Collaborative Technologies for Knowledge Management: Making the Tacit Explicit?

PurposeGiven the critical importance of green innovation (GI) for organizations in developing economies, this study aims to examine the interrelationship between knowledge management (KM) enablers, KM processes and GI. The research also indicates that certain combinations of KM enabler dimensions and KM processes can lead to better GI.Design/methodology/approachThe study sample consists of 328 participants from Pakistan's medium- and large-sized manufacturing enterprises. Smart PLS 3.2.9 is used to verify the relationships. Moreover, the fuzzy set qualitative comparative analysis (fsQCA) investigates configurational paths for improving GI.FindingsThe results demonstrate that KM enablers significantly affect two aspects of GI – green product and process innovation – and KM processes. Moreover, KM processes significantly enhance two aspects of GI. The fsQCA findings indicate multiple combinations of KM enablers and KM processes dimensions that result in better GI.Research limitations/implicationsTo better understand the critical role of knowledge resources, future studies should explore the potential mediating mechanisms of KM processes or the moderating effects of strategic organizational factors in the relationship between KM enablers and GI.Practical implicationsThe study offers valuable insight and a unique approach for policymakers and executives of corporations in developing countries to enhance their organizations' GI capacity through KM enablers and KM processes.Originality/valueThis research contributes to bridging research gaps in the literature and advances insights into the interrelationship among KM enablers, KM processes and GI. In addition, the study offers methodological significance by combining direct and configurational techniques to address two distinct facets of GI.

Organisational knowledge creation is different from individual knowledge creation. Since 1990, the theoretical and empirical study of knowledge creation in organisations revealed that knowledge and the capability to create it is one of the most important sources of a company’s sustainable competitive advantage. The theory of organisational knowledge creation, first presented by Nonaka (Harward Business Review, Nov.–Dec., 96–104, 1991), is a paradigm for managing the dynamic aspects of organisational knowledge creation processes. Its central theme is the SECI model as a knowledge creation process as played out through a continuous dialogue between tacit and explicit knowledge. As it has developed since the early 1990s, it has broadened in scope and is now linked to a huge range of topics, such as leadership styles, organisational forms, cultural aspects and organisational learning. This chapter gives a comprehensive introduction of Nonaka’s SECI model as the core of his theory which remained relatively unchanged, while Nonaka’s knowledge creation theory has evolved. Furthermore, the knowledge creation theory is explained while the SECI model is reviewed from several perspectives. As a business example of its implementation, the organisational application of the model at a German airport is described. This critical evaluation suggests future requirements regarding practical implications of the theory.

Given the challenge of retaining the research knowledge of an aging, experienced professoriate at South African Universities of Technology, institutions with a nascent tradition of scholarly research, this paper explores the feasibility of a technology-enhanced knowledge management framework for generating, sharing and retaining tacit research knowledge to leverage research outputs at the Central University of Technology (CUT), Free State, South Africa. Since digital trails of established-novice researcher interactions are left behind whenever they interact in online platforms, an examination of such interactions can provide insights into the sharing and transferring of tacit research knowledge from senior researchers to novices. This theoretical study draws on Nonaka and Takeuchi’s Theory of Organisational Knowledge Creation, an emerging technology platform, SharePoint, mainstream literature and the authors’ reflective experiences to develop a technology-enhanced knowledge management model. The paper argues that tacit knowledge can be assimilated from a comprehensive examination of the knowledge production interactions between senior academics and novices enabled by low threshold technology and collaborative sharing of content. This study’s insights are relevant to Higher Educational Institutions (HEIs) struggling to create a sustainable culture of scholarly research and grow a new generation of competent researchers amid the attrition of senior academics and the prevalence of systemic blockages in knowledge transfer processes.

