Ur teori och empiri har det i studien framkommit att projektbaserade organisationer somerbjuder kundanpassade tjänster är karaktäriserade av tyst kunskap. Tyst kunskap innebär attkunskapen är baserad på personliga upplevelser och erfarenheter och kan förklaras som sakerman vet utan att man vet dem. Tysta kunskaper är därför svårare att hantera och ta tillvara pådå de till största del delas genom observation, imitation och informella möten. Det har ocksåframkommit att just organisationer av den angivna karaktären är i störst behov av att delakunskap och använda den som ett verktyg för att nå framgång.Syftet med studien är att beskriva och analysera projektorganisationer i form av serviceföretagsom specifikt säljer kundanpassade tjänster för att förstå, tolka och identifiera faktorer sommöjliggör eller försvårar kunskapshantering. För att kunna uppnå det har vi valt att undersökahur sådana organisationer arbetar med kunskapshantering idag och utifrån det dra slutsatserkring viktiga faktorer. I avsikt att göra det valde vi att använda oss utav tre styckenfallföretag. Ute på företagen intervjuade vi två stycken personer på varje företag med de olikabefattningarna VD, account manager och projektledare. Det gjorde vi för att få en bredare bildsom inte är begränsad till ett visst arbetsområde inom organisation. Eftersom att vi villeundersöka deras inställning och åsikter kring ett specifikt område valde vi att genomförasemistrukturerade intervjuer.Resultatet stämde i flera fall överens med teorin. Det bekräftades att företagen i allt för storutsträckning arbetar med en hantering av den explicita kunskapen, genom enkodifieringsstartegi, när de till största del borde satsa på att hantera den tysta via enpersonifieringsstrategi. Däremot visade resultatet till skillnad från teorin att respondenternavar positiva till kunskapshantering och hade en stor vilja att dela kunskap med varandra ochlära sig nya saker. Resultatet visade också att tiden är den faktor som till största del förhindrarett aktivt kunskapsarbete och att det därav borde ligga i organisationens intresse att tillgodosebehovet av tid.Slutsatsen blev att det finns två faktorer som är viktiga för organisationer av denna karaktär.Dessa är företagets ansträngning i form av tid och resurser och de anställdas inställning tillkunskapshantering. Det blev tydligt att dessa två faktorer är beroende av varandra och att detillsammans kan skapa goda förutsättningar för spridning av den tysta kunskapen.

Tacit knowledge sharing has featured strongly in knowledge management literature in the last two decades. Knowledge management is an essential component attributed to underpinning organisational success and tacit knowledge sharing contributes directly to enhancing knowledge creation and to obtaining a competitive advantage in the business environment. Over the same period Communities of Practice (CoP) have risen in prominence as vehicles for tacit knowledge sharing and are seen as hotbeds of informal learning processes. There is, however, limited research into what may influence tacit knowledge sharing in CoPs. Additionally, although recognised as knowledge intensive organisations there has been limited research into knowledge sharing within and across educational institutions. The higher education (HE) sector in general has undergone significant change from a complex evolving landscape of political upheaval, funding divergence and an increasingly competitive worldwide market. Knowledge creation, combining and leveraging to improve an institution's performance, should therefore be considered of critical importance. Information Technology (IT) and Digital leadership have a key role in transforming Universities to meet the challenges in a global knowledge economy. The IT community within HE has a Sector Professional Organisation (SPO) that supports a number of voluntary CoPs which have operated over the last twenty years. The aim of the research was to explore the dimensions of tacit knowledge sharing in Communities of Practice working within the Higher Education Information Technology Sector. The study was undertaken from an interpretivist stance and used a phenomenological design with semi-structured interviews with participants who had experience of membership spanning several CoPs as the key data collection technique. The analysis was thematic in nature and brought to light expected and unexpected themes from the experiences of the participants. The key contribution is centered on the study findings that link the nature and movement of tacit knowledge from the core to the periphery of the CoP with its membership and leadership behaviors that are impacting on its success. From this a conceptual model that informs future HE IT CoP design and key leadership characteristics necessary for success, whilst supporting transferability, due to the findings' close association with tacit knowledge sharing was developed and is presented.

