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《普罗米修斯》2012,30(3):241-257
Abstract Fifty years after the publication of Michael Polanyi's magnum opus, Personal Knowledge, the fashion for Knowledge Management (KM) has helped to institutionalise a redefinition of his distinction between tacit knowledge and explicit knowledge. But KM's redefinition of Polanyi's argument misrepresents his insights into the process of personal tacit ‘knowing’ and overlooks the implications of his faith in metaphysical ‘being’. This paper explores the significance of Polanyi's original concept of tacit knowledge, together with the consequences of assuming a ‘vertical’ connection between personal knowledge and faith in an unknowable absolute truth. By using faith to protect personal knowledge from the charge of subjectivism, Polanyi precluded the possibility that different people, who interact in different contexts and believe in different things, could develop viable modes of knowing and learning. However, rethinking Polanyi's philosophy with regard to Ernst von Glasersfeld's radical constructivism, which is derived from intersubjectively viable ‘horizontal’ communication, allows the virtues of tacit knowledge to be separated from the complications of metaphysical realism. 相似文献
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What have we learned so far? The development and application of an organisational learning narrative
The use of narratives and stories has been growing in popularity in the field of knowledge management. Narratives may be used as useful vehicles for several knowledge-based activities within organisational (and other) contexts. These include acquiring and sharing knowledge in the form of personal experiences; the storage of explicit knowledge; and significantly, the development of personal knowledge and understanding through the use of narratives for sense-making. This paper presents research into the development and application of a method for the construction of a ‘learning narrative’: an organisational narrative developed for the specific purpose of sharing experiential knowledge. The paper presents a rationale for the use of narratives within knowledge management; details a methodological approach for the development of learning narratives; and highlights a number of benefits of the use of learning narratives, notably their use in sustaining and enhancing the quality of project-based work. 相似文献
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It is often argued that small–medium enterprises (SMEs) do not manage knowledge the same way as large firms, but may need appropriate approaches to capture and exploit external knowledge effectively. This paper compares two opposite approaches to knowledge management (KM): one is called ‘deliberate’ or ‘planned’, and the other ‘emergent’. These approaches are analysed with reference to the management of knowledge pertaining to client–supplier relationships, which are particularly important in the case of small companies providing knowledge-intensive business services (KIBS). A case study of a small KIBS company is illustrated, which has developed two different projects, based on different approaches to KM, for managing knowledge referring to clients. The case shows that, for a small company, an emergent approach to KM can be more suitable than a deliberate one for managing such knowledge. The implications of this result for KM research and practice are then examined. 相似文献
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This paper presents the concept and the implementation of the Content and/or Knowledge Provision (CKP) service. The service is developed as a part of research within Intelligent Learning Extended Organization, an 7th Framework Program for R&D project in the area of technology-enhanced learning. The project aimed at enhancing cross-organizational Learning and Knowledge Building (LKB) practices at workplaces, leading to continuous growth of organization’s intellectual capital. By using the CKP service, employees can upload different kinds of knowledge assets into a knowledge repository, annotate them and (re-)discover relevant ones by performing semantic search over the knowledge repository. Hence, the service effectively serves as a content and knowledge-sharing facility and semantic search engine within a learning organization. Furthermore, CKP enables collaborative manipulation and annotation of knowledge assets in the repository, thus supporting all three components of intellectual capital. 相似文献
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组织学习和知识创新可谓当前的一大研究热点,但是国内外学者尚未真正展开对组织学习方式与隐性知识创新相关关系的研究。基于此,本文以上海、浙江、北京、江西等地几百家公司高层管理人士为调查对象,从实证角度展开研究。结果表明：（1）干中学学习对隐性知识创新有正向影响,但不显著;（2）从经验中学习对隐性知识创新有显著正向影响;（3）反思学习对隐性知识创新有显著正向影响;（4）忘却学习对隐性知识创新有显著正向影响;（5）学中干学习对隐性知识创新有显著的正向影响;（6）知识冲突学习对隐性知识创新有正向影响,但不显著;（7）交互式学习对隐性知识创新有显著正向影响;（8）试错学习对隐性知识创新有一定程度的负向影响。 相似文献
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This paper provides an empirical insight into the social complexities of practically supporting the knowledge creation processes within a project setting. It helps address a gap in knowledge in the project management, organizational learning and knowledge management literatures, concerning the dynamics of situated learning. Drawing on the findings of a participative action research case study investigation of project-based learning, this paper argues that predominantly adopting a ‘personalization approach’ to manage knowledge flows within a project setting most significantly stimulates situated learning activity. This approach also underpins project participants’ communal and critical reflection on their knowledge management practices and on other sociological elements within their environments that affect their situated learning activities. Undertaking those learning actions only further energizes project participants’ learning activity and progressively helps develop their skills in ‘learning how to learn’. 相似文献
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《Information processing & management》2023,60(1):103114
