Managing emergent knowledge through deferred action design principles

Over the past years, a number of international initiatives that recognize the importance of sharing and reusing digital educational resources among educational communities through the use of Learning Object Repositories (LORs) have emerged. Typically, these initiatives focus on collecting digital educational resources that are offered by their creators for open access and potential reuse. Nevertheless, most of the existing LORs are designed more as digital repositories, rather than as Knowledge Management Systems (KMS). By exploiting KMSs functionalities in LORs would bare the potential to support the organization and sharing of educational communities’ explicit knowledge (depicted in digital educational resources constructed by teachers and/or instructional designers) and tacit knowledge (depicted in teachers’ and students’ experiences and interactions of using digital educational resources available in LORs). Within this context, in this paper we study the design and the implementation of fourteen operating LORs from the KMSs’ perspective, so as to identify additional functionalities that can support the management of educational communities’ explicit and tacit knowledge. Thus, we propose a list of essential LORs’ functionalities, which aim to facilitate the organization and sharing of educational communities’ knowledge. Finally, we present the added value of these functionalities by identifying their importance towards addressing the current demands of web-facilitated educational communities, as well as the knowledge management activities that they execute.

The Theory of Deferred Action (ToDA), postulates that the design of sustainable Knowledge Management Systems (KMS) needs to cater to both explicit and tacit knowledge. The embeddedness, the social and tacit attributes of knowledge work require KMS designers to move beyond systems design on the basis of planned action, which can only measure explicit, codifiable knowledge. Human action reflecting tacit knowledge is characterised here as deferred action. It is argued that deferred action needs to be reflected in KMS by designing systemic deferred action, and a model of KMS design that accounts for both planned and deferred action is proposed. Conversation Analysis was used in an insurer's company to demonstrate deferred action in knowledge work. It is extended into system analysis techniques to identify deferred action for KMS design. This approach is termed research design as an instrument of praxis. The data reveals that action categories, consisting of deferred action, can be determined to account for deferment in knowledge work. Systems analysis techniques that convert deferred action categories from conversation data into systemic deferment points and systemic deferred objects for sustainable KMS design are illustrated in the research data.

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.

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.

Developing an activity-based knowledge management system for contractors

Aim/Purpose: Despite rapid digitalisation transforming Asian higher education, knowledge management (KM) implementation remains paradoxically fragmented across the region’s diverse institutional landscapes, creating critical theoretical and practical gaps that require systematic investigation. Background: This scoping review addresses these gaps by examining KM practices in Asian universities through a novel multi-dimensional analytical framework encompassing disciplines, practices, aspects, and stakeholder dynamics. Methodology: Following the PRISMA-ScR guidelines, we systematically reviewed 29 peer-reviewed studies (2009–2025) from Scopus and Google Scholar across nine Asian countries, highlighting both the field’s limited empirical base and emerging contours through thematic coding across four dimensions. Contribution: The study’s primary theoretical contribution is a hybrid ‘technology-mediated personalisation’ approach. This concept recontextualises Nonaka’s SECI model (a framework for converting tacit and explicit knowledge) and challenges existing KM strategy typologies. Furthermore, this paper presents the first multi-dimensional scoping review of KM practices across diverse Asian higher education contexts. Findings: Knowledge utilisation dominates practice (48% of studies), contradicting Western literature’s emphasis on knowledge creation. Institutional management applications significantly outweigh pedagogical implementations. Robust multi-stakeholder ecosystems emerge, involving faculty, administrators, and students; yet, university-industry collaboration remains severely underdeveloped. Policy-driven implementation prevails over organic knowledge communities, reflecting distinct cultural adaptations. Recommendations for Practitioners: Institutions should develop integrated KM frameworks balancing policy-driven governance with collaborative knowledge communities, invest in technology platforms supporting multiple KM processes, and strengthen university-industry knowledge transfer mechanisms. Recommendation for Researchers: Future research should focus on developing education-specific KM theoretical frameworks, conducting cross-cultural comparative studies, and investigating emerging AI-enhanced knowledge management technologies in academic contexts. Impact on Society: Enhanced KM practices will improve educational effectiveness, foster innovation ecosystems, and strengthen knowledge-based economic development across Asia’s rapidly evolving higher education landscape. Future Research: Critical priorities include longitudinal studies that track the evolution of KM systems, cross-cultural comparative frameworks, research on technology-enhanced knowledge creation, and sustainable university-industry collaboration models.