As a consequence of an aging workforce, electric utilities are at risk of losing their most experienced and knowledgeable electrical engineers. In this research, the problem was a lack of understanding of what electric utilities were doing to capture the tacit knowledge or know-how of these engineers. The purpose of this qualitative research study was to explore the tacit knowledge capture strategies currently used in the industry by conducting a case study of 7 U.S. electrical utilities that have demonstrated an industry commitment to improving operational standards. The research question addressed the implemented strategies to capture the tacit knowledge of retiring electrical engineers and technical personnel. The research methodology involved a qualitative embedded case study. The theories used in this study included knowledge creation theory, resource-based theory, and organizational learning theory. Data were collected through one time interviews of a senior electrical engineer or technician within each utility and a workforce planning or training professional within 2 of the 7 utilities. The analysis included the use of triangulation and content analysis strategies. Ten tacit knowledge capture strategies were identified: (a) formal and informal on-boarding mentorship and apprenticeship programs, (b) formal and informal off-boarding mentorship programs, (c) formal and informal training programs, (d) using lessons learned during training sessions, (e) communities of practice, (f) technology enabled tools, (g) storytelling, (h) exit interviews, (i) rehiring of retirees as consultants, and (j) knowledge risk assessments. This research contributes to social change by offering strategies to capture the know-how needed to ensure operational continuity in the delivery of safe, reliable, and sustainable power.

<p>Undersökningar visar att lärare, till skillnad från många andra professionella yrkesgrupper, sällan refererar till teorier när de anger vilka motiv deras praktiska verksamhet har. Den kollegiala diskussionen bland lärare är sällan av teoretisk karaktär utan handlar ofta om praktiska förhållanden . En stor del av lärarkunskapen verkar vara ”tyst”.” Tyst kunskap ska här förstås som erfarenhetsbaserad kunskap som uppnås genom praktiserande verksamhet, en typ av förtrogenhetskunskap som kräver överblick över situationen man befinner sig i. I det här arbetet studerar jag relationen mellan lärarens reflektioner om sin egen praktik i relation till lärarens syn på elevernas progression under kemilaborationer. Syftet med undersökningen är att ge några bilder av tankemönster man möter i diskussionen kring undervisningen i kemi. Tankemönster i samband med undervisning ses här som delar av lärarens tysta kunskap. Den empiriska undersökningen baseras på intervjuer med kemilärare på gymnasie- och högstadieskolor. I undersökningen identifieras några aspekter av kemilärares tysta kunskap i relation till elevers lärandeprocess under kemilaborationer. Resultaten visar en koppling till litteratur och forskning inom området för hur effektiv undervisning kan bedrivas.</p> / <p>Investigations show that teachers, in contrast to many other professionals, seldom refer to theories in discussions about the motives in their practice. Professional discussions among teachers often deal with practical matters and rarely about theoretical issues. Major parts of teachers’ knowledge seem to be tacit. Tacit knowledge should be understood as knowledge received by practical experience, a type of confidential knowledge. In this work I have studied the relation between teachers’ reflections about their own practice and the teachers’ views of the students’ progression in learning during laboratory courses. The aim of this paper is to find some of the common thoughts shared by chemistry teachers, which are expressed when describing their practice. These kinds of “mind patterns” are here comprehended as part of the teachers’ tacit knowledge. The empirical investigation is based on interviews with chemistry teachers in upper level of compulsory school and in upper secondary school. The results of the investigation indicate connections to research and literature about effective learning.</p>

