Is Tacit Knowledge Really Tacit? pp307-318
The aim of this article is to increase understanding of tacit knowledge as a phenomenon and also, to specify and understand tacit knowledge of an expert in a given context. In the discourse of organizational behavior, the use of the concept of tacit knowledge and empirical scientific research on it has become more popular only in the 1990s. The strong increase in expert work and knowledge‑intensive fields make examining the topic timely and both theoretically and practically interesting. The most significant theoretical contribution of the study is the increase in understanding, as well as, the creation of new knowledge of the contents and the nature of tacit knowledge. Based on our study, it seems that the current division of knowledge to explicit and tacit is not sufficient to describe the phenomenon. It has been proposed that explicit knowledge is visible and “articulated” knowledge that can easily be transferred and codified, e.g., through speech, documents and various information management systems. Implicit knowledge, on the other hand, is “silent”, hidden and non‑verbal knowledge that is difficult or even impossible to transfer and express verbally. We propose that tacit knowledge comprises different components, some of which can be articulated and made explicit. Examples of such are individual’s or organizations accustomed lines of action that are based on explicit instructions. On the other hand, individual‑specific tacit knowledge that includes feelings, emotions and intuition, individual’s intuitive behaviour or personal relationships, can be considered as “the genuine tacit knowledge” in the sense that it cannot be made visible or transferred. These findings suggest that the interconnectedness of explicit and tacit knowledge ought to be examined further.
Keywords: tacit knowledge, nature of tacit knowledge, components of tacit knowledge, explicit knowledge, organizational culture, case study
Intellectual Capital, trust, cultural traits and reputation in the Romanian education system pp223-235
The contemporary approach to the concept of intellectual capital has transformed. The three components (human, relational and organizational capital) are not enough to reflect reality, as the static perspective was replaced by an integrative vision: i ntangible resources, actions and process that contribute to sustainable competitive advantage. However, this theoretical division provides solid ground for explaining the close bond between trust, cultural identity and cooperation, soft concepts, and in tellectual capital in knowledge‑based organizations. Therefore, we consider it is of high interest to identify the nature of the relational and organizational capital, and trust association. Is it first trust and then the two intellectual capital componen ts, or the other way around? Also, we can take one step further and consider the intellectual capital formation process and architectural scheme behind it. This paper aims firstly at offering a theoretical framework for the liaisons between the concepts p reviously mentioned and intellectual capital, underlying specific characteristics for the Romanian educational system, especially for tertiary /higher education. The second objective is to provide new research directions, comparing the findings with situa tions of other cultures, like Japan and USA. The research methodology comprises a thorough literature review of scientific studies and of the 2011 National Romanian Education Law. It focuses on the changes and challenges for the intellectual capital forma tion phase. Also, it involves an empirical investigation of an evaluation of the current intellectual capital formation route. The research instrument is a questionnaire, collecting information for both quantitative and qualitative research purposes. The findings of this paper seek to identify the structure and dynamics of the intellectual capital formation process in the Romanian higher education system. As well, we hope to lead to concrete solutions for improving general dynamics, and acknowledgment of trust, cooperation and cultural aspects as corner stones in education intellectual capital formation area.
Keywords: Intellectual Capital, trust, cooperation, education, organizational culture, human capital, sustainable competitive advantage.
Volume 8 Issue 3 / Nov 2010 pp267‑344
Keywords: action research, case study, codification and personalization knowledge management strategies, collaborative projects, components of tacit knowledge, critical knowledge factors, design re-use, engineering design, ethnographic study, evidence-based medical practice., explicit and tacit knowledge forms, explicit knowledge, fixture and tooling, knowledge assets management, knowledge based systems, knowledge capital, knowledge integration, knowledge map, nature of tacit knowledge, new product development, organizational culture, performance improvement, research centre, social capital, tacit knowledge,