http://dx.doi.org/10.1163/187226309x434867.

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AbstractThe notion of social practice and a family of notions akin to it play an essential role in contemporary philosophical reflection, with particular reference to the conceptualisation of historical processes. Stephen Turner's book A Social Theory of Practices (1994) has provided a major challenge to this family of notions, and our purpose is to outline a grounding account of the notion of social practice in the form of an answer to Turner's criticisms. We try to answer three questions: first, if it is necessary to grant a tacit dimension to transmittable habits; second, if and how a tacit dimension of "meaning" could be intersubjectively transmitted; third, what is the possible role of rationality in changing social practices. Our discussion moves from Wittgenstein's argument on rule-following; in its wake we try to examine the nature of habits as a basis for rules and discuss their temporal sedimentation, inertia and modes of intersubjective transmission. In conclusion we support the idea that social practices must rely on a tacit dimension, that their tacit dimension does not represent a hindrance to intersubjective transmission, and that the possible dogmatism of social practices is not due to their "hidden" side, but to their explicit quasi-rational side.
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11

Veng Søberg, Peder. "Activity specific knowledge characteristics in the internationalization process." Baltic Journal of Management 7, no. 3 (July 20, 2012): 251–67. http://dx.doi.org/10.1108/17465261211245445.

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PurposeThe purpose of this paper is to investigate differences in the characteristics of knowledge, which is very important for the internationalization of different business activities. In particular, the focus is on internationalization in emerging markets such as China and India.Design/methodology/approachThe paper presents a framework primarily based on knowledge management theory, which is illustrated in relation to interesting cases of four companies that are global leaders.FindingsAn R&D knowledge gap still exists in China and India. Differences across business activities exist in terms of the characteristics of the knowledge, which is most important for the internationalization in emerging markets within multinational corporations (MNCs). The most important knowledge for the internationalization of R&D activities is more tacit than it is for manufacturing activities and international purchasing activities. The source of the most important knowledge for the internationalization of R&D activities, as well as manufacturing activities, is more likely to be the MNC itself, than when marketing activities or purchasing activities are internationalized to emerging markets.Originality/valueA model is developed that illustrates differences between the most important knowledge for the internationalization of key business activities within MNCs. It is proposed that the technical dimension of tacit knowledge is more easily codified than the cognitive dimension of tacit knowledge. The cognitive dimension of local tacit knowledge is crucial for the internationalization of marketing activities, whereas the technical dimension of tacit R&D knowledge from the home base is crucial for the internationalization of R&D activities.
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Moleski, Marty. "Evangelical Catholicism and the Tacit Dimension of Theology." Tradition and Discovery: The Polanyi Society Periodical 28, no. 1 (2001): 31–32. http://dx.doi.org/10.5840/traddisc2001/200228112.

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13

김방출 and 이영국. "Phenomenological Analysis of Tacit Dimension of Physical Activity." Korean Journal of Sport Science 22, no. 4 (December 2011): 2412–28. http://dx.doi.org/10.24985/kjss.2011.22.4.2412.

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14

Svanæs, Dag. "Kinaesthetic thinking: The tacit dimension of interaction design." Computers in Human Behavior 13, no. 4 (December 1997): 443–63. http://dx.doi.org/10.1016/s0747-5632(97)00020-4.

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15

Jisr, Rana E., and Bassem E. Maamari. "Effectuation: Exploring a Third Dimension to Tacit Knowledge." Knowledge and Process Management 24, no. 1 (January 2017): 72–78. http://dx.doi.org/10.1002/kpm.1536.

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16

Fischer, Frank, and Alan Mandell. "Michael Polanyi's Republic of Science: The Tacit Dimension." Science as Culture 18, no. 1 (March 2009): 23–46. http://dx.doi.org/10.1080/09505430802705889.

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17

Ahedo, Manuel. "Comparing the Principles of Adult Learning with Traditional Pedagogical Teaching in Relation to the Use of Technology." International Journal of Web-Based Learning and Teaching Technologies 4, no. 4 (October 2009): 66–81. http://dx.doi.org/10.4018/jwbltt.2009091505.