Undersökningar visar att lärare, till skillnad från många andra professionella yrkesgrupper, sällan refererar till teorier när de anger vilka motiv deras praktiska verksamhet har. Den kollegiala diskussionen bland lärare är sällan av teoretisk karaktär utan handlar ofta om praktiska förhållanden . En stor del av lärarkunskapen verkar vara ”tyst”.” Tyst kunskap ska här förstås som erfarenhetsbaserad kunskap som uppnås genom praktiserande verksamhet, en typ av förtrogenhetskunskap som kräver överblick över situationen man befinner sig i. I det här arbetet studerar jag relationen mellan lärarens reflektioner om sin egen praktik i relation till lärarens syn på elevernas progression under kemilaborationer. Syftet med undersökningen är att ge några bilder av tankemönster man möter i diskussionen kring undervisningen i kemi. Tankemönster i samband med undervisning ses här som delar av lärarens tysta kunskap. Den empiriska undersökningen baseras på intervjuer med kemilärare på gymnasie- och högstadieskolor. I undersökningen identifieras några aspekter av kemilärares tysta kunskap i relation till elevers lärandeprocess under kemilaborationer. Resultaten visar en koppling till litteratur och forskning inom området för hur effektiv undervisning kan bedrivas. / Investigations show that teachers, in contrast to many other professionals, seldom refer to theories in discussions about the motives in their practice. Professional discussions among teachers often deal with practical matters and rarely about theoretical issues. Major parts of teachers’ knowledge seem to be tacit. Tacit knowledge should be understood as knowledge received by practical experience, a type of confidential knowledge. In this work I have studied the relation between teachers’ reflections about their own practice and the teachers’ views of the students’ progression in learning during laboratory courses. The aim of this paper is to find some of the common thoughts shared by chemistry teachers, which are expressed when describing their practice. These kinds of “mind patterns” are here comprehended as part of the teachers’ tacit knowledge. The empirical investigation is based on interviews with chemistry teachers in upper level of compulsory school and in upper secondary school. The results of the investigation indicate connections to research and literature about effective learning.

<p>The aim of this study was to determine whether or not knowledge was shared and created in the library of the University of the Western Cape (UWC). The study adopted the SECI model of Nonaka and Takeuchi (1995) as its theoretical framework. The service delivery points at the UWC library are as follows:&nbsp / Circulation section, which deals with walk-in&nbsp / users. These are users who, on a daily basis borrow books from and return books to the library. This section normally deals with queries such as users whose library cards are&nbsp / blocked due to outstanding library fines. It comprises front - desk staff, shelf attendants and inter-library loan staff members.&nbsp / Staff members working in the information section (IS)&nbsp / are referred to as faculty librarians (FAC/L&rsquo / s), who are regarded as section heads and liaise with faculties on campus on a regular basis. The information section deals with walk-in&nbsp / users on a daily basis.&nbsp / The other sections, namely cataloguing, acquisition and periodicals, provide mostly &lsquo / behind the scenes&rsquo / services, but their work is of such a nature that&nbsp / users have no access to their sections due to the strict policy with regard to areas of the library in which staff are working with new books and journals. Books and journals that are&nbsp / not on the cataloguing system are kept in the acquisitions and cataloguing section. This also has a significant impact on service delivery in the library. These sections have to&nbsp / ensure that books and journals are processed, in order for users to get access to these resources. This study attempted to answer the following research questions&nbsp / Is there&nbsp / evidence of knowledge sharing and creation in the UWC library? If so, what practices currently exist?&nbsp / How do staff share and create knowledge for service delivery not with general&nbsp / library users, but within and between the acquisitions, cataloguing and information sections?</p>

The focus of this case study was on the problem-framing activities of one teacher within two teaching contexts large group and studio. This study was grounded in Schöns research on reflective practice and sought to answer the following research questions: 1. What are the teachers problem-setting behaviours in the studio and large class context? As the teacher resets problems; (a) what frame-experiments are carried out by the teacher in each context? (b) Are these experiments similar or different? (c) How do these frame-experiments change with each iteration? 2. What type of teacher feedback is given to students in each of these contexts? 3. What tacit teacher understandings are at work in each context? 4. What are the similarities and differences in assessment techniques used in a studio and large group context? Interpretation of the data revealed several differences in how one teacher framed problems in the studio and classroom contexts. Findings from the data suggest ways that teaching strategies commonly employed in studio teaching might be applied to classroom music teaching.

