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This paper aims to share key ideas forwarded in the five-book series focused on the Intelligent Social Change Journey (ISCJ) reflecting the latest research in the Consciousness Series supported by the Mountain Quest Institute and collaborators. This review is based on five separate books released as Part I (Laying the Groundwork), Part II (Learning from the Past), Part III (Learning in the Present), Part IV (Co-Creating the Future) and Part V (Living the Future) of The Profundity and Bifurcation of Change.

Reflecting the consilience approach taken by this in-depth research, the review of ideas provided in this paper tap into a deep array of research in knowledge and learning, with specific reference to recent neuroscience understanding that is emerging, and looks to psychology, physics, cell biology, systems and complexity, cognitive theory, social theory and spirituality for their contributions. The five books are heavily referenced (look to the larger work for these references) and, considering the individual as an intelligent complex adaptive learning system (Bennet et al., 2015b), entangle materials from science to philosophy, facts to psychology, management to poetry and words to pictures. This much shorter review can only partially represent this approach.

At this point in the history of humanity ? in the midst of a conscious expansion of our human capacity and understanding ? the rules are changing. As we move away from predictable patterns susceptible to logic, we are increasingly reliant on our ?gut? instinct, an internal sense of knowing that can tap into the intuitional plane. Yet, this knowing can only serve us if we ?know? what to do with it, how to act. Development of our mental faculties is essential to acting. We are on a developmental journey of the body, mind and heart, moving from the heaviness of cause-and-effect linear extrapolations, to the fluidity of co-evolving with our environment, to the lightness of breathing our thought and feelings into reality. Grounded in development of our mental faculties, these are phase changes, each building on and expanding previous learning in our movement toward intelligent activity.

This review lays the groundwork for the ISCJ, exploring consciousness through the lens of the cause-and-effect logic of Phase 1 (Learning from the Past), the co-evolving of Phase 2 (Learning in the Present) and the creative leap of Phase 3 (Co-Creating the Future). This research connects the expansion of consciousness to development of the human knowledge system.

The purpose of this study is to investigate absorptive capacity and dynamic capabilities dilemma in high dynamic market IT small medium enterprises (SMEs). Absorptive capacity and dynamic capabilities have a conflict in theoretical stance. Those in favor of dynamic capabilities regard absorptive capacity as a part of dynamic capabilities, and there are many arguments regarding treating absorptive capacity as a part of dynamic capabilities. One major deficit of dynamic capabilities is that it requires adjusting the firm’s dynamic resources when responding to change, requiring some investment and time. Thus, dynamic capabilities then have a problem in instantaneously responding to a highly dynamic market. With the requirement to adjust organizational resources, absorptive capacity, as a part of dynamic capabilities, cannot have direct impact on a firm’s performance.

To show that absorptive capacity, by itself, can have a direct impact on a firm’s performance in a highly dynamic market, quantifiable variables are identified to measure the level of effort in developing absorptive capacity. The relationships between the absorptive capacity development effort and the firm’s financial performance is then explored and evaluated.

It is confirmed that absorptive capacity in a high dynamic market such as IT SMEs have direct and positive impact to the firm’s financial performance, without having to configure its resource to interact with changes.

The study discusses the paradoxical dilemma of the role of absorptive capacity under the light of dynamic capability. The finding indicates that in high dynamic market when the spontaneous respond to market change is crucial to firm's survival, absorptive capacity can direly deliver the result to leverage the firm's performance without having to reconfigure its resources as indicated in the theoretical stance of dynamic capability.

This paper aims to explore the impact of team psychological safety and team learning on the creation of team knowledge. When teams engage in learning, their interactions contribute to improved performance. Very little research evaluates whether the learning also creates new knowledge related to the task or the team itself.

The proposed model is evaluated through a mixed method research design around a team problem-solving experiment. Task- and team-related team mental models are elicited using concept mapping and questionnaires and are measured before and after the experiment. The model is evaluated in engineering teams from the USA and France.

