Tacit and Explicit Knowledge

The notion of nonconceptual content in Dienes & Perner’s theory
is examined. A subject may be in a state with nonconceptual content without having the concepts that would be used to describe the state. Nonconceptual content does not seem to be a clear-cut case of either implicit or explicit knowledge. It underlies a kind of practical knowledge, which is not reducible to procedural knowledge, but is accessible to the subject and under voluntary control.

The present study sought to investigate the relationship between explicit knowledge on modality and its use in writing. In addition, it examined developmental patterns of modality use through learner corpus analysis. The study involved a correlational design looking at the relationship between learners' explicit knowledge of modal devices and their use of modal forms in writing. It also investigated the developmental patterns of modality use by Turkish EFL learners with the aim of identifying the distinctive characteristics of their interlanguage as regards modality use. Contrastive interlanguage analysis was carried out to shed light on learners' under, over and misuses of the target structures. The participants were 46 Turkish learners of English at a range of proficiency levels. The results indicated that subjects with higher explicit knowledge produced modal devices more frequently and a wider range of modal forms. As regards developmental patterns, lexical-based frequency analysis showed that low group learners typically expressed deontic modality through modal verbs should, can and must and epistemic modality through cognitive verbs think and believe. On the other hand, high group learners produced the modal adjective necessary, the deontic expression be allowed to and modal verbs would and could to convey deontic and epistemic meaning in addition to the items produced by low group. The most frequent misuses of target structures included errors in negating modal verbs, verb inflections following the modal verbs, and omitting the main verbs. This study also provided a number of theoretical and methodological implications which will be discussed in the presentation.

The aim of this paper is to explore the dichotomous role of knowledge through an examination of tacit and explicit knowledge in organizational change contexts. The study's aim is achieved by an analytical review of the seminal and contemporary knowledge management literature. The paper contributes to the current body of knowledge management literature by analyzing a wide range of key literature and presenting a contemporary overview that compares the role of tacit and explicit knowledge within organizational change contexts. The findings contribute towards theoretical development in the knowledge management field by providing researchers with future research directions to build upon previous theoretical understandings and advance our collective knowledge of the research domain. The paper offers practical and pragmatic insights that will help firm managers to use tacit and/or explicit knowledge to manage organizational change. This article presents an original comparative table that summarizes and compares the key understandings and insights from across the literature sources on a range of important aspects, and then presents implications for the two knowledge typologies. The paper also presents an original research framework containing a structured database of related calls for research by the latest academic publications. Furthermore, it provides specific and informed managerial recommendations for best practice in the integration of these knowledge typologies into organizational change management.

Every profession has a core body of knowledge (BoK) that at the very least, uniquely defines and differentiates that  profession within the crowded global landscape of all professions, particularly those that are closely related in terms of purpose, educational and skill requirements, intended audience or market, and tools and practices. Ultimately, a profession's BoK is what legitimizes the profession as a true "profession" in the U.S., as defined by the U.S. Department of Labor.

This article was originally published in the March, 2008 edition of 'Forum' magazine of the Association Forum of Chicagoland. It was targeted at the stakeholders (professional members, leaders, staff, affiliated vendors, ...) of associations/societies that support a designated profession. Although not specifically targeted at them, this article can also provide food for thought for academic fields, industry associations, and other types of organizations within the tax-designated "not-for-profit/NFP/non-profit" sector. However, many in this sector prefer to call it the "social sector" because the social purpose of the organization is much more important to us than its tax status. It also aligns better with the concept of the NGO - non-government organization, used in Europe and a few other areas.

It can also be employed on a universal scale to differentiate and enhance the potential value and interrelationships of professions or specialties by governmental bodies, educational institutions, businesses, and even the public. A dramatic example of the need for a better differentiator between professions/specialties is the American healthcare system, that almost everyone agrees needs a major overhaul. Obamacare is just a baby step or experiment in this direction. It's still a long way from making sense of all the specialties, providers, practices, technologies, services, fees, funding models ... as one critical key to beginning to solve the dilemma of the world's highest healthcare costs (more than double or triple the costs in comparable countries) delivering very poor results (in terms of public health, when compared to those comparable countries).

Typically the BoK of a profession is viewed from the limited perspective of the association function who leads the association's initial attempt to define the BoK of the profession it supports, as evidenced by the typically narrow focus of that project, for example: credentialing standards, exam content, education curricula, web content, best practices, research findings,.... Without something to connect and guide these perspectives toward a common direction, they are likely to sub-optimize the strategic potential of their profession's BoK. This article presents a different approach to BoK based on a belief that the ultimate strategic potential of BOK emerges out of being envisioned, leveraged, shared, and managed as the most valuable asset of the association and the profession it supports!