Predictors of the emergence of transformational leadership in virtual decision teams

Purpose Tacit and explicit knowledge sharing play crucial roles in today’s rapidly changing business environment, particularly in fostering innovation. However, uncovering tacit knowledge sharing remains complex. The purpose of this study is to analyze the mediating roles of tacit and explicit knowledge in the relationship between a knowledge-sharing culture and organizational creativity. Design/methodology/approach In this study, the authors developed an extended analytical process to analyze the impact of explicit and tacit knowledge on a knowledge-sharing culture and organizational creativity. This process combines two analytical techniques: necessary condition analysis (NCA) and partial least squares structural equation modeling (PLS-SEM). NCA identifies essential bottlenecks for a specific outcome, while PLS-SEM uncovers strong connections between predictor and outcome variables. The authors applied these analyses to a sample of 155 IT experts from a leading telecom company in the Turkish ICT industry to test the relevant hypotheses. Findings The findings of this study indicate that tacit knowledge, rather than explicit knowledge, partially mediates the relationship between a knowledge-sharing culture and organizational creativity. This mediating role of tacit knowledge is particularly pronounced in the ICT sector. Additionally, the impact of organizational capabilities on organizational creativity is amplified by higher levels of tacit knowledge sharing. Originality/value The effect of organizational capabilities on organizational creativity was found to increase because of tacit knowledge sharing compared to explicit knowledge sharing, depending on the knowledge-sharing climate.

Knowledge management (KM) is crucial for successful project completion in the construction industry, where tacit knowledge, embedded in individuals’ experiences, plays a critical role. However, capturing and transferring this knowledge across projects is challenging due to the temporary nature of construction teams and the reluctance of individuals to share their expertise. Traditional KM methods, such as interviews and videos, often fail to capture tacit knowledge due to various barriers, including organisational culture, limitations of technology, and individual factors like knowledge hoarding. This study investigates a novel approach to overcome these barriers and effectively capture tacit knowledge in construction. This study proposes a storytelling-based approach for capturing tacit knowledge within a Knowledge Management System (KMS). Participants contributed their knowledge directly through stories within the KMS, unlike previous studies that relied on interviews or videos. This method aims to address the reluctance to share tacit knowledge by empowering individuals to share their experiences in a comfortable and engaging format. The study’s validation methodology incorporates two elements: (1) extensive research was conducted on KM, storytelling, and existing methods for capturing tacit knowledge, and (2) issues concerning tacit knowledge capture were identified based on the research. This study contributes to the field of KM in construction by: (a) proposing a novel storytelling-based approach for capturing tacit knowledge, (b) addressing the limitations of traditional KM methods in construction, and (c) offering a framework for implementing storytelling-based KM within KMS. The proposed storytelling approach has the potential to overcome existing barriers and contribute to the effective capture and utilisation of tacit knowledge in construction projects. This can lead to improved project performance, reduced rework, and knowledge transfer across projects within the industry. Keywords: Tacit Knowledge, Knowledge Management

Human resources in education become a force for institution itself because it can be an asset and capital owned in order to compete with other instituions. The design of knowledge management system aims to facilitate the educators in sharing knowledge both in each school and between the two schools. In this case the knowledge management system can serve to help educators in collecting knowledge and share material of teaching materials owned, so that tacit and explicit knowledge of each teacher can be well documented. This research uses RAD (Rapid Application Development) method with UML (Unified Modeling Language) as its development tools. While making its own application using PHP 7 and MySQL programming language for database processing. This research produces a web based knowledge management system that can collect, manage, store, and disseminate existing knowledge from teacher.

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.

