Structural change, knowledge diversity and change satisfaction: A mixed method study

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.

Learning from public health emergencies has not always been possible due to suboptimal knowledge accrual from previous outbreaks. This study described the knowledge attributes of Health Management Information Systems (HMIS) that are currently used during health emergencies. It aims to inform the development of a "nuggets of knowledge" (NoK) platform to support agile decision-making and knowledge continuity following health emergencies. A search was conducted on the Web of Science and Google Scholar, with no date restriction for articles that conveniently selected 13 HMIS and their knowledge attributes. Proportions were used to summarize HMIS distribution by countries' World Bank income status. Thematic content analysis was used to describe knowledge attributes of HMIS based on the knowledge attributes of Holsapple et al. Seven of the 13 HMIS contained tacit knowledge; the 7 HMIS were predominantly used in higher-income settings and developed after explicit knowledge containing HMIS. More HMISs that contained tacit knowledge were currently usable, universal, programmable, user-friendly, and relied on informal information sources than HMIS that contained explicit knowledge HMIS. Tacit and explicit knowledge containing HMIS were equally practical, accessible, and domain-oriented. HMIS should continuously capture both tacit and explicit knowledge that is actionable and practical in HMIS, user-friendly, programmable, and accessible to persons in all geographical settings. HMIS that contain tacit knowledge have more favorable attributes than those that contain explicit knowledge, but they may not be available to all emergency responders globally, a distribution that may change as newer low-cost technologies become available. Future research should investigate the impact of the NoK platform on public health emergency management.

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.

Design education traditionally centers around the critique as a pivotal assessment process, fostering the development of both explicit and tacit knowledge within the physical studio environment. Ideally, the critique encourages students to develop their creativity, sharpen their thought processes and refine their technique. This study contributes to the ongoing discourse on technology-enhanced teaching in practice-based design studios by examining the effectiveness of online peer critique as a strategy to capture tacit knowledge and make it explicit in the design learning environment. Drawing on the experiences of 90 undergraduate visual communication design students, findings show the critique process was a collaborative experience which afforded the fluid exchange of both tacit and explicit knowledge. Technology played a key role in this knowledge exchange, giving students a confidence in their creative abilities as observers and participants. The online process facilitated anonymity, enabling open and honest communication, while digital records supported post-critique reflection. Despite challenges, this systematic approach to online peer critique proves beneficial in fully online courses and warrants exploration in physical design studios given that more programs transitioning to blended learning. This research contributes to the discourse on leveraging technology for tacit knowledge construction and learning in design education.

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

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

This study examined the relative importance of middle school students' explicit knowledge and tacit knowledge in carrying out open‐ended laboratory investigations. The results indicate that the students provided with explicit knowledge through instruction performed significantly better in overall achievement in such investigations than those using only tacit knowledge. However, the performance over the duration of the study (7 weeks) of those students provided with explicit knowledge improved for some integrated process skills, while for other skills, the explicit knowledge gave no significant advantage over those provided with tacit knowledge. These findings have important implications on what teachers should emphasize when teaching open‐ended laboratory investigations.

Second language learning outcomes are highly variable, due to a variety of factors, including individual differences, exposure conditions, and linguistic complexity. However, exactly how these factors interact to influence language learning is unknown. This paper examines the relationship between these three variables in language learners. Native English speakers were exposed to an artificial language containing three sentence patterns of varying linguistic complexity. They were randomly assigned to two groups – incidental and instructed – designed to promote the acquisition of implicit and explicit knowledge, respectively. Learning was assessed with a grammaticality judgment task, while subjective measures of awareness were used to measure whether exposure had resulted in implicit or explicit knowledge. Participants also completed cognitive tests. Awareness measures demonstrated that learners in the incidental group relied more on implicit knowledge, whereas learners in the instructed group relied more on explicit knowledge. Overall, exposure condition was the most significant predictor of performance on the grammaticality judgment task, with learners in the instructed group outperforming those in the incidental group. Performance on a procedural learning task accounted for additional variance. When outcomes were analysed according to linguistic complexity, exposure condition was the most significant predictor for two syntactic patterns, but it was not a predictor for the most complex sentence group; instead, procedural learning ability was.

Interpretations of the relationship between explicit and implicit knowledge in second language acquisition theory and pedagogy have historically been captured by one of three positions: a non‐interface, a weak interface, or a strong interface. Non‐interface positions reject the existence of a facilitative and transformational relationship between explicit and implicit knowledge. A weak interface position allows for a limited facilitative relationship between the two. A strong interface position, not only sees a relationship between explicit and implicit knowledge, but believes that explicit knowledge can, under the right conditions and with enough practice, become implicit.