One of the most controversial topics in Applied Linguistics is the role of learners’ metalinguistic knowledge (MK) in foreign language acquisition. There seems to be no agreement between those who propose that MK is at least facilitative for learning (Schmidt, 1990; Ellis & Laporte, 1997; Lightbown, 1998; Herdina & Jessner, 2000) and those who believe that it can be detrimental (Felix, 1981; Krashen & Terrell, 1983; Stokes & Krashen, 1990). This paper investigates the relationship between MK (understood as a combination of terminology knowledge and explicit, verbalizable knowledge of grammatical rules) and subjunctive accuracy by learners of Spanish at three levels. MK was assessed through a set of four terminology and grammaticality judgment tasks both in English and Spanish, whereas mastery of the Spanish subjunctive was evaluated through a set of five receptive and productive tasks. Findings include 1) improvements in both subjunctive accuracy in Spanish and MK in Spanish and English across levels, 2) a positive correlation between English MK and Spanish MK, and 3) a positive correlation between MK and accuracy in the use of the subjunctive. These findings show that MK indeed is positively correlated with accuracy in the use of this challenging structure as hypothesized.

This research, conducted by the author when a Senior Researcher at Newcastle University, UK, was funded by a UK governance organisation to help them assess, integrate and improve their understanding of the governed population.

ABSTRACT: Governance organisations have been urged to develop more holistic evidence-based approaches with partners to better deal with issues affecting the governed population. This presupposes an understanding of the population, yet there has been little research work addressing how governance organisations come to understand their governed population, nor how this understanding can be improved upon within such organisations.

This case study examined in-depth how understanding of a governed population was developed within one UK local governance organisation and it explored how such understanding might be developed and improved through more holistic and evidence-based organisational learning within the organisation and its governance partnerships.

The research methodology involved placement within the governance organisation, participant observations on several projects and innovative initiatives, observations within, across, and outside the organisation, and also interviews with varied key stakeholders.

The study examined:

- stakeholder engagement and networks
- current and varied understandings of the population
- mechanisms actually used for developing understandings
- the influence of context on organisational learning

and analysed these to arrive at a recommendations to improve organisational understanding of the governed population.

In the case studied, significant strengths were found: including innovative past learning trials for development, extensive ongoing networking activities, and many varied and accumulating quantitative datasets available across partnerships.

However, entrenched organisational approaches and practices constrained the development of holistic evidence-based understanding, for instance: the absence of systematic maintained collective learning processes; weak recording and forgetting of understandings; methodological exclusion of stakeholders from the development of understanding; the relative neglect of qualitative data, explanations, investigations, interpretations, and reflexivity; and also implicit organisational acceptance of such limitations and low aspirations.

Nonetheless, untapped opportunities existed to enable change including: latent practitioner knowledge and innovative management champions, the desire for improvement and raised aspirations within learning networks, and the development potential of alterative learning approaches.

It was concluded that more holistic evidence-based understanding was possible, but required new learning approaches beyond those then in use in both local government or academia.   

Recommendations are made to utilise and develop improved organisational learning approaches trialed and reported in the case study.

It is argued that the case study findings, conclusions, and recommendations may be applicable to other similar local governance organisations and partnerships that seek to better understand local populations, services and interventions.

The work was also submitted for, and awarded, an MPhil (at Newcastle University, supervised by Prof. Patsy Healy)

The belief that practitioner knowledge is tacit and cannot be communicated through the traditional methods of academic writing and journal publication is a problem for the growing number of fashion researchers utilising practice-led methodologies. The main reason for this is that, until recently, the visibility of a discipline has been predominantly defined by academic publications in the field. One solution has been for researchers to adopt research methodology that utilises reflective practice to draw out practitioner knowledge and attempt to convert this knowledge to an explicit form. Alternatively, non-traditional research outputs are now considered equivalent to published research within areas such as art and design. However, a critical mapping of fashion research reveals that practice-led research in fashion is not yet adequately represented by either form of research outcome. This thesis proposes that continuing to focus on the differences between practice-led research and other fashion research, a dychotomic view of practitioner knowledge as either tacit or explicit, and an upward trend in process-driven methodology, are limiting the ability for practitioners to contribute to the continuing development of fashion as a discipline. The aim of this thesis is to develop a progressive approach to practice-led research methodology to enable practitioner knowledge of fashion to become more accessible, transferable and relevant to the emerging methodology of fashion as a material culture that connects two different ideas of the fashion system as either material or immaterial.