The findings confirm the proposed model; team psychological safety and team learning positively impact team knowledge creation for both task- and team-related knowledge.

This research has theoretical, methodological and practical implications. The team psychological safety model is expanded, team learning is evaluated from the team interactions instead of members’ self-assessments and team knowledge is measured dynamically. Developing team psychological safety and creating team learning opportunities positively impacts the team’s knowledge.

The purpose of this paper is to consider knowledge from a new perspective that permits a rational analysis and interpretation of knowledge as it applies to learning and action in simple, complicated and complex situations.

This paper provides a fine‐grain analysis of knowledge. Specifically it looks at: the special relationship between knowledge and information (Kn_I and Kn_P); knowledge types, the characteristics of knowledge used for different types of work; and levels of knowledge in terms of surface, shallow and deep. Following a discussion of knowledge from the these three frames of reference, this model is used to explore similarities in levels of learning, then it is applied to the complexity of situations, the complexity of making decisions and the complexity of actions.

There appears to be a correlation among the levels of knowledge and the corresponding levels of learning and action. In addition, the breakdown of systems into the classic three areas of simple, complicated and complex carry over into the three corresponding levels (surface, shallow and deep) as applied to learning and knowledge.

This is a new frame of reference for considering knowledge. This analysis can be used to ask relevant questions about specific levels of knowledge. It also enables managers to recognize the scope and depth of knowledge available to maximize problem solving, decision making and action in simple, complicated and complex situations. Further, it permits knowledge developers to tailor learning and knowledge to improve knowledge sharing and conservation.

The purpose of this paper is to demonstrate the value of using a systematic literature review to develop an integrated framework for information and knowledge management systems.

First, the systematic literature review method is introduced, differentiating it from traditional literature reviews in terms of value-added and limitations. Second, this methodology is used in a research application focused on absorptive capacity internal capabilities with regard to the processes of acquisition, assimilation, transformation and exploitation. Third, an integrated framework for information and knowledge management systems is developed from this application.

The systematic literature review approach provides a rigor that can assist in reducing researcher bias while simultaneously enabling the definition of a precise scope of review, with a clear explanation of selection criteria with the objective to find and review all the studies that are relevant to the search definitions. As a research method, it effectively supports a qualitative, quantitative or mixed methodology.

This methodology was applied to one specific area of research. Specific limitations include the availability of articles in subscribed databases and the analytical capabilities of the tools used for text mining and analytics.

This paper demonstrates the usefulness of the systematic literature review methodology in developing an integrated framework for analysis.

The purpose of this paper is to explore the government and private sector collaboration by focusing on their roles in influencing the innovation activities crucial for the development of a knowledge economy (KE) in Bahrain.

A qualitative methodology based on an explorative single multi-unit case study strategy was used with individual and focus group interviews as primary sources of data collection. Perspectives of 22 individuals and three focus groups involving participants working in private, semi-government and government sectors that influence the economy of Bahrain were collected along with reports and articles published regarding those sectors as second sources of data compilation.

The preliminary findings show that Bahrain’s pursuit of a KE has already begun by the government developing policies and regulations for the financial sector to innovate in financial technology (FinTech). It was also found that in order for innovation processes and products to be developed further in Bahrain, the government had to play a stronger role in promoting, facilitating and incentivizing those processes and developments. The role of the private sector emerged as the sole producer of innovation and the main entity responsible for producing innovative products and services that would inject direct values into the commercial economy of the innovation ecosystem.

This is the first study that examines the influence of collaboration between the government and the private sector on innovation development in Bahrain. This research also provides an assessment tool that can serve as the groundwork for studies in the Gulf Cooperative Council countries since those countries share similar culture, language, religion and a hydrocarbon-dependent economy as Bahrain and are aiming to develop KE strategies.

The purpose of the paper is to identify and develop an understanding of the aspects of tacit knowledge that play a significant role in enabling organizational learning.