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The traditional principles of adult learning are being subject to critical reconsideration from new adult teaching approaches and a growing use of information and communication technologies (ICTs). ICTs in adult learning have an ambivalent effect. On the one hand, they offer potential improvement in online communicative activities and the transmission of codified or explicit knowledge. On the other hand, they can reduce socially and interactive-mediated tacit teaching and learning. Thus, the crucial criterion for effective and complementary use of ICTs in adult andragogy is whether they enable time and social space for the tacit dimension of teaching and learning. This article analyzes these issues by comparing how two young universities in Spain have dealt with these effects of ICTs in relation to the tacit dimension of learning and teaching.
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18

Prasarnphanich, Pattarawan, Brian D. Janz, and Jignya Patel. "Towards a better understanding of system analysts’ tacit knowledge." Information Technology & People 29, no. 1 (March 7, 2016): 69–98. http://dx.doi.org/10.1108/itp-06-2014-0123.

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Purpose – The purpose of this paper is to elicit tacit knowledge exhibited in expert information system (IS) professionals in a form that can be shared with others; and to develop categorical framework suggesting key content areas of tacit knowledge in the requirements analysis domain. Design/methodology/approach – Requirements analysis is selected as the main focus of this study due to the importance of this phase to the success of IS development and the nature of requirements analysis tasks requiring extensive amount of tacit knowledge. The authors used the “storytelling” approach, a semi-structured interview technique for knowledge elicitation. Findings – The study resulted in 132 knowledge items using a qualitative method and categorized them into 14 categories using cluster analysis. The study found that experienced, successful analysts see systems analysis in behavioral, managerial, and political terms and focus heavily on interpersonal, project management, and organizational issues. Research limitations/implications – The limitations in the research sample, or in the recollection capability of the research subjects could compromise the comprehensiveness of the tacit knowledge in the requirements analysis domain; however, the elicited knowledge at least represents important dimensions one might reasonably find in this domain. Originality/value – Very little research has attempted to capture this tacit dimension of system analysts’ knowledge. Thus, capturing and transferring the tacit knowledge from experts should help in the evolution of novice to expert system analysts thereby improving both their effectiveness and the quality of the information systems developed.
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19

Jarvis, Peter. "Human Learning: implicit and explicit." Educação & Realidade 40, no. 3 (September 2015): 809–23. http://dx.doi.org/10.1590/2175-623648387.

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Building on Polanyi's insight in The Tacit Dimension that we know more than we can tell, this paper argues that we actually experience more of reality than that of which we are conscious. Our conscious experience becomes the basis of explicit learning but that which we experience but of which we are not conscious is the basis of implicit learning and tacit knowledge.
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20

Sanzogni, Louis, Gustavo Guzman, and Peter Busch. "Artificial intelligence and knowledge management: questioning the tacit dimension." Prometheus 35, no. 1 (January 2, 2017): 37–56. http://dx.doi.org/10.1080/08109028.2017.1364547.

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21

Martins, Ana, Orlando Petiz Pereira, and Isabel Martins. "The Management of the Tacit Knowledge Dimension in Organizations." International Journal of Knowledge, Culture, and Change Management: Annual Review 6, no. 4 (2006): 127–40. http://dx.doi.org/10.18848/1447-9524/cgp/v06i04/49440.

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22

Souto, Patrícia Cristina do Nascimento. "Using the tacit dimension of knowledge in creating knowledge for innovation: implications for tacit knowledge communication." International Journal of Technological Learning, Innovation and Development 6, no. 4 (2013): 303. http://dx.doi.org/10.1504/ijtlid.2013.060864.

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23

Li, Meng, and Fei Gao. "Why Nonaka highlights tacit knowledge: a critical review." Journal of Knowledge Management 7, no. 4 (October 1, 2003): 6–14. http://dx.doi.org/10.1108/13673270310492903.

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To better understand Nonaka’s SECI model of knowledge creation and its constraints, we revisit the fundamental points of tacit knowledge in the model and provide a critical review on the role of tacit knowledge in business organization. First, the “tacitness” of knowledge is broken down into two parts: implicitness and real tacitness. We argue that the tacit dimension of knowledge in the context of the model is different from that in Polanyi’s original context; it actually includes considerable “implicitness” idiosyncratic in Japanese context. The separation of implicitness from real tacitness suggests carefully considering the potentialities of “unveiling” the secrets of tacit knowledge in different contexts. Second, considering most cases for the model mainly came from certain Japanese manufacturing companies that more or less relates to assemble lines, it is necessary to be cautious when the model is extended for a broader application.
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24

Gulick, Walter. "Relating Polanyi’s Tacit Dimension to Social Epistemology: Three Recent Interpretations." Social Epistemology 30, no. 3 (November 2, 2015): 297–325. http://dx.doi.org/10.1080/02691728.2015.1015064.

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25

Kalamaras, George. "Reclaiming the Tacit Dimension: Symbolic Form in the Rhetoric of Silence." College Composition and Communication 46, no. 2 (May 1995): 304. http://dx.doi.org/10.2307/358442.