A quantitative and qualitative mapping of fashion research, based on journal publications, non-traditional research outputs and an analysis of practice-led research exegeses, determines the current state of fashion as an emerging discipline. The mapping reveals that dominant methodologies for existing practice-led research are design methodologies. The results from this mapping inform an exploration of the potential for object or artefacts to encapsulate fashion knowledge through the method of object analysis as an object-based methodology used within other areas of fashion research. The results of this analysis enable the development of two models for practice-led fashion research. The first is a model of practitioner knowledge and theorises tacit knowledge as a hybrid space existing as a relationship between the different types of knowledge that exist in fashion practice. The second is a model of practitioner fashion research that incorporates existing design methodology but also responds to emerging fashion theory and methodology. Both models extend current understanding of fashion practice and contribute to developing the most effective strategy for communicating practitioner knowledge of fashion within the university environment. 

The degree to which information is encoded explicitly in a representation is related to the computational cost of recovering or using the information. Knowledge that is implicit in a system need not be represented at all, even implicitly, if the cost of recovering it is prohibitive.

Knowledge is becoming a valuable asset for most organizations and the quest to manage this asset is gaining popularity among researchers and management. Organizational management’s main objective is to ensure effective and efficient use of its diverse resources such as labor, capital, materials, energy and information in their quest to achieve competitiveness as well as to increase productivity that must be managed. In today’s rapid technological change, companies are in constant struggle to maintain competitive advantage through market differentiation by providing superior products and services. The management in organizations is increasing their focus on employees’ know-how, past experiences and expertise in their quest to excel in achieving their goal. In short, Knowledge has become an integral asset for most organizational functionalities. Knowledge management promises to create the proper structure and the necessary technological infrastructure in organizations and humandriven placement. This research investigates the role of “tacit” knowledge sharing on organizational productivity. Accordingly, a framework was developed and hypotheses were drawn and tested where results demonstrated interesting insights into the role of sharing on organizational productivity. The survey, which was conducted at Koosa Bank of Iran, demonstrated that the employees’ intension to share and consequently the sharing of tacit knowledge has direct positive impacts on productivity. In addition, our analysis demonstrated that not only productivity would increase as a result of knowledge sharing, but also employees’ innovative contributions increased as a result of exposure to others’ knowledge, expertise, and experiences.

The paper contains an analytical description of different ideas of tacit knowledge, occurring both in texts by Polanyi and by some of his major interpreters.
The results of research carried out in American, German and Polish literature are reported in six steps. First, the most typical interpretations of Polanyi’s philosophy are noted. Secondly, the results of a linguistic analysis of the investigated term are presented and (briefly) outlined. Third, various notions of tacit knowledge as concealed in Polanyi’s main works are reconstructed with a diachronic order. Fourthly, the problem of definition of the category is stated and is briefly discussed. Fifth, a typology of various internal and external notions of tacit knowledge is listed. And the final point submits ideas related to the quest for the basics of tacit knowledge.
The main claim is that – though ideas of tacit knowledge vary according to particular contexts – one may distinguish between two basic interpretations, both of which are contained within Polanyi’s conception of mind and cognitive actions (as developed in The Tacit Dimension). The first basic idea of tacit knowledge refers to a knowledge one seems to have about spontaneously indwelling particulars of experience (the proximal term content); the other refers to a knowledge of how to integrate these particulars into a meaningful whole. Both of these ideas of tacit knowledge modify the traditional idea of knowledge as a justified, true belief, since they presuppose an externalistic idea of justification as something non-accessible as regards introspection of a subject, blended with a behavioral idea of belief as a disposition to action.

Understanding of another person predominantly informed by observation is more complete and dynamic than understanding available to an audience for whom they are curating their self- presentation. Interpersonal encounters conducted via digital media platforms lack the physical proximity that lets us observe other persons’ accidental self-disclosure in real-life encounters, as distinct from being the audience of their explicit self-disclosure. However, in online interpersonal interactions we can still place others in the role of observer by allowing them to watch our interactions with external texts, without focusing on those others as audience or on the text as demonstratively referential to oneself.