This article aims to identify the types of knowledge needed in reducing the risk of disasters and challenges in applying knowledge. Based on the literature review, this article analyzes various kinds of knowledge, the process of knowledge creation, and the challenges of knowledge transmission. Basically, knowledge consists of explicit and tacit knowledge. In the context of disasters, most of the knowledge is tacit in individual local people (indigenous knowledge). Tacit knowledge can motivate someone to make decisions (act) when a disaster occurs. To be understood and disseminated to the wider community, tacit knowledge needs to be converted into explicit knowledge and scientifically validated. This article proposes the importance of integrating tacit knowledge in the form of local knowledge to become explicit knowledge so it can be widely used. Knowledge built in a bottom-up manner, which comes from local knowledge, is believed to be effective in disaster risk reduction. However, in some countries, the process of applying the knowledge is constrained by a fatalism that is influenced by social culture and religious beliefs.

This article re-examines the question of what makes some grammatical structures more difficult to learn than others, arguing that this question can only be properly understood and investigated with reference to the distinction between implicit and explicit knowledge of a second language. Using a battery of tests that were designed to measure implicit and explicit L2 grammatical knowledge of seventeen grammatical structures (Ellis 2005), learning difficulty in relation to these two types of knowledge was investigated. The results showed that structures that were easy in terms of implicit knowledge were often difficult in terms of explicit knowledge and sometimes vice versa and that, overall, there was no correlation between the rank orders of difficulty of seventeen grammatical structures for the two types of knowledge. A correlational analysis showed that the structures varied as to whether it was implicit or explicit knowledge of them that was related to a measure of general language proficiency. A regression analysis demonstrated that both types of knowledge predict general language proficiency.

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.

Tacit knowledge is recognized as playing a key role in determining the extent to which companies are able to create and sustain competitive advantages. However, investments in ICT may lead to a de-emphasizing of tacit knowledge with devastating consequences. Emerging empirical evidence have indicated a lack of support for the positive economic impact of investments ICT. We have argued that this may be due to the mismanagement of knowledge. This mismanagement is first of all created by an imbalance between the emphasis on tacit- and explicit knowledge, often manifested trough firms ICT-strategies prior to investing in ICT. A central point in this is article the focus on establishing the right balance between tacit and explicit knowledge. Central in our argument is the creation of a learning loop where by continuos innovation enhance a higher level of learning by doing-using-, experimenting-, and interacting, creating a positive spiral. To create such learning loop, there is a need to link the company’s tacit knowledge to the company’s external knowledge base by the use of ICT. However, this need to be accompanied by a sensitivity to change and the creation of external meeting places, in order to promote innovation, which in turn promotes performance and enhances a higher level of learning by doing-, using, experimenting—and interacting. The learning loop also improve the company’s sustainable competitive advantages, by limiting competitors possibilities for imitation (througha higher level of tacit knowledge), and by increasing continuous improvements, innovation and performance.

The government continues to strive to improve the quality and welfare of teaching staff in higher education. Through Permendikbudristek Number 44 of 2024, the focus is given to more comprehensive regulations related to the profession, career, and income of lecturers. Current conditions According to the Scientific Journal Ranking (SJR), Indonesia is ranked 58th with an H-index of 259. In the Southeast Asia region, Indonesia is still below Singapore (H-index 646), Malaysia (H-index 373), Thailand (H-index 369), and the Philippines (H-index 274), which means that there must be an increase in the performance of lecturers in the tridharma of higher education. The purpose of this study is to create a model for optimizing tacit and explicit knowledge management moderated by a learning organization: a case study of improving the performance of lecturers in West Java. The research method used in this study uses descriptive analysis with quantitative methods. The object of the study is Lecturers at Private Universities in West Java, with the number of samples taken to represent the population of 372 samples with proportional random sampling techniques. Data analysis using structural equation modeling (SEM) data processing through Amos v.22 software. In general, the purpose of this study is to create a model for optimizing tacit and explicit knowledge management moderated by learning organization: a case study of improving the performance of lecturers in West Java. The results of the study show that tacit knowledge and explicit knowledge simultaneously have a positive and significant effect on the performance of lecturers; learning organizations positively strengthen the relationship between tacit knowledge and employee performance; learning organizations positively strengthen the relationship between tacit knowledge and lecturer performance

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.