Learning from tacit knowledge: the impact of the internship

Abstract

Purpose

The purpose of this study is to investigate the impact of an internship on its participants in an educational administration program.

Design/methodology/approach

The study analyzed the interns' reports or reflections on their internship experience to decipher what was learned by the participants based on Nonoka and Takeuchi's knowledge creation model (tacit to explicit knowledge).

Findings

The study found that tacit knowledge was both contextual and released spontaneously to capture the nuances of the task/issue/problem at hand. It was contextual because the situation provided meaning and connectedness. The tacit knowledge was externalized in the process of solving a particular problem or in response to a particular issue. It was spontaneous because the actions or conversations were not predetermined, or structured; they were provoked or emerged through deductions and inductions as interns and principals worked together to find solutions.

Research limitations

The findings of this research should be interpreted with the understanding that not all tacit knowledge is useful. This study focused on the positives. Certainly, some interns had experiences in which the tacit knowledge was not worth emulating. Hopefully, the interns have the capacity to decipher and choose what is best for their own leadership skills.

Practical implications

This study suggested that interns should expand their own awareness of learning opportunities posed by life experiences and gain insight into leadership.

Originality/value

This study concluded that opportunities provided for interaction and sharing during internship are the points where knowledge is created to prepare interns for leadership positions.

Citation

Wasonga, T.A. and Murphy, J.F. (2006), "Learning from tacit knowledge: the impact of the internship", International Journal of Educational Management, Vol. 20 No. 2, pp. 153-163. https://doi.org/10.1108/09513540610646136