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26

Asseburg, Julia, Judith Hattke, David Hensel, Fabian Homberg, and Rick Vogel. "The Tacit Dimension of Public Sector Attraction in Multi-Incentive Settings." Journal of Public Administration Research and Theory 30, no. 1 (April 9, 2019): 41–59. http://dx.doi.org/10.1093/jopart/muz004.

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Abstract The public sector provides a broad range of incentives to apply for jobs, but these incentives have rarely been studied in concert. The present study disentangles how job candidates form intentions to apply for a public sector job in multi-incentive settings and how this process depends on public service motivation (PSM). Using a speeded categorization task in an experimental vignette methodology with 340 current job seekers in the United Kingdom, we focus on perceptions that potential applicants have, or do not have, of a range of employment attributes (i.e., extrinsic, intrinsic, and prosocial) when they screen job advertisements. Results of multilevel analyses suggest that perceptions of intrinsic and extrinsic attributes are similarly strong predictors of the intent to apply for public sector jobs, whereas perceptions of prosocial employment attributes do not yield such an overall effect. However, PSM moderates the relationship between perceptions of prosocial attributes and application intentions, but only among nonstudents. Theoretical implications for the alignment of PSM with extrinsic rewards are discussed. Findings are also important for human resource managers in the public sector who want to adjust their recruitment strategies to specific target groups.
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Osmond, Jennifer. "A quest for form: the tacit dimension of social work practice." European Journal of Social Work 9, no. 2 (June 2006): 159–81. http://dx.doi.org/10.1080/13691450600723013.

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28

Hitam, Mizan, Sabariah Mahat, and Rajasegaran K. "The tacit knowledge dimension for knowledge management in higher education organizations." Social and Management Research Journal 5, no. 1 (June 2, 2008): 9. http://dx.doi.org/10.24191/smrj.v5i1.5142.

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Knowledge is the icon of the new economy. It is now touted as the most likely source of competitive advantage. Therefore, knowledge management (KM) is seen as an innovation with the potential to affect the whole of an organizations business. Being in the knowledge business, higher education organizations (HEOs) are not an exception to this imperative more so when there is a long history of HEOs successfully adopting management philosophies from the business world. However, KM in HEOs has not caught the attention of mainstream KM researchers and this qualitative study was an attempt to fulfill this research niche. The purpose ofthis paper is to explore the nature of knowledge to be incorporated in the knowledge base of HEOs, A major mode of data collection in this study was through face-to face interviews. Twenty lecturers were interviewed. The results demonstrate that the nature of explicit knowledge in HEOs relates to the organization, the people in authority, the various offices, bursary, library, faculties, staff portal, student portal, and other relevant information. Tacit knowledge is concerned with issues and mailers relating to students, lecturers' beliefs towards teaching, interacting with members in the organization and managing organizational constraints.
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Savitt, Ronald. "Antarctic sledging preparations and tacit knowledge." Polar Record 40, no. 2 (April 2004): 153–65. http://dx.doi.org/10.1017/s0032247403003346.

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The article discusses how organisational structure and culture affected the preparations for sledging in three Antarctic expeditions between 1901 and 1904. The central focus is how expedition leaders sought tacit knowledge, ‘the knowledge of how we do things.’ Two organisational types were derived from a study of 36 major polar expeditions. These – the industrial organisation and the innovative organisation – were used to analyse how sledging practices evolved in the British National Antarctic Expedition, German South Polar Expedition, and Scottish National Antarctic Expedition. Robert Falcon Scott, in great part as a result of his naval heritage, did not fully understand the need for and the methods required to gain the operational knowledge required for sledging in Antarctica. He applied the traditional command-and-control system based on naval tradition. Erich von Drygalski and William Speirs Bruce applied Fridtjof Nansen's scientific approach, in which the scientific staffs were integrated into sledging operations. In this approach, every variable that could possibly affect the outcome of the research was incorporated into preparations, much as is the case in classical experimental design. While no attempt is made to judge sledging success in the study, the results clearly indicate the importance of knowing how to use the tacit dimension in sledging. The implications go far beyond sledging and suggest the need for managers to have an intimate understanding of how things work.
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Oluikpe, Paul Ihuoma. "Knowledge creation and utilization in project teams." Journal of Knowledge Management 19, no. 2 (April 7, 2015): 351–71. http://dx.doi.org/10.1108/jkm-06-2014-0214.

