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This paper aims to examine the effectiveness of organizational information technology (IT)-based and non-IT-based knowledge transfer mechanisms (KTMs) for the retention of different types of knowledge from mobile experts. It differentiates among four types of knowledge loss (KL), namely, conscious knowledge (i.e. individual explicit knowledge that can be codified); codified knowledge (i.e. explicit knowledge captured at the social level); automatic knowledge (i.e. implicit individual knowledge); and collective knowledge (i.e. implicit knowledge embedded in the organization).

A research framework connecting the organizational knowledge retention (KR) cycle to KL is developed and an exploratory analysis is conducted using data from two case studies in the Canadian federal public service. Findings are confirmed using a third government agency.

Without the right processes in place for organizational knowledge retrieval and reuse, the KR cycle is not complete, leading to KL. The lack of available social KTMs for the conversion of individual to social objectified knowledge leads to KL. KTMs shortcomings increase the risk of automatic and objectified KL.

Exploratory results demonstrate that KL does not always equate to lack of KR. Implementing knowledge-specific organizational KTMs is important to encourage the retention of individual knowledge at the social level. Propositions and a framework are developed for future research.

Mobile experts hold valuable knowledge at high risk of being lost by organizations. This paper provides managers with a set of guidelines to develop a knowledge-specific strategy focused on KTMs that increase KR and mitigate KL.

This paper challenges the assumption that KL only results from poor retention and studies both retention and loss to identify additional types of unintentional loss that occur when individual knowledge is not converted to social knowledge.

This paper aims to clarify that the link between Michael Polanyi’s tacit knowledge theory and the field of knowledge management research does not withstand in-depth analysis. Second, the paper suggests a way to emerge from the ambiguity that unavoidably results from using the tacit knowledge concept in knowledge management studies.

The paper begins with an analysis of the tacit knowledge theories developed by Polanyi, by cognitive psychologists and by knowledge management scholars. It goes on to formulate a new conceptual framework of tacit knowledge.

This proposal consists in assuming that the terms “unconscious” and “tacit” are not interchangeable and, consequently, redefining the epistemological profile of knowledge management theory so as to acknowledge the existence of two planes of analysis. One is occupied by the process through which individuals gain knowledge, or the knowing process, which may be unconscious or conscious. The other contains the dichotomy between tacit knowledge and explicit knowledge, where the two terms indicate two alternative states that only consciously developed knowledge can adopt.

The paper provides support for the two-planes idea by referring to contributions from various disciplines, and particularly from cognitive psychology studies concerned with unconscious knowledge; a more thorough and extensive review would be needed, however, to fully demonstrate the proposal.

Distinguishing between two planes of analysis makes it possible to unveil the mystery of tacit knowledge.

Knowledge is critical for organisational effectiveness and competitive advantage. Knowing that you know, knowing what you know, and knowing that you do not know, are critical aspects of knowledge management. Increasing emphasis is placed on the need to identify and use tacit knowledge, as well as explicit knowledge. This discussion examines the unique role of narrative (in the form of storytelling) in eliciting tacit knowledge (including tacit meta‐knowledge) in the sensemaking of organisations.

There is much interest in organizational knowledge following the recognition of its strategic place in inter‐firm competition, but there is no adequate theory of such knowledge, or of its acquisition, storage and application. Penrose’s (1959) theory of the growth of the firm, Nelson and Winter’s (1982) evolutionary economics, and the gestalt notions of discontinuous perceptual change taken from Lewin (1935), still define the cutting edge of the learning and knowledge‐based approaches to the firm. Compared with these field‐shaping works, the recent literature on organizational knowledge, learning and memory seems inconclusive. Takes a new start from the Jamesian distinction between knowing what and knowing how, and the Durkheimian distinction between individual and social forms of knowledge. The resulting pluralistic organizational epistemology implies a dynamic theory of the firm as a dialectical system of knowledge processes.

Making effective use of the knowledge available to a charitable organization is crucial to the achievement of its strategic objectives and the outcomes of its humanitarian interventions. This study aims to explore the integration of knowledge at an international development charity from the perspective of its workforce.

Rich primary data were collected through an in-depth case study of a large international development charity actively embracing the management of knowledge using semi-structured interviews (n = 42), participant observation and organizational documentation. The data were integrated and analyzed thematically.

