Theories In Knowledge Creation

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Within knowledge creation theories two types of knowledge are usually defined; explicit and tacit knowledge (Nonaka, 1994; Brown & Duguid 1998; Wellman, 2009). Nonaka and Takeuchi (1995) proposed a dynamic model of knowledge creation, which is anchored on the critical assumption that human knowledge is created and expanded through social interaction between tacit and explicit knowledge. This Nonaka’s ‘SECI model’ (Socialisation, Externalisation, Compination, Internalisation) is based on the notion of tacit and explicit knowledge as convertible elements (Nonaka 1994, Nonaka & Takeuchi 1995). Here the explicit knowledge refers to codified knowledge that can be expressed in words, sentences, numbers or formulas which are context free. It may include …show more content…

Tactic knowledge is subjective and is experience based knowledge that can not be easily expressed in words, sentences, numbers or formulas, often because it is context specific. This also includes cognitive skills such as beliefs, images, intuition and mental models as well as technical skills such as and know-how and language skills (Nonaka and Takeuchi, 1995). Because of this, tacit knowledge is often context dependent and personal in nature. It is hard to communicate and deeply rooted in action, commitment, and involvement (Nonaka 1994). Hence, tactic knowledge is transferred though socialization, engaging in sharing and creating knowledge through direct experience. Furthermore, socialization is an important way to further trust between partners (Nonaka, 1994). Tacit knowledge is also regarded as being the most valuable source of knowledge, and the most likely to lead to new innovations in the organization (Wellman, 2009). Consequently, Gamble & Blackwell (2001) link the lack of focus on tacit knowledge directly to the reduced capability for innovation and sustained …show more content…

Nevertheless, CoPs are not the only knowledge communities but there is a number of other types of communities where mutual learning can take place such as knowledge networks, virtual teams or multidisciplinary project teams (Kietzman et al., 2013). All these communities can provide a meaningful way to facilitate learning and knowledge creation. Among others, knowledge creation in multidisciplinary project teams has been widely studied (Senge, 1990; Nonaka, 1994; Nonaka & Takeuchi, 1995; Nonaka & Konno, 1998). Such studies have highlighted the significant role of collaboration in creating new knowledge. The boundary crossing across the different disciplines, knowledge sharing, knowledge generation through social interaction, utilization of social networks in information and knowledge exchange, and knowledge integration in the design decision-making process were identified among the key processes related to knowledge creation of such teams. (Fong, 2003.) Nevertheless, the existing body of research on multidisciplinary teams does not adequately address how cross-border and cross-national project teams are being formed. The existing studies provide solid basis for understanding how the knowledge creation is taking place in multidisciplinary teams, the barriers and enablers to it.

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