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Purpose – The purpose of this paper is to explore the knowledge processes that interplay in the social construction and appropriation of knowledge and to test these constructs empirically in project teams. Design/methodology/approach – Literature research and quantitative survey were used. The research identified project success, faster completion times, operational efficiency, innovation and generation of new knowledge as dominating project management expectations in the past ten years. It studied how these projects construct and appropriate knowledge within project teams to achieve these five objectives. Using a quantitative approach, data were sought from 1,000 respondents out of a population of 10,000 from 11 project management areas in eight world regions to test the conceptual model in real-world scenarios. The data gathered were analyzed using quantitative analysis tools and techniques such as reliability, correlation and regression. Findings – There is a lingering difficulty within organizations on how to translate tacit knowledge into action. The transfer and utilization of tacit knowledge was shown to be embedded and nested within relationships. Innovation in projects was found to be mostly linked to replication and codification of knowledge (explicit dimension) as opposed to interpretation and assimilation (tacit dimension). Arriving at a mutual interpretation of project details and requirements does not depend on canonical (formal documentation) methods but mostly on non-canonical (informal) and relational processes embedded within the team. Originality/value – This work studies, in empirical and geographical detail, the social interplay of knowledge and provided evidence relative to the appropriation of knowledge in the project organizational form, which can be extrapolated to wider contexts. The work scoped the inter-relational nature of knowledge and provided further evidence on the nebulous nature of tacit/intangible knowledge. It also proved further that organizations mostly rely on explicit knowledge to drive organizational results, as it is easily actionable and measurable.
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Frade, Cristina, and Oto Borges. "The Tacit-explicit Dimension of the Learning of Mathematics: An Investigation Report**." International Journal of Science and Mathematics Education 4, no. 2 (September 8, 2006): 293–317. http://dx.doi.org/10.1007/s10763-005-9008-5.

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32

Danaeinia, Ahmad Danaeinia, and Masoud Hodaei. "The role of tacit knowledge in the formation and continuation of architectural patterns case study: garden-houses of Meybud, Iran." JOURNAL OF ARCHITECTURE AND URBANISM 43, no. 1 (May 6, 2019): 62–70. http://dx.doi.org/10.3846/jau.2019.5841.

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Human has a dimension of knowledge named the tacit knowledge that the main important part of it is obtained through experience and direct connection with phenomena over time that turns into a pattern. Based on knowledge and intelligent use of it, the garden-house pattern appears to have an unbreakable bond with the nature and the understanding of both social and cultural rules of users. The research questions at first place discuss the role of tacit knowledge in shaping the architecture of garden-houses of Meybud and how this knowledge has appeared in architecture of garden-houses of Meybud. Qualitative research method and data collection method relies on library studies and field research. The results indicate that the patterns of housing in Meybud have shaped based on the recognition of two components of environment (the climate and natural context) and human (social norms), understanding of these two and applying them. The tacit knowledge and reliance on experiences is very influential and the garden-house pattern is institutionalized as the most sustainable pattern of architecture.
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Oliveira, Márcio José Sol Pereira. "For Organizational Communication that Promotes the Sharing of Tacit Knowledge." Risk and Financial Management 2, no. 2 (December 15, 2020): p37. http://dx.doi.org/10.30560/rfm.v2n2p37.

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Objectives - focusing the study's focus on sharing tacit knowledge in non-profit organizations (NPOs) in Portugal and taking as a case study the Portuguese volunteer firefighters (FBs), we listed as objectives ascertaining the main communicational barriers to tacit knowledge sharing and identify action strategies to be implemented by these organizations, with a view to promoting this communication. Design / methodology / approach - A literature review on the barriers to sharing tacit knowledge, namely in its communicational dimension, was followed by a qualitative study, carried out with 8 Portuguese volunteer fire brigades, which allowed an analysis of the prevalence of these barriers and the determination of the main measures to be implemented, with a view to combating them. Conclusions - It was possible to conclude which are the most prevalent communication barriers in these organizations and what measures to be implemented with a view to combating these barriers and promoting the sharing of tacit knowledge by increasing more effective communication. Research limitations - This research focuses exclusively on the sharing of tacit knowledge, not considering other forms of knowledge. As this is a case study, although with very heterogeneous organizations, it cannot be replicated for different realities. Originality / value - Studies in this area, aimed at the NPOs are scarce, as opposed to what happens in the private and public sectors. The case study option of organizations such as the Portuguese FBs, unique in their action and identity, accompanies the need, increasingly recognized by society, in enabling these organizations of competences for the best possible performance, in the face of the tragic events that have occurred in recent years in Portugal.
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Yao, Jianguo, Antonio Crupi, Alberto Di Minin, and Xumei Zhang. "Knowledge sharing and technological innovation capabilities of Chinese software SMEs." Journal of Knowledge Management 24, no. 3 (February 21, 2020): 607–34. http://dx.doi.org/10.1108/jkm-08-2019-0445.

