Dynamics, Tools and Techniques for the Collectivization of Tacit Knowledge in Work-Teams

Tacit to Tacit Knowledge Sharing using ICT In Higher Education

INTERNATIONAL JOURNAL OF MANAGEMENT & INFORMATION TECHNOLOGY ◽

10.24297/ijmit.v10i7.596 ◽

2015 ◽

Vol 10 (7) ◽

pp. 2318-2322

Author(s):

Prof. Ms. Ulka Toro ◽

Dr. Milind Joshi

Keyword(s):

Higher Education ◽

Tacit Knowledge ◽

Knowledge Use ◽

Seci Model ◽

Tacit Knowledge Sharing ◽

Ict Tools ◽

Informal Environment ◽

Knowledge Intensive ◽

Context Specific ◽

Tools And Techniques

The creation and transfer of tacit to tacit knowledge is very important in higher education. Tacit knowledge is non-linguistic, non-numerical form of knowledge that is highly personal and context specific and deeply rooted in individual experiences, ideas, values and emotions. Since tacit knowledge cannot be specified in detail and is revealed through practice, it cannot be transmitted by prescription but can be transferred only by example or observation. Nonakaâ€™s SECI model emphasizes on tacit to tacit knowledge called as socialization. Higher education institutions are main knowledge intensive organizations. The existing research focuses on importance and sharing ofÂ tacit knowledge in higher education using different ICT tools and techniques . In order to promote lifelong learning using tacit knowledge , use of informal environment isÂ recommended.

Download Full-text

Small Group Research in Europe

European Psychologist ◽

10.1027//1016-9040.7.4.265 ◽

2002 ◽

Vol 7 (4) ◽

pp. 265-274 ◽

Cited By ~ 1

Author(s):

Francisco Gil Rodríguez ◽

Carlos María Alcover de la Hera

Keyword(s):

Social Psychology ◽

Work Teams ◽

Rapid Development ◽

Spanish History ◽

Organizational Contexts ◽

Scarce Resources ◽

Long Period ◽

Group Research ◽

Important Field ◽

Scientific Results

After a long period of scarce resources and a long delay in new scientific results suffered as a consequence of recent Spanish history, research concerning groups has experienced a rapid development over the last 15 years of the 20th century—the result of the late but then clear institutionalization of psychology into university structure. Although most research has been carried out at the very heart of social psychology and along the traditional lines of the field, a significant growth in the study of groups and work teams in organizational contexts can now be highlighted, coinciding with the tendency detected internationally during the last years. Beyond the normalization of group research in Spain, it is necessary to point out its excessive dependency in both theory and methodology on models and tools elaborated throughout North America and Europe. The present review closes with the proposal of creating a European formative curriculum for group psychologists in order to unify and promote research within this active and important field of psychology.

Download Full-text