Taking a multi‐dimensional approach, this paper moves toward an understanding of tacit knowledge through the lens of neuroscience, evolutionary biology, psychology, competency theory and knowledge management. The paper begins with the definition of knowledge, then discusses explicit, implicit and tacit knowledge and their relationships. Then individual learning is explored through the four aspects of tacit knowledge (embodied, affective, intuitive, and spiritual). Next the concept of extraordinary consciousness is developed and a four‐fold action model proposed for working with tacit knowledge to improve organizational learning. Finally, this model is engaged to begin the exploration of the role of leadership with respect to tacit knowledge and organizational learning.

The recognition that tacit knowledge resides beyond ordinary consciousness leads to the search to develop greater sensitivity to information stored in the unconscious to facilitate the management and use of tacit knowledge. Surfacing, embedding and sharing tacit knowledge are approaches for mobilizing tacit knowledge in support of individual and organizational objectives. In addition, it was forwarded that participating in or exposing ourselves to situations that induce resonance engages our personal passion in developing deeper knowledge and expanded awareness of that knowledge, that is, moving us toward extraordinary consciousness.

This paper is a new treatment of tacit knowledge that is consistent with recent findings in neuroscience and evolutionary biology. Further, it begins the exploration of ways to achieve extraordinary consciousness, thereby enhancing the capacity of an organization to learn.

The purpose of this paper was to evaluate if the concept of team psychological safety, a key driver of team learning and originally studied in the West, can be applied in teams from different national cultures. The model originally validated for teams in the West is applied to teams in Thailand to evaluate its validity, and the views team members have on the antecedents of team psychological safety are analyzed.

The core of the sequential explanatory mixed method research was an experiment with nine teams from a single engineering organization (three teams from each the USA, France and Thailand). Team learning behaviors were analyzed from the conversations between team members. Team psychological safety was analyzed through a quantitative instrument and one-on-one structured interviews with each team member.

The results showed that the original model is confirmed for the teams from the USA and France but not confirmed for teams from Thailand. The thematic analysis of the one-on-one interviews highlights important differences between teams from the USA and France on the one hand and teams from Thailand on the other hand when it comes to the role of the team manager and the views that team members have on the diversity between them.

This research confirms that the concept of team psychological safety, and its impact on the way teams learn, needs to be adjusted if it is to be applied to teams in countries with national cultures different from those prevalent in the West. The implications are that researchers who develop theories in the social sciences field should evaluate how cultural differences impact their models, and that managers who implement learning and solutions should take national cultural differences into consideration.

In this conversation, Alex Bennet explores the operating principles and practices of how the Knowledge Centric Organization was developed at the US Department of the Navy. Ms Bennet served as the Chief Knowledge Officer for the US Department of the Navy from 1998 to 2002, where she pioneered and designed and led the development of the Navy’s enterprise‐wide Knowledge Centric Organization (KCO) effort. The US Department of the Navy was the only public sector organization to be recognized as a world class leader in managing knowledge to deliver superior performance in the 2002 North American Most Admired Knowledge Enterprise (MAKE) study.

Based on recent neuroscience research, and a deeper understanding of information and knowledge, this paper aims to investigate the characteristics of building sustainable knowledge for communities and cities with a focus on the social process of knowledge mobilization.

This paper explores the concept of knowledge reuse by providing a new model of information and knowledge consistent with neuroscience and the demands of CUCA, using this model as an analogy to explore the social context of knowledge mobilization with its process of collaborative entanglement, and looking at the concepts of knowledge robustness and sustainability from the viewpoints of individuals and the community.

Knowledge mobilization is modeled after the associative network of neuronal firings in the human brain. The process of collaborative entanglement among experts and stakeholders not only helps provide specific solutions to current issues, but seeds the ground for continuous community improvement, collaboration, and sustainability.

The paper provides practical ideas and techniques for communities and individuals to move toward knowledge sustainability.

The paper develops a new frame of reference for looking at social knowledge mobilization and knowledge sustainability.