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Purpose This paper aims to investigate how knowledge sharing influences technological innovation capability (TIC) of the software small- and medium-sized enterprises (SSMEs). Design/methodology/approach Based on the theories regarding knowledge management, TIC, software engineering and open innovation, this paper constructed a research model comprising factors affecting knowledge sharing, knowledge sharing and TIC, and then tested the model quantitatively. The study focuses on SSMEs in China collecting 457 online questionnaires and uses a structural equation model to test the hypotheses. Findings The knowledge sharing culture, organizational structure, middle-level leadership and management system have significantly positive effects on tacit knowledge sharing; management system and IT support have significantly positive effects on explicit knowledge sharing; both explicit and tacit knowledge sharing have significantly positive effects on TIC. Research limitations/implications The study enriches the research on knowledge sharing and TIC. However, it does not consider factors affecting knowledge sharing at the non-organizational level or the interaction between explicit and tacit knowledge sharing. Practical implications The study offers several recommendations/suggestions for helping SSMEs to promote and implement explicit or tacit knowledge sharing and TIC. Originality/value This paper examines the impact of knowledge sharing on TIC from the perspective of knowledge management deconstructing knowledge sharing from the epistemological dimension and the TIC of software companies on the basis of software engineering theory. It provided a new theoretical perspective for the research of knowledge management and technological innovation management in SSMEs.
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Spaller, Endre, and László Vasa. "Regional Dimension in Knowledge Production in Hungary." Polgári szemle 16, Special Issue (2020): 247–64. http://dx.doi.org/10.24307/psz.2020.1216.

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Know­ledge flow is de­scribed by two con­tra­dict­ing the­or­ies. One of them claims that know­ledge can only be put in prac­tice if in ad­di­tion to writ­ten ele­ments, its tacit parts can also be trans­ferred. This is why prox­im­ity and a com­mon cul­ture mat­ter, and RDI (re­search, de­vel­op­ment and in­nov­a­tion) in­tense activ­it­ies tend to spa­tially con­cen­trate. Ac­cord­ing to the other the­ory, gov­ern­mental RDI ex­pendit­ure is a good way to re­duce re­gional gaps. In this paper EU’s Ho­ri­zon 2020 re­search fund­ing frame­work data is ana­lysed and ef­forts are made at de­cid­ing which the­ory is con­firmed by them. Should the lead­ers in in­nov­a­tion have a dif­fer­ent RDI policy than those with poorer RDI res­ults? An over­view is given of the main policy de­bates that form and in­flu­ence na­tional and supra­na­tional re­search, de­vel­op­ment and in­nov­a­tion policy frame­works and sub­sid­ising sys­tems. The cur­rent state of the Hun­garian RDI sec­tor is de­scribed and con­clu­sions are drawn on sub­sid­isa­tion policy in light of the H2020 data.
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Pitrowsky, Marcia Caldas, Isabel de Sá Affonso da Costa, and Denise Medeiros Ribeiro Salles. "Organizational Imaginary and Tacit Dimension of Knowledge: a Case Study in a Telecommunications Company." Brazilian Business Review 11, no. 5 (October 30, 2014): 99–121. http://dx.doi.org/10.15728/bbr.2014.11.5.5.

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37

Janik, Allan. "Education at the Crossroads." Concepts and Transformation 5, no. 3 (December 31, 2000): 269–81. http://dx.doi.org/10.1075/cat.5.3.02jan.

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Drastic changes in professional education have led to a need to emphasize that education must be a matter of life-long learning. About this there can be no doubt: the question is how should we conceive life-long learning. I argue on the basis of recent research in Sweden that professional knowledge is in its most crucial dimension what Michael Polanyi called ‘tacit knowledge’ and as a result that the humanities are indispensable to any concept of continuing education worth taking seriously.
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Inoue, Noriyuki. "The role of subjectivity in teacher expertise development: Mindfully embracing the “black sheep” of educational research." International Journal for Transformative Research 3, no. 1 (July 1, 2016): 16–23. http://dx.doi.org/10.1515/ijtr-2016-0003.