Fundamental of Computer Technology is a course in first year of college to enhance computer practical skill of undergraduate and provide experiment of computational thinking. There are three issues in fundamental of computer education. One is how to organize mass content of course. The second is how to combine academic education and technical practice in teaching. The last is students on various computer practical skill levels. To guarantee quality of teaching, a closed-loop architecture based on knowledge management is proposed, which can assist teacher to hold over teaching proceeding and arouse students to get knowledge. Then some data contain test scores and investigation results are provided to prove the efficiency of the closed-loop architecture. KEYWORD: Knowledge management; Knowledge map; Computer fundamental; Teaching methodology; Closed-loop; Lab teaching; Tacit knowledge International Conference on Social Science, Education Management and Sports Education (SSEMSE 2015) © 2015. The authors Published by Atlantis Press 2006 convert to tacit knowledge by systematic steps [1]. Psychology research indicated that tacit knowledge played important role in scientific innovation [2]. Tacit knowledge is acquired largely through association with other people, and requires joint or shared activities to be imparted from on to another [3].Knowledge management are Strategies and processes designed to identify, capture, structure, value, leverage, and share an organization's intellectual assets to enhance its performance and competitiveness[4]. The purpose of knowledge management is knowledge innovation [5]. It is based on two critical activities: capture and documentation of individual explicit and tacit knowledge, and its dissemination within the organization. As far as college teacher concerned, knowledge management is not only a teaching method, but also an effective tool to promote professional level. Many college teachers have no idea about knowledge management at present. Though knowing course content well, they are not good at structuring knowledge points, assessing the knowledge dimension of a course and proposing approach to capture the required knowledge quickly. Ma et al [6] discussed the importance of knowledge management for college teacher. It lists four advantages of knowledge management. First, it can help new teacher in mastering required knowledge and professional skill. Second, it would assist college to formulate training programs for teacher, reinforcing team construction. Third, teachers would clarify the relationships among the knowledge and draft appropriate teaching plan. The last is to enhance utilization of tacit knowledge and knowledge sharing in teachers. The paper is organized as follows. Section 1 introduces the situation of Fundamental of Computer Technology and the problems in teaching. Section 2 describes the conceptions of knowledge management and its potential for course promotion. Section 3 presents a closed-loop architecture based on knowledge management, and evaluates the architecture by data analysis. Section 4 concludes. 3 CLOSED-LOOP ARCHITECTURE The essence of teaching and learning is imparting and sharing activities of knowledge. In this process, students gain personal experiences. After that, new requests for knowledge are generated. New knowledge integrates to old knowledge system. At the end, personal knowledge system is updated. A successful education process should satisfy it. In practice, we design a closed-loop architecture to solve the three questions presented in section 1 by applying knowledge management to teaching deliberately. The close-loop architecture consists of three stages, illustrated in figure 1. Figure 1. Closed-loop architecture. First stage is teaching content management, aims at question 1 and question 3. Second stage is teaching process control, aims at question 2. Last stage is teaching summative evaluation, which provides basis for next teaching loop. 3.1 Teaching content management Composed of contents across various major disciplines, Fundamental of Computer Technology is a proper circumstance for knowledge management practice. Course content management emphasizes the internal relationship of knowledge. To communicate each pair of points in course content, it refers to content, identity, classify and structure knowledge. In this stage, the management is performed by teachers. It is realized in two approaches: collective course preparation of teachers and pre-course survey on students. 3.1.1 Teacher’s knowledge management Knowledge map is an effective tool for knowledge management, proposed by B. C. Brooks first. He mentioned that a person’s knowledge can formulated as a concept map in which a vertex represents a knowledge unit. Knowledge map is not only a guide to knowledge, but also is an organization's internal or external repositories or sources of knowledge [7]. The process oriented knowledge map of Fundamental of Computer Technology is represented by figure 2.

Knowledge Management (KM) has become an important term in the construction industry. Knowledge management involves creating, securing, capturing, coordinating, combining, retrieving and distributing knowledge. The knowledge can be reused and shared among the involved engineers and experts to improve the construction process and reduce the time and cost of solving problems. Sharing and reusing knowledge depends on acquiring and preserving both tacit knowledge and explicit knowledge as the property of a corporation. This study addresses application of knowledge management in the construction phase of construction projects and proposes a construction map-based knowledge management (MBKM) concept and system for general contractors. This paper proposes a practical methodology to capture and represent construction project knowledge by using knowledge map. Using knowledge maps, users can get an overview of available and missing knowledge in core project areas and take appropriate management in tacit and explicit knowledge. Also, a portal system is developed to assist and present project-related knowledge by providing keyword and map search. The MBKM system is then applied in a case study of a construction precast office building in Taiwan to verify our proposed methodology and demonstrate the effectiveness of sharing knowledge special in the construction phase. By effectively using information and web technologies during the construction phase of a project, knowledge can be captured and managed to benefit future projects. The combined results demonstrate that, an MBKM-like system can be an effective tool for all experts and engineers participating for construction projects by utilizing the knowledge management concept and web technology.