In this paper, we propose a framework called Gating-controlled Forgetting and Learning mechanisms for Deep Knowledge Tracing (GFLDKT for short). In GFLDKT, two gating-controlled mechanisms are designed to model explicitly forgetting and learning behaviors in students’ learning process. With the designed gating-controlled mechanisms, both the interaction records and students’ different backgrounds are combined effectively for tracing the dynamic changes of students’ mastery of knowledge concepts. Results from extensive experiments demonstrate that the proposed framework outperforms the state-of-the-art models on the KT task. In addition, the ablation study shows that designed forgetting and learning mechanisms contribute clearly to the performance improvement of GFLDKT. 相似文献
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How can universities develop a knowledge management dynamic in order to train knowledge workers who are effective in an organizational learning process? Can games, and more specifically serious games, contribute to reaching this goal? To answer this question, we hypothesize that play can serve as a lever for knowledge management and double-loop learning. The purpose of this article is to show that serious games contribute to training knowledge workers in an organizational learning process. From this perspective, we attempt to understand how serious games promote the acquisition of knowledge and we explain the research method used in the field (participant observation, investigation using questionnaires). The final part analyses the main results: a community of practice and organization learning, internalization through Learning by Doing and better understanding of the environment’s complexity, towards double-loop learning and student satisfaction with the serious game. 相似文献
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尽管已有研究认为员工学习目标取向有助于员工创造力的实现,但是关于员工学习目标取向通过怎样的具体机制来影响员工创造力并没有得到系统的阐释。整合了心理机制和社会互动机制,探讨了一个有中介的调节效应是如何影响员工创造力的。研究结果表明:员工学习目标取向对创造力具有显著正向影响,知识共享意愿在员工学习目标取向与创造力之间起部分中介作用;心理安全感调节了员工学习目标取向对知识共享意愿的影响,进一步,心理安全感调节了知识共享意愿对员工学习目标取向与创造力关系的部分中介作用。 相似文献
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【目的/意义】从微观层面研究科学文献中的知识扩散过程,对深入理解科学知识体系构建具有重要意义。
【方法/过程】以“知识基因”作为文献中知识片段的具象刻画,以“本体（ontology）”研究领域为对象,采用一种基于
引用过程的知识基因提取方法提取科学文献中的知识基因,并从知识基因、文献、学科三个层面,由微观到宏观探
讨了知识的产生、扩散过程。【结果/结论】研究发现,随着时间推移,知识基因间的扩散能力差距不断拉大,新产生
的知识基因在向“少而精”的方向发展;文献间的知识基因含量和知识基因扩散能力均存在显著差异;在涉及“本
体”研究的核心学科之间,存在以计算机科学为中心和以生物工程学、应用微生物学为中心的两个知识基因扩散特
征相异的集团。【创新/局限】将观测知识扩散的视角下移至知识基因,从一种更精确的微观角度追踪知识扩散和知
识体系构建过程。但目前的研究尚未涉及文法、结构等隐形知识基因的形成与扩散。 相似文献
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International strategy is enhanced by organizations’ ability to learn in host markets; yet, it remains ambiguous how post-entry knowledge gaps between home – and host country shape MNE’s absorptive capacity. This article builds on the specific contributions of ‘extreme case’ internationalization to advance literature in this field. We foster the understanding of the role of rare knowledge and the mechanisms that link knowledge acquisition to absorptive capacity dynamics used in the internationalization path of multinational enterprises (MNEs). We opt for in-depth qualitative research into the post-entry phase of ‘extreme’ (thus particularly crude) international joint venture (IJV) investment, and analyze the perspective of managers from a developed economy MNE located in a high-risk, weak-institutions host country. The firm’s absorptive capacity and its interaction with external environments that are categorized into four distinct contexts are found to be contingent upon pro-active experiential learning, concurrent to managerial willingness and simultaneous organizational commitments to learning and to exploiting rare knowledge. We thus uncover managerial perceptions of a knowledge gap identified as host-country challenges and resulting managerial solutions, which reveal rare learning opportunities and knowledge exploitation dynamics. The capacity to compensate for knowledge gaps is a critical key within the design and consolidation of an alternative internationalization path for developed-country MNEs. This challenges the traditional risk–return–commitment dependencies in prior literature. 相似文献
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营造学习型高校必须倡导“知识发展构成学习”的观念和实践模式，以及高校必须拥有自身结构性知识系统的良好知识管理模式，因此当代高校加强知识管理的本质即在于营造学习型高校；运用知识管理营造学习型高校的基本思路包括创建高校推崇学习、崇尚知识管理的组织文化；创建高校知识库、优化高校显性知识的访问和共享程序；建构共生和协同发展的管理生态，促成高校成员隐性知识的共享；加强高校问的合作，促进校际知识的互动与整合等。 相似文献
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We analyse how the impact of determinants of inter-firm knowledge transfers in alliances can be moderated by the proximity of the resources pooled by partners. Six factors are examined: relative absorptive capacity (RAC), inter-partner trust, cultural distance between allies, knowledge ambiguity, knowledge protection, and the partners’ learning intent. We distinguish alliances mobilizing similar resources by partners (called ‘endogamies’ as allies build on their similarities) from alliances pooling different resources (called ‘exogamies’ as allies build on their differences). We propose that: (a) the impact of RAC on knowledge transfers is reinforced in exogamies, but reduced in endogamies; (b) the knowledge ambiguity and cultural distance effect is less in endogamies than in exogamies; (c) the trust and knowledge protection impact is stronger in exogamies than in endogamies; (d) the learning intent impact on knowledge transfers is similar in endogamies and exogamies. 相似文献
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There is established evidence to suggest that small- and medium-sized enterprises (SMEs) face different knowledge management (KM) challenges to larger firms. There is emerging theory and practice concerning KM in SMEs as a whole. SMEs may not, however, be an homogeneous group when addressing KM. The study's objective was to investigate whether there are different approaches towards KM development within SMEs. The responses of 33 SMEs to a 60-item structured analysis of KM practices were analysed using hierarchical cluster analysis, ANOVA and post hoc multiple comparisons of means. Four distinct configurations of practices were identified. These were the KM practices of ‘unengaged’ businesses, ‘comprehensive KM practice’ businesses, ‘knowledge-ownership oriented’ businesses and ‘learning and co-production oriented’ businesses. These different groups of SMEs appear to approach KM in fundamentally different ways. The categorisation provides a useful framework for addressing the take-up of KM initiatives in SMEs. 相似文献