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Abstract In Western cultures, subjectivity has often been seen as the “black sheep” of educational research because of its heavy emphasis on objectivity. Consequently many research initiatives in education share the assumption that objective reasoning should play a central role. However, mentoring teachers’ practice improvement research often requires us to go beyond the objective dimension and encompass the subjective dimension of the research process such as teachers’ intuition, tacit knowledge and personal meaning-making. The challenge that lies in front of us is how to mindfully make sense of the role of subjectivity in teacher expertise development. This paper examines this issue in terms of three case studies of in-service teachers’ action research projects and points to what it takes for us to mindfully embrace subjectivity in mentoring teachers’ practice improvement research.
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Ramayah, T., Jasmine A. L. Yeap, and Joshua Ignatius. "Assessing Knowledge Sharing Among Academics." Evaluation Review 38, no. 2 (April 2014): 160–87. http://dx.doi.org/10.1177/0193841x14539685.

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Background:There is a belief that academics tend to hold on tightly to their knowledge and intellectual resources. However, not much effort has been put into the creation of a valid and reliable instrument to measure knowledge sharing behavior among the academics.Objectives:To apply and validate the Knowledge Sharing Behavior Scale (KSBS) as a measure of knowledge sharing behavior within the academic community.Subjects:Respondents ( N = 447) were academics from arts and science streams in 10 local, public universities in Malaysia.Measures:Data were collected using the 28-item KSBS that assessed four dimensions of knowledge sharing behavior namely written contributions, organizational communications, personal interactions, and communities of practice.Results:The exploratory factor analysis showed that the items loaded on the dimension constructs that they were supposed to represent, thus proving construct validity. A within-factor analysis revealed that each set of items representing their intended dimension loaded on only one construct, therefore establishing convergent validity. All four dimensions were not perfectly correlated with each other or organizational citizenship behavior, thereby proving discriminant validity. However, all four dimensions correlated with organizational commitment, thus confirming predictive validity. Furthermore, all four factors correlated with both tacit and explicit sharing, which confirmed their concurrent validity. All measures also possessed sufficient reliability (α > .70).Conclusion:The KSBS is a valid and reliable instrument that can be used to formally assess the types of knowledge artifacts residing among academics and the degree of knowledge sharing in relation to those artifacts.
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Prabhu, Vikas N., and Saju Chackalackal. "Holistic Knowledge Management: Towards Eliminating Ethical Dilemmas of Knowledge Ownership and Sharing." Ushus - Journal of Business Management 14, no. 2 (April 1, 2015): 53–66. http://dx.doi.org/10.12725/ujbm.31.4.

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Knowledge management is more than a mere accessory to business strategy; it occupies a pivotal position in organizations that operate in the knowledge-based economy. In order to realize an effective knowledge management system it is imperative to ensure an environment of ethical coherence, which is impossible until the dilemmas regarding knowledge ownership and sharing are resolved. This essay approaches the ethical resolution on the basis of a constructivist and humanistic epistemology wherein the invariable tacit dimension of knowledge and the resultant dualistic dialogic discourseare acknowledged. It proposes the achievement of ethical harmony, insofar as holistic knowledge management is concerned, through the channel of seven organizational dimensions, which through the realization of organizational commitment and trust are deemed to generate an ethically paradigmatic harmony across allcultural strands of the organization, viz., starting from the visionary attitude of its leadership, through the organizational norms, values, and beliefs, down to the perception of every individual knowledge worker.
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Macagno, Fabrizio, and Giovanni Damele. "The Dialogical Force of Implicit Premises. Presumptions in Enthymemes." Informal Logic 33, no. 3 (September 12, 2013): 361. http://dx.doi.org/10.22329/il.v33i3.3679.

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The implicit dimension of enthymemes is investigated from a pragmatic perspective to show why a premise can be left unexpressed, and how it can be used strategically. The relationship between the implicit act of taking for granted and the pattern of presumptive reasoning is shown to be the cornerstone of kairos and the fallacy of straw man. By taking a proposition for granted, the speaker shifts the burden of proving its un-acceptability onto the hearer. The resemblance (likeliness) of the tacit premise with what is commonly acceptable or has been actually stated can be used as a rhetorical strategy.
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Holford, W. David. "An agential realist perspective on the construction and flow of knowledge: the case of dynamic entanglement and “cuts” within an aircraft engine manufacturing workplace." Journal of Knowledge Management 22, no. 7 (October 8, 2018): 1442–70. http://dx.doi.org/10.1108/jkm-08-2017-0342.