Despite the abundance of literature on university performance (UP), few studies have examined the impacts of knowledge management (KM) enablers and KM processes on UP. This study introduces a model explaining the variance in UP, including KM enablers, which include organisational enablers (OEs) and personal enablers (PEs) as indirect determinants, and KM processes as direct determinants. Data from 296 Vietnamese university lecturers and managerial staff indicated that KM processes mediate the link between KM and UP. However, OEs and PEs had unequal impacts on KM processes. Of the three OE components, organisational rewards and culture had a direct impact on KM, while organisational leadership had an indirect impact through the two other processes. Of the two PE components, knowledge self-efficacy had a significant influence on KM. The findings indicate ways for Vietnamese universities to enhance performance and thus develop sustainably.

This paper examines a framework between different knowledge management enablers (KMEs), knowledge management (KM) processes and organisational performance. Forty-six KMEs are selected from literature and experts' opinion from industry and academia. Further, these 46 KMEs are grouped into six major constructs. These KMEs supports the socialisation, externalisation, combination, internalisation (SECI) KM processes and organisational performance (operational performance, financial performance and customer satisfaction). The postal survey methodology is used to collect the data from Indian manufacturing organisations. The collected survey data was analysed for the construct, content, criterion-related validation and reliability analysis. Additionally, structural equation modelling (SEM) is used to test the relationship between KMEs, SECI KM process and organisational performance. The finding suggests positive relationship exists between KMEs, SECI KM process and organisational performance. The successful KMEs implementation improves the SECI KM processes which enhance the organisational performance.

This paper examines a framework between different knowledge management enablers (KMEs), knowledge management (KM) processes and organisational performance. Forty-six KMEs are selected from literature and experts' opinion from industry and academia. Further, these 46 KMEs are grouped into six major constructs. These KMEs supports the socialisation, externalisation, combination, internalisation (SECI) KM processes and organisational performance (operational performance, financial performance and customer satisfaction). The postal survey methodology is used to collect the data from Indian manufacturing organisations. The collected survey data was analysed for the construct, content, criterion-related validation and reliability analysis. Additionally, structural equation modelling (SEM) is used to test the relationship between KMEs, SECI KM process and organisational performance. The finding suggests positive relationship exists between KMEs, SECI KM process and organisational performance. The successful KMEs implementation improves the SECI KM processes which enhance the organisational performance.

The limited application of science to environmental management has been termed the “science‐management knowledge gap.” This gap is widely assumed to be a consequence of inefficient knowledge transfer from science to application. However, this metaphor misrepresents knowledge as a “thing” that can be readily exchanged in complex systems, rather than a “process of relating” that involves negotiation and dialogue among stakeholders. We advocate for development of a more explicit alternative model of knowledge creation founded on Nonaka's Theory of Organizational Knowledge Creation, which emphasizes how knowledge is converted into more usable forms through socialization, externalization, combination, and internalization within “learning spaces.” Effective learning spaces require sufficient trust to enable open, honest, and receptive interactions among stakeholders. We advocate that greater emphasis on knowledge conversions within effectively designed learning spaces will accelerate development of actionable knowledge beyond that of existing models.

Knowledge is the most important asset for an organization to create value and sustainable competitive advantage. This study deconstructs a knowledge management (KM) model for utilizing nursing knowledge assets in terms of KM processes and KM enablers. Knowledge management processes are the activities or initiatives an organization puts in place to enable and facilitate the creation, sharing and use of knowledge for organizational benefit. This study examines, analyzes and prioritizes the KM enablers to facilitate knowledge processes and foster the successful development of organizational knowledge. In doing so, this study applies fuzzy quality function deployment (QFD) to deploy the necessary enabler items in detail for KM implementation. Based on the analytical results of fuzzy QFD (FQFD) for the case-study hospital, the priority order of the KM enablers is measurement, leadership, technology and culture. The results of FQFD also show that reinforcing KM enablers is necessary to promote elements in the KM process for the case hospital during KM program implementation.