Abstract

This research paper sets out to explore the possibility that a knowledge audit methodology could be successfully implemented within a professional services enterprise in order to establish what core knowledge content requirements exist. By identifying this core knowledge, the researcher asserts that sales and professional staff should be enabled to enhance their ability to win business and improve the process of client service delivery. Using the knowledge economy as a backdrop, the researcher examines the impact this has had on the knowledge and information needs of the enterprise. The value of purely technology-based solutions to resolve the knowledge deficit within an enterprise is examined following on from which, the process of implementing a knowledge audit is discussed. Thereafter, the proposed knowledge audit methodology is developed and subsequently applied at an enterprise-wide level for a large professional services enterprise. The researcher explores the business case for implementing a knowledge management initiative. An analysis is then made of the results gathered from the knowledge audit. The existing infrastructure and resources are evaluated against any resultant knowledge management requirements. This is followed by an assessment of the current status of knowledge management within the enterprise. The researcher then provides a framework for the management of content that was identified during the knowledge audit. The importance of processes and policies in supporting the management of identified content is emphasized. This is followed by an assessment of any suitable opportunities for “quick win” projects. The researcher then examines whether the key research objectives were achieved. In closing, some additional suggestions are made regarding the future of the initiative and potential steps that might be taken to further entrench KM within the enterprise.

Neil Gascoigne and Tim Thornton’s
Tacit Knowledge is an attempt to find a place for
tacit knowledge as “knowledge” within the limits of analytic epistemology. They do so by reference to Jason Stanley and Timothy Williamson’s analysis of the term “way” and by the McDowell-like claim that reference to the tacitly rooted “way” of doing something exhausts the knowledge aspect of tacit knowledge, which preserves the notion of tacit knowledge, while excluding most of Michael Polanyi’s examples, and rendering Hubert Dreyfus’s and John Searle’s accounts irrelevant. This is more a redefinition of terms than an account of tacit knowledge.

In this paper ‘design’ refers to the professional practice of creating new products, buildings, services and communication. Design can be understood as an emergent order that evolves as new cognitive and perceptual capacities enable a greater understanding of complexity, context and system dynamics. In turn, these emergent capacities create greater potential for social and technological innovation. This paper will argue that despite emergent skills, designers are not able to effectively address contemporary problems in regards to sustainability due to ‘tensions’ with the emergent order of the market. Critically, ‘design’ is not the same as the ‘design industry’. The design industry operates according to highly reductive feedback generated by capitalism that systemically ignores signals from the ecological and social systems. These tensions result in severe distortions of knowledge and reason thereby eliminating prospects for long-term prosperity.

The development and maintenance of organized cooperative work practices require, as an integral feature, what can loosely be termed ‘didactic practices’ or ‘mutual learning’ (giving and receiving instruction, advice, direction, guidance, recommendation, etc.). However, such didactic practices have not been investigated systematically in CSCW. Michael Polanyi’s notion of ‘tacit knowledge’ vs. ‘explicit knowledge’, which plays a key role in the area of Knowledge Management, would seem to offer an obvious framework for investigating didactic practices in CSCW. But as argued in this article, the notion of ‘tacit knowledge’ is a conceptual muddle that mystifies the very concept of practical knowledge. The article examines the historical context in which the notion of ‘tacit knowledge’ was devised, the purpose for which it was formulated, its original articulation, and the perplexing ways in which it has been appropriated in Knowledge Management. In an attempt to gain firm ground for our research, the article towards the end offers a general analysis of the concept of ‘knowledge’, informed by the work of Gilbert Ryle and Alan White. Overall, the article argues that a framework based on the notion of ‘tacit knowledge’, or on similar conceptions devoted to categorizations of kinds of knowledge, impairs the for CSCW essential focus on actual work practices: instead of focusing on forms of symbolism, what is required is to focus on uncovering the logics of actual didactic practices in cooperative work.

In this paper, I report the effects of explicitly teaching five technical genres to English first-language students enrolled in a multi-major technical writing course. Previous experimental research has demonstrated the efficacy of explicitly teaching academic writing to English first-language adults, but no comparable study on technical writing exists. I used a mixed-method approach to examine these effects, including a control-group quasi-experimental design and a qualitative analysis to more fully describe the 534 texts produced by 316 student writers. Results indicated the genre participants constructed texts demonstrating a significantly greater awareness to audience, purpose, structure, design, style, and editing than participants taught through more traditional approaches. Within the technical genres, participants demonstrated greater awareness to audience, purpose, and editing in the job materials text type than with correspondence or procedures text types.