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Purpose This paper aims to show agential realism as the basis for a pertinent framework with regard to the entwined, on-going and interpretative aspects of knowledge. Design/methodology/approach The knowledge flow phenomenon in the form of entanglement and agential “cuts” within the workplace is studied and described across a phenomenological ethnographic case study of two workgroups within an aircraft engine manufacturing context. Findings The boundary construction phenomenon is a key process helping us to depict knowledge entanglement (tacit and explicit) across dialogue and non-verbal actions. Dialogue brings forth the aspect of knowledge as interpretations or “cuts.” A phenomenological analysis allows us to identify and describe various levels of tacit–explicit knowledge entanglement depending on the mode of coping at hand. Also highlighted was the importance of heuristics carried out by knowledge experts, often in the form of abduction (i.e. leading to rules of thumb). Research limitations/implications It is acknowledged that the relatively narrow context of the empirical work limits the ability to generalize the findings and arguments. As such, additional work is required to investigate the validity of the findings across a wider spectrum of workgroup contexts. Practical implications Agential realism allows for the analysis of organizations as a world of practice and actions, whereby long-established categories can be requestioned and challenged with the aim of sharing the full richness and benefit of embodied knowledge between human actors. Originality/value Ethnographic descriptions of the entwined nature of tacit and explicit knowledge, the embodied and activity-based dimension of knowledge and learning, as well as the characteristic of knowledge as possession, correspond well to an agential realist concept of phenomenon, entanglement and cuts. Furthermore, agential realism offers the opportunity to view the workplace as individuals (or groups) who act out embodied tacit-explicit knowledge in conjunction with non-human entities (such as objects, as well as communication and information technologies), with the latter acting as enhancers of knowledge creation and sharing.
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Lee, Ahreum, Ram Mudambi, and Marcelo Cano-Kollmann. "An analysis of Japan’s connectivity to the global innovation system." Multinational Business Review 24, no. 4 (December 12, 2016): 399–423. http://dx.doi.org/10.1108/mbr-06-2016-0020.

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Purpose In the modern knowledge-intensive economy, a nation’s competitiveness depends on the ability of its constituent firms to innovate. Extant research in national systems of innovation highlights institutions and public policies toward innovation as key determinants that affect firms’ innovation activities. This paper aims to widen the investigation by arguing that co-inventor connectivity allows firms to access the most tacit knowledge within global innovation systems. Therefore, it is one of the key factors that underpin a nation’s ability to develop and sustain its competitiveness. Design/methodology/approach Using a data set of 406,168 patents from US Patent and Trademark Office during the period of 1975-2004, this study analyzed the Japanese system of innovation through co-inventor networks. Findings Surprisingly, the authors found that compared to other advanced countries such as Germany and Denmark, the Japanese innovation system is quite closed. Originality/value The dimension of tacit knowledge is crucial in the current environment of rapid cycle time, short product lifespans and increasing emphasis on exploratory innovation. Hence the authors speculate that closedness to global innovation systems could be one of the reasons why many of Japan’s traditionally powerful multinational enterprises exhibit weak performance in recent years.
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Contreras-Medina, David Israel, Patricia Del Carmen Mendoza-García, Nelida Carmona-García, and María Guadalupe Uribe-Plaza. "Preliminary assessment of knowledge management in education. Study of knowledge creation." Contemporary Educational Researches Journal 6, no. 2 (December 3, 2016): 55. http://dx.doi.org/10.18844/cerj.v6i2.828.

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The purpose of this study was to analyze, the development of the society through an educational Institution in Mexico considering Nonaka’s Knowledge Creation in ontological dimension on developing ideas phase to get an explicit knowledge. Become to tacit knowledge through applying in the context and return to explicitly measure their impact. The research was conducted from 2012 to 2014 considering 1106 young people from 10 cities within the state of Guanajuato. The results showed, the Knowledge Creation has allowed an increment of 51.40% students, inclusion and the creation of three new programs concluding the usefulness of Knowledge Management in Institutions of Mexico. The study shows a model to help another institutions to increase their competitivity.
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Gaon, Stella. "Pluralizing Universal “Man”: The Legacy of Transcendentalism and Teleology in Habermas's Discourse Ethics." Review of Politics 60, no. 4 (1998): 685–718. http://dx.doi.org/10.1017/s0034670500050853.

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The central claim of this article is that Habermas's program of discourse ethics fails to “detranscendentalize” the Enlightenment subject. On the contrary, tacit assumptions concerning a transcendental conception of reason and a subject that is teleologically predisposed toward its rightful end are the logical pillars of Habermas's two most crucial claims. First, unless Habermas presupposes an abstract and decidedly unencumbered moral discussant, he cannot maintain his claim concerning the rationality—and hence the unconditionality—of the moral principle he describes. Secondly, unless Habermas begs the question of the proper end of individual and collective development, he fails to support the claim that discourse ethics speaks to the emphatic dimension of moral reason.
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Maguire, Joe A. "Race and Position Assignment in English Soccer: A Preliminary Analysis of Ethnicity and Sport in Britain." Sociology of Sport Journal 5, no. 3 (September 1988): 257–69. http://dx.doi.org/10.1123/ssj.5.3.257.