PurposeThe purpose of this paper is to examine the mediating role of trust in the relationship between knowledge management enablers (i.e. top management support, organizational culture, knowledge management system quality, and openness in communication) on knowledge sharing in small and medium enterprises (SMEs) in Pakistan.Design/methodology/approachThe study was conducted through self-administered survey of employees of SMEs in Pakistan. Correlation, Baron and Kenny approach (causal steps approach) and PROCESS Macro (normal test theory) developed by Hayes were used to find out the direct and indirect effects of trust among knowledge management enablers and knowledge sharing.FindingsThe results have shown that trust of employees at SMEs was developed through knowledge management enablers which promote knowledge sharing. Therefore, the relationship between knowledge management enablers, trust, and knowledge sharing is positive.Research limitations/implicationsThe current study only considered the single aspect of knowledge management system, i.e. knowledge sharing; some other aspects of knowledge management system such as knowledge creation and knowledge utilization can be used for future studies at SMEs sector.Practical implicationsThe mediation of trust between top management support, culture, openness in communication, and knowledge sharing provided that trustworthy relationships between the members of an organization would lead to enhance the knowledge sharing activities. In order to promote the knowledge sharing attitudes within the organization, the managers should consider knowledge management enablers (top management support, organizational culture, and openness in communication) along with trustworthy environment as an energetic force for the development of knowledge management systems.Originality/valueThe study confirmed the mediating effect of trust between the relationships of top management support, organizational culture, openness in communication, and knowledge sharing, while there is a partial mediating role of trust between knowledge management system quality and knowledge sharing.

Knowledge hiding (KHi) is the intentional withholding of knowledge from colleagues, often caused by a lack of trust. It takes three forms: rationalized hiding, evasive hiding, and playing dumb, with the latter two fueling ongoing mistrust. To address this, organizations promote sharing both Tacit Knowledge (TK) and Explicit Knowledge (EK), to improve teamwork, problem-solving, and workplace relationships. Recent studies highlight the challenge of distinguishing general knowledge from TK and the difficulty of articulating TK, which adds to its scarcity and value. Examining the intentions and motivations behind KHi and KHo, often driven by fear, provides important insights into organizational knowledge dynamics. This study aimed to identify key factors influencing individuals' decisions to share TK or engage in KHi or KHo behaviors in the workplace. Using an 11-stage Survey Design methodology, data was collected from 285 Knowledge Management (KM) professionals across five countries over 42 days. This comprehensive approach ensured a diverse and representative sample, enhancing the validity and applicability of the findings. Results revealed that participants were aware of and engaged in KHi, KHo, and Knowledge Sharing (KS) behaviors. They recognized that TK holders made deliberate sharing decisions based on trust, sincerity, skillsets, and expertise. This insight underscores the complexity of KM in organizational settings and the need for nuanced approaches to encourage KS. The study highlighted the need for future research to include leadership influences, which significantly impact KHi and KHo behaviors. This finding emphasizes the critical role of leadership in shaping knowledge-sharing cultures within organizations and suggests that effective KM strategies must consider leadership styles and practices. By addressing these complex issues, organizations can develop more effective strategies to promote KS, reduce harmful hiding behaviors, and ultimately enhance their competitive advantage through improved KM practices. The study's findings provide a foundation for future research and practical applications in organizational KM, potentially leading to more efficient and collaborative work environments.

Aim: This paper proposes a novel paradigm of Artificial Intelligence (AI) grounded in the epistemological process of converting tacit knowledge into explicit knowledge. Drawing on the foundational philosophies of science, particularly the works of Popper, Kuhn, Lakatos, and Gospodarek, the study conceptualizes AI not merely as a computational tool but as a systemic method for epistemic transformation. The paradigm is structured as a Lakatosian Research Programme, with a clearly defined hard core asserting that AI enables the symbolic representation of internalized, experiential knowledge. Surrounding this core is a protective belt of auxiliary hypotheses derived from general systems theory, cybernetics, machine learning, and symbolic processing. The programme's heuristics guide theoretical and technological advancements while preserving its epistemological foundation. By formalizing the tacit-to-explicit knowledge conversion, this paradigm repositions AI as a critical instrument for knowledge creation, management, and application in digital and socio-technical systems. This allows one to build measures and values of generative and language models, which is important from an economic point of view. This research tries to clarify the framework of use AI models for converting tacit knowledge inside a learning data of neural network systems to explicit information requested by the asking. It is important for economic evaluation of AI systems where accuracy considered utility as a criterion. Design / Research methods: Research programme in Lakatos’ sense and multidisciplinary heuristic related to the theory of systems. Conclusions / findings: Artificial Intelligence should be understood not only as a technological artefact but as a systemic method for transforming tacit knowledge into explicit knowledge. The proposed AI paradigm adheres to the structure of a Kuhnian paradigm and a Lakatosian research programme. Its hard core is defined by the thesis that AI operationalizes the conversion of experiential, intuitive, or unconscious knowledge into symbolic, formalized, and actionable representations. Lakatosian protective belt as a dynamic epistemic layer. This AI paradigm offers a progressive problem-shift capacity by enabling novel ways of organizing, analyzing, and applying knowledge in digital and socio-technical environments. It also provides a coherent framework for developing AI systems that are more aligned with human cognitive and organizational processes. Originality / value of the article: This paper introduces: new concepts of usefulness of AI systems, new definition of AI systems based on conversion of the knowledge, original conversion paradigm and research program in Lakatos sense. It is original conceptional heuristic based on philosophy of science in relation to economic usefulness of view AI systems. JEL: C67, C18.