Imagine if a discourse analyst were to examine a representative sample of scholarship in a particular field, uncovering a set of valued and stable (though tacit and unspoken) conventions that shape the ways scholars in that field write—conventions that usually remain implicit in classroom contexts. What would happen if undergraduate students were taught these conventions explicitly? What would be the advantages and disadvantages for students’ learning? For the instructors teaching the course? Such are the driving questions behind Laura Wilder’s Rhetorical Strategies and Genre Conventions in Literary Studies: Teaching and Writing in the Disciplines.

Wilder, Laura. Rhetorical Strategies and Genre Conventions in Literary Studies: Teaching and Writing in the Disciplines. Carbondale, IL: Southern Illinois University Press, 2012. 238 pages. $39.95. 978-0-8093-3093-5

PurposeThe aim of this paper is to explore the dichotomous role of knowledge through an examination of tacit and explicit knowledge in organizational change contexts.Design/methodology/approachThe study's aim is achieved by an analytical review of the seminal and contemporary knowledge management literature.FindingsThe paper contributes to the current body of knowledge management literature by analyzing a wide range of key literature and presenting a contemporary overview that compares the role of tacit and explicit knowledge within organizational change contexts.Research limitations/implicationsThe findings contribute toward theoretical development in the knowledge management field by providing researchers with future research directions to build upon previous theoretical understandings and advance our collective knowledge of the research domain.Practical implicationsThe paper offers practical and pragmatic insights that will help firm managers to use tacit and/or explicit know...

Tasks most likely get done right when the performers' criteria match the criteria of those who receive the completed task (the customers). Knowledge in construction is mostly tacit. Making the tacit explicit is challenging and has to be conversational. Everyday learning and the structured planning conversations in the Last Planner ® System (LPS) can help make tacit knowledge explicit. This conceptual paper explores the connections between learning, understandings of criteria and rework in project-based production to understand, how can we reduce rework on projects that arise from performers' misunderstanding of customer criteria for each task? The preliminary findings are a) Less rework will be required when performers can develop a shared understanding of the criteria for each work task with their customers; b) Shared understanding is most likely when the criteria are explicit; c) Everyday learning will enable the process of making tacit information more explicit. This paper has implications for practitioners as everyday learning and shared understanding will help workers at all levels to continuously share and learn while feeling psychologically safe enough to make mistakes and learn from them. It also suggests further multidisciplinary research in the area of shared understanding and rework.

‘Tacit’ and ‘explicit’ knowledge, and their relation to expertise, have a long-standing importance within social studies of science and technology. At the centre of the development of thinking about these topics has been the work of Harry Collins and Robert Evans. In this article, we bring to bear observations of the work of people involved in grading eye disease, and their seeming display of expertise, tacit and explicit knowledge, on three thrusts identified in the work of Collins, and Collins and Evans. These thrusts are the following: (1) a concern with the appearance of tacit knowledge in the activities of experts, (2) a commitment to studying expertise as ‘real’ and substantive rather than attributed, and (3) a commitment to promoting the recognition and fostering the management of expertise by providing analytical distinctions regarding expertise and its reliance on tacit knowledge. By considering what is involved in the work of grading eyes, we relocate the interest in tacit and explicit knowledge, and their bearing on expertise, in how expert knowledge is displayed and made recognizable in and through courses of action and interaction.

Water efficiency research has focused on consumption rates and the tools—for example, pricing—designed to modify consumers’ demand. But municipal practitioners can also be a highly influential group and have been neglected in the conventional water demand management (WDM) research.
To understand better how to make WDM policy implementation more successful, practitioners “tacit knowledge” must be identified and examined. Tacit knowledge consists of deep beliefs and values about the way the world works and is important. Grounded in practical experience, tacit knowledge is informal, unspoken and often difficult to articulate. People may not even be consciously aware of their tacit knowledge; rather, their deepest beliefs and values operate as an implicit and unquestioned background understanding that shapes how they see the world and act within it. Tacit knowledge influences why practitioners are concerned about WDM, how they act on that concern and what they say about the issue when they talk to their colleagues.
Identifying and understanding the potential influence of tacit knowledge would be tremendously valuable for day-to-day practices in growing municipalities and for government agencies that are responsible for infrastructure and sustainable development. By understanding practitioners’ learning processes, their rationale for action and the organizational cultures in which they operate, it will be possible to make more informed policy recommendations.