Objective: in today’s volatile and knowledge-intensive business environment, knowledge management has become a key driver of organizational profitability beyond traditional cost- and productivity-based measures. This study addresses a gap in the literature by empirically examining how tacit and explicit knowledge contribute to profitability, with particular attention to the mediating role of breakthrough innovation. Methods: a quantitative research design was adopted using a structured questionnaire. Data were collected from 189 valid respondents, randomly selected from an initial sample of 240, ensuring a respondent-to-item ratio of 15:1. The relationships among tacit knowledge, explicit knowledge, breakthrough innovation, and organizational profitability were analyzed using SPSS and AMOS. Results: the findings reveal that both tacit and explicit knowledge exert significant positive effects on organizational profitability. A one-unit increase in tacit knowledge leads to a 0.26-unit increase in profitability and a 0.32-unit increase in breakthrough innovation. Likewise, explicit knowledge increases profitability by 0.21 units and breakthrough innovation by 0.10 units. When both knowledge types increase simultaneously, profitability rises by approximately 0.10 units, confirming the mediating role of breakthrough innovation. Conclusions: empirical evidence on the knowledge-profitability nexus, particularly within the healthcare sector, remains limited. This study advances the literature by demonstrating how breakthrough innovation translates knowledge assets into competitive advantage. The results also highlight the strategic importance of medical teaching institution (MTI) reforms in fostering innovation-driven performance. Overall, the study offers valuable theoretical and practical implications for developing knowledge-centric strategies to sustain organizational competitiveness.

MixEI: Mixing explicit and implicit commonsense knowledge in open-domain dialogue response generation

This paper presents a case study of the present Knowledge Management practices at the Goethe Institute (GI) Libraries or Information centres. GI Libraries are serving as Public Libraries and because of their dynamic features, they invite everyone from all over the world to get information and knowledge about German culture, politics, society, and education. In this paper, I have studied explicit and tacit knowledge practices in GI Libraries. This paper mainly focuses on the concept of KM at GI Libraries in managing the knowledge and information in the digital environment. Research methodology obtained in this paper about theoretical and technical KM with the implementations of WEB 2.0 as a KM tool used by the GI Libraries are totally through the Email Questionnaire from GI libraries and GI websites. This paper also shows and explains how tacit and explicit knowledge are managed and distributed under the umbrella of social networking tools, WEB 2.0 Technology, and other networking tracks by Goethe- Institute Libraries. The implementation of KM concept and practices at GI has the potential of improving customer services by quickly providing new authentic information to communities of different nations. GI Libraries and their librarians convert the intellectual assets of workers and staff members in the organization into higher productive forces.

a In his TESOL Quarterly article (Vol. 27, No. 1, Spring 1993), Rod Ellis attempts to make a case for the role of a structural syllabus as a means to promote gradual mastery of implicit second language knowledge. Ellis proposes a two-dimensional model of skill learning which is similar to the analysis control model proposed by Bialystok (1982). However, the invocation of a distinction between implicit and explicit knowledge to replace one of Bialystok's constructs, the dimension of analysis, leads to confusion and theoretical incoherence because it is not clear how Ellis's definitions of implicit and explicit knowledge relate to similar distinctions in cognitive psychology and L2 research (e.g., Hulstijn, 1990; Logan, 1988; McLaughlin, 1987; Reber, 1989; Shiffrin & Schneider, 1977). No empirical evidence from this research is adduced to support assertions Ellis makes about implicit knowledge which are fundamental to his proposals for pedagogy. In particular, it is unclear how Ellis motivates claims about the nature of the interface between implicit and explicit knowledge, and the form of implicit knowledge. In his model of second language acquisition processes, Ellis replaces Bialystok's (1982) +/analyzed distinction with a distinction between two of knowledge, explicit and implicit. For Bialystok, this dimension represents a continuum of analysis, with early language being toward the unanalyzed end of the scale and analyzed language characterizing the later, more developed system. For Ellis this is a dichotomy between interfaced, but distinct implicit and explicit types of knowledge. Bialystok's dimension of control is referred to as the to procedural (Anderson, 1983) dimension by Ellis. Language development is characterized as the process whereby explicit declarative