Public organizations are increasingly investing in knowledge management (KM) initiatives. However, most KM concepts, practices, and tools have mainly been developed and studied in the private sector and there is a lack of understanding of KM in public organizations. This paper addresses the gap by discussing the differences between public and private organizations in their KM endeavors. Specifically, KM drivers in the context of public organizations are first identified. Salient KM enablers and how they may differentially affect the success of KM initiatives in public and private organizations are then discussed. Finally, tools for assessing KM performance in public organizations are suggested, in view of their unique organizational objectives.

Vatandaş olma ile ilgili kavramsal anlayış, bireylerin okulda doğrudan öğretim ve ders kitapları aracılığıyla edindiği açık bilgiler kadar, sosyo-kültürel ve siyasal ortamlarda edindiği örtük deneyimsel bilgiyi de içermektedir. Vatandaş olma ile ilgili edindiğimiz açık ve örtük kavramsal bilgi, vatandaş olarak sahip olduğumuz değerlerimizi, tutumlarımızı ve ortaya koyduğumuz davranışlarımızı da etkiler. Bu araştırmanın amacı, ortaokul yedinci sınıf öğrencilerinin vatandaş kavramına ilişkin örtük ve açık bilgilerini belirlemektir. Araştırma yakınsayan paralel karma yöntem kullanılarak gerçekleştirilmiştir. Vatandaş kavramı ile ilgili örtük bilgiyi belirlemek için seçilen 27 öğrenci, tipik durum örneklemesi ile açık bilgiyi belirlemek amacıyla seçilen 124 öğrenci ise basit seçkisiz örnekleme ile belirlenmiştir. Veriler, üç devlet okulunda öğrenim gören yedinci sınıf öğrencileri arasından gönüllü ve veli izni olan öğrencilerden toplanmıştır. Çalışmada örtük bilgi, repertuar ağı tekniği (RGT) ile elde edilmiştir. Açık bilgi, yedi açık uçlu sorudan oluşan bir test kullanılarak toplanmıştır. Örtük bilgi için elde edilen nitel veriler, içerik analizi ve İdiogrid 2.4 programı ile çözümlenmiştir. Öğrencilerin açık bilgi için testte verdikleri yanıtlar bütüncül rubrik ile puanlanmıştır. Verilerin analizinde frekans, yüzde, aritmetik ortalama, standart sapma, t–testi ve tek yönlü ANOVA kullanılmıştır. Araştırma sonucunda, öğrencilerin vatandaş kavramıyla ilgili örtük bilgilerine bakıldığında vatandaşı en fazla “İyi insan” olarak anlamlandırdıkları, buna karşılık en az “Hakları olan birey” olarak anlamlandırdıkları belirlenmiştir. "Bir vatandaş olarak ben" merkezi elementi ile "Nasıl bir vatandaş olmayı arzuluyorum?, “Çevremdeki diğer insanlara göre bir vatandaş olarak ben" ve "Nasıl bir vatandaş olmak zorundayım?" merkezi elementleri arasındaki farkı yansıtan öz değerlerine (Öklid katsayısı) göre öğrencilerin büyük çoğunluğunun vatandaş olma ile ilgili kendilerine ait öz değerlerinin yüksek olduğu saptanmıştır. Araştırmada öğrencilerin çoğunluğunun vatandaş kavramına ilişkin açık bilgilerinin "birinci düzeyde-yetersiz" olduğu, az sayıda öğrencinin "ikinci düzeyde-kısmen yeterli" olduğu; “üçüncü düzeyde-çoğunlukla yeterli” ve “dördüncü düzeyde-yeterli” puan alan öğrencinin olmadığı tespit edilmiştir. Öğrencilerin açık bilgi testinden elde ettikleri puanların ortalamaları arasında anne eğitim düzeyine, farklı kültürel özelliklere sahip arkadaşları olmasına ve evde konuşulan dillere göre anlamlı farklılık saptanırken, okulun bulunduğu yere, cinsiyete, baba eğitim düzeyine ve ana diline göre anlamlı farklılık tespit edilememiştir.