Knowledge is a strategic factor which provides a competitive advantage in a fierce competition environment. Sustainability of organization, which can be affected by various factors, is needed to transfer of strategic and specialized knowledge from executive to other managers and workers. But the transfer of knowledge is a complicated process, because the knowledge has cognitive or subjective traits as well as objective framework. Because of the nature of knowledge, there are some classifications about its traits. Tacit knowledge and explicit knowledge are the most common classification which emphasizes tacit knowledge is so embedded in the individual while explicit is about facts and things. From this point of view, the aim of this study is to examine the relationship between the behavior of knowledge transfer and properties of middle level manager. The sample group consists of 335 middle level managers in public enterprises in Turkey. The data were collected through a questionnaire that is reformed by the authors as 10 items with reference to Bock et al. (2005) and Göksel et al. (2010). As a result of the conducted analysis, statistical significant relationships were found between the two variables (p<0,01). Finally, demographic information of the sample is seen important for researchers, professionals, and those interested in these fields.

This paper investigates how unstructured knowledge
transfer is managed in ICT teams. In this context,
unstructured knowledge refers to knowledge that is not supported by organisational strategy or any formal structure due to its ad hoc and versatile nature. The research utilises empirical material produced for use by the organisation, thus offering a realistic picture of transferring knowledge. Before knowledge management can be supported, it is necessary to understand how it is transferred and externalised in teams. To increase required understanding, this qualitative research investigated how team members in practice utilised knowledge that was created in the team, and how they attempted to support each other to benefit from existing knowledge. In the analysis, three frameworks were used, namely SECI, CIP and ba.

Today competition is global and “world class” technology increasingly the normal expectation of customers. The strategic management of corporate positioning, market share enhancement and new product development are critical objectives for businesses of all kinds. The key role of identity and brand management in the turbulent business world environment requires greater effort at the customer interface, building trust, reliability and confidence. In a period where rapid organisational co-evolution is also occurring there is great potential for anomie in face-to-face, distributed, networked or virtual enterprises.  The sustainable management of staff teams for service delivery and successful project completion includes accessing tacit intellectual capital of teams as well as clients. Such dynamic complexity and fluidity affect all types of organisations whether in public, private, NGO or voluntary sectors.  This paper discusses some of the factors affecting a project team in  a healthcare NGO in New Zealand. We discuss the literature on tacit as well as explicit components of change thresholds and turbulent environments and the concept of intelligence in action as this relates to a specific case study from New Zealand. We review a particular emotional knowledge and climate metric for trust, anxiety and how leadership should adjust to suit complexity.

Utilizando como pretexto la investigación en desarrollo (Lobo & Couceiro, 2019), donde se integran realidades digitales y analógicas, este artículo presenta algunos aspectos menos comunes de la investigación biónica, Realidades Extendidas (XR) con origen en la cultura Ciborg. Actualmente estamos desarrollando contenidos, métodos y tecnologías para la difusión de patrimonio arquitectónico y artístico clasificado por la UNESCO, explorando las intersecciones de la inteligencia natural y artificial. Se desarrollan además ejercicios de prospectiva sobre cómo se hará la difusión cultural y cómo se  utilizarán los medios de comunicación en la perpetuación de la memoria y en el progreso  del conocimiento humano.

This paper investigates how unstructured knowledge transfer is managed in ICT teams. In this context, unstructured knowledge refers to knowledge that is not supported by organisational strategy or any formal structure due to its ad hoc and versatile nature. The research utilises empirical material produced for use by the organisation, thus offering a realistic picture of transferring knowledge. Before knowledge management can be supported, it is necessary to understand how it is transferred and externalised in teams. To increase required understanding, this qualitative research investigated how team members in practice utilised knowledge that was created in the team, and how they attempted to support each other to benefit from existing knowledge. In the analysis, three frameworks were used, namely SECI, CIP and ba.

В статье рассматривается метод концептуального картирования как способ анализа воздействия эксплицитных и имплицитных средств рекламных материалов на потребителя. Представлена информация о результатах их анализа и построения концептуальных карт до и после проведения научного эксперимента с опросом испытуемых.

This paper reports on a conceptual analysis of tacit knowledge and examines Akhism principles that increased the development and spread of tacit knowledge among craftsmen and tradespeople. The objective of this paper is to emphasize the key role of tacit knowledge in creating a sustainable competitive advantage and pay attention to interesting similarities between modern tacit knowledge development ways and the Principles of Akhism.

How/what does one 'train' a bunch of accomplished traditional artisans in 'design'? This question triggered a search for the very basic abilities and frameworks that constitute design. The outcome was two modules: one for analysis, and the other or synthesis.