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The belief that soccer offers black Britons an avenue of social mobility is challenged in this study. Examination of their involvement reveals that blacks have suffered both overt and tacit discrimination. Subject to racial abuse from spectators, black Britons also appear to experience a process of “stacking” apparently related to the concept of centrality. In conducting this study, research data and methodologies from North America and Britain were combined, and the concept of centrality was refined in order to apply it to soccer. The evidence supports the contention that blacks are assigned to positions by white managers on the basis of racial stereotypes of abilities. Future research needs to examine this dimension more closely.
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Banicki, Konrad. "The character–personality distinction: An historical, conceptual, and functional investigation." Theory & Psychology 27, no. 1 (January 1, 2017): 50–68. http://dx.doi.org/10.1177/0959354316684689.

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Many interdisciplinary discussions seem to operate on a tacit assumption that the notions of character and personality can be used interchangeably. In order to argue that such an assumption is at least partly erroneous, the character–personality distinction drawn in various contexts is systematically scrutinized both in an historical and conceptual way. Then, in turn, two particular issues are addressed. The character–personality distinction is shown to be reliant on the dichotomy between value and fact, respectively, and to have a considerable functional dimension with some of the functions fulfilled by the notion of character (but not by that one of personality). The outcomes achieved, finally, are referred to the subtle differences between the fact–value distinction and the Humean is–ought dichotomy.
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Lima, Paulo Alexandre. "The Ordinal Numbers in Hesiod’s Myth of the Races." ΣΧΟΛΗ. Ancient Philosophy and the Classical Tradition 14, no. 1 (2020): 57–81. http://dx.doi.org/10.25205/1995-4328-2020-14-1-57-81.

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To understand the meaning and function of the ordinal numbers in the myth of the races it is essential to have a full grasp of how the myth is composed and its structure is supposed to be perceived by a listener or reader. There is a general silence among Hesiod scholars about the meaning and function of the ordinal numbers in the myth. A tacit agreement may be inferred from such a silence: the ordinal numbers are implicitly taken to merely express the chronological order of the races. In this article, we examine each and every one of the ordinal numbers that appear in Hesiod’s myth. We demonstrate that the ordinal numbers preserve their hierarchical dimension even in the cases in which this appears to be less convincing.
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Ariyasipak, Yanarat, and Napat Harnpornchai. "A New Equation for Human Intellectual Capital Management Intelligent Website for Managing Communities of Practice of Academic Organizations and Financial Investments by Using Adaptive and Dynamic Assessment Networks." Modern Applied Science 10, no. 7 (May 24, 2016): 233. http://dx.doi.org/10.5539/mas.v10n7p233.

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In the forthcoming twenty century, economic system of each country should be driven based on sciences, technology and innovations developed by specific knowledge from specialists called knowledge workers. This is an important strategy of Thailand to develop new products and services for surviving in serious business competition. Therefore, essential knowledge in knowledge workers such as skills and experiences for developing new products, services and innovations are required. This tacit knowledge (knowledge in human) should be appropriately measured and managed in the perspective of intellectual capital or intangible capital management. This paper attempts to answer the question “How to appropriately measure tacit knowledge by using graph theory?”. Thus, a new equation to measure intellectual capital for managing excellent centers and laboratories is presented in this paper. This is the novel impact factor equation which considers the dimension of time and frequency of published articles combined with the other impact factors of each published paper on Scimago Journal Rank website and Scopus. Moreover, it is not only the formula which is the quantitative intellectual capital assessment but the intellectual capital indicators and the intellectual capital analysis for university are illustrated in the form of qualitative intellectual capital assessment also. Moreover, intellectual capital management intelligent website for managing Communities of Practice (CoP) of academic organizations and financial investments by using new equation and Dynamic Assessment Networks (DANs) is developed also. The proposed concept and methodology is a basis for risk management in terms of human capitals and financial investments.
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Gresch, Helge, and Matthias Martens. "Teleology as a tacit dimension of teaching and learning evolution: A sociological approach to classroom interaction in science education." Journal of Research in Science Teaching 56, no. 3 (October 17, 2018): 243–69. http://dx.doi.org/10.1002/tea.21518.

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