This thesis investigates the structure of knowing, and it argues that existential trust is an epistemological category. The aim of the dissertation is to develop a view according to which all human activity is seen as an activity of a lived body, and in which the understanding of the structure of such activity is regarded as central for the solution even of epistemological problems. This view is not rooted in any one philosophical tradition, but circles around activity of the lived body. It connects thinkers who in other respects belong to different "isms" in philosophy. Central to the dissertation are Aristotle, Dewey, Merleau-Ponty, Wittgenstein, Ryle, Anscombe, Polanyi, and Grene. Michael Polanyi's concept of tacit knowledge, and connected concepts like attend to, attend from, and subsidiary awareness, are presented. Different kinds of subsidiary awareness, not noted by Polanyi, are distinguished. It is also argued that Polanyi has not seen all the implicatons of his view that instruments can be interiorized and be part of the lived body. Conversely, parts of the normally lived body can be exteriorized. Nor has Polanyi seen that one has subsidiary awareness of oneself as a certain kind ofperson. This fact, in turn, is shown to have implications for the way we constitute ourselves as agents. Since we are engendered agents, we always attend from gender. In the last decade, the concept of trust has definitely entered epistemology. Mostly, it has been in terms of trusting testimony and/or testifier. This thesis wants to deepen that account. There is a more fundamental kind of trust, namely trust in oneself and trust in the world. It is called existential trust, and it is of epistemological importance, too. Existential trust, it is claimed, is necessary in all acts of knowing. Probably, this fact is hard to discover without having recourse to a distinction like that between attending from and attending to. Existential trust is shown in the way we attend from something. Observation and thinking are central epistemological categories, of course, but they should be supplemented by trust. Without trust they cannot perform any epistemological work. Linguistically, 'to know' is a state verb. Superficially, it describes only a state, not an activity. This fact, however, does not contradict the view of knowledge put forward in the dissertation. To know is to have a disposition to perform successfully either some kind of action (= knowing how), or to perform some kind of true assertive speech act (= knowing that). Basically, knowing is an activity. / digitalisering@umu

The aim of the study was to examine the knowledge that school counsellors in Swedish schools have about young women with anxiety disorders. The study also examines how the counsellors act when there is a suspicion or a case of anxiety in a female student. With a qualitative approach eight school counsellors were interviewed. The theoretical approach that was used is the sociology of knowledge. Some of the study’s conclusions are that anxiety disorders are frequent among young girls. School counsellors have different types of education and work experiences which can affect their understanding of anxiety disorders. There are similar opinions among the school counsellors regarding the definition of anxiety and that it is a serious condition where the affected needs some sort of support or help to handle it. The results and conclusions confirm and extend the previous research made on the subject.

The focus of this case study was on the problem-framing activities of one teacher within two teaching contexts large group and studio. This study was grounded in Schöns research on reflective practice and sought to answer the following research questions: 1. What are the teachers problem-setting behaviours in the studio and large class context? As the teacher resets problems; (a) what frame-experiments are carried out by the teacher in each context? (b) Are these experiments similar or different? (c) How do these frame-experiments change with each iteration? 2. What type of teacher feedback is given to students in each of these contexts? 3. What tacit teacher understandings are at work in each context? 4. What are the similarities and differences in assessment techniques used in a studio and large group context? Interpretation of the data revealed several differences in how one teacher framed problems in the studio and classroom contexts. Findings from the data suggest ways that teaching strategies commonly employed in studio teaching might be applied to classroom music teaching.