The analysis of the empirical data sheds light on how a more systematic framework for knowledge integration and application could enhance the capabilities and strategic effectiveness of a charitable organization.

The findings enable important contributions to the strategic management and effective use of knowledge in charitable organizations by empirically uncovering how a more coherent and structured approach to knowledge management could enhance the focus, efficiency, flexibility and relevance of its actions and those of its members. Accordingly, this paper advances a new integrated schema to meet the goals of charities and their stakeholders for broader application and testing by charities and future researchers.

To manage intangible assets such as knowledge is perceived as an important capability for competition. One of the main matters for managing knowledge resources is diffusion of knowledge within organizations. Knowledge management needs different forms according to the possibility to code knowledge. Internal individual processes like experience and talent obtain tacit knowledge that is difficult to code. Therefore it cannot be managed and shared as explicit knowledge. To rely on personal tacit knowledge is risky. Conversion of tacit knowledge to explicit or at least ability to share it offers greater value to an organization. But what are the difficulties related to sharing tacit knowledge? Different difficulties are to be found related to perception, language, time, value and distance.

The aims of this paper are to identify and classify the knowledge resources that shape intellectual capital (IC) within the marketing function, to develop and validate a related scale and to demonstrate the scale's applicability in an empirical context.

A literature-based approach was adopted to identify and classify knowledge assets in the field of marketing. The new scale's content was then tested in a number of companies with different profiles. A subsequent survey of a representative sample of 346 Spanish firms sought to validate the scale and to assess those companies' marketing-related IC.

The literature search provided the basis for a marketing-related IC architecture comprising three main categories, nine subcategories and eighty items whose validity was tested and confirmed. The survey revealed that marketing-specific human capital (HC) is the most developed knowledge resource in Spanish firms, followed by marketing-specific relational capital (RC), while marketing-specific structural capital (SC) is the least developed. Significant differences were also found among companies with different profiles (B2C vs B2B, high-tech vs low-tech and manufacturing vs services).

This study makes a valuable contribution to the IC literature as one of the first to deploy the general IC framework in a specific functional area (here: marketing and sales) for more meaningful and in-depth assessment of firm-specific knowledge resources.

Traditional didactic approaches to multiple language learning have mainly focused on the differences and similarities between languages. However, in the language learning classroom, the willingness to activate prior language knowledge has been generally overlooked, despite being a fundamental part of the actual process of language learning Accordingly, the author suggests that the traditional contrastive method should be complemented by a psycholinguistic approach with the aim of exploiting the interlinguistic strategies used in language teaching and learning. An alternative methodological approach that looks at the whole linguistic repertoire of students is needed in order to exploit the benefits of multilingual education, going beyond linguistic similarities and differences. Following a detailed analysis of the relevant literature in the field, which identifies metalinguistic awareness as the most important factor enhancing bilinguals’ outcomes in additional language learning, the present chapter deals with its implications for a multilingual didactic approach. In particular, students must be stimulated and assisted in the process of conscious reflection and manipulation of language, learning strategies, and linguistic skills developed in previous linguistic systems to observe a positive and significant outcome in third (or additional) language acquisition (TLA). School curricula and teaching practices could benefit from placing the multilingual learners and their entire linguistic repertoire at the center of the learning process, rather than focusing exclusively on the target language.

The purpose of this paper is to reveal how managers of small- and medium-sized enterprises (SMEs) can utilise their participation in research-based training to enable innovation and growth.

Action research and action learning from a longitudinal study of ten SME managers in the wind turbine industry are applied to reveal SME managers’ learning and the impact of the application of learning in the wind turbine industry.

The findings of this study show that SME managers employ a practice-shaped, holistic, cross-disciplinary approach to learning. This learning approach is supported by theory dissemination and collaboration on perceived business challenges. Open-mindedness to new learning by SME managers and to cross-disciplinary collaboration with SME managers by university facilitators/researchers is required.

The research is conducted within the wind turbine industry, in which intense demands for innovation are pursued. The findings require verification in other industry contexts.

This research contributes strategies for SME managers to utilise research-based training and for universities regarding how to work with SME training. In addition, public bodies can enhance their understanding of SMEs for innovation and growth. The learning approach that is suitable for specialisation in larger organisations is not suitable in the SME context.

SME learning is enhanced by a social approach to integrating essential large-scale industry players and other SME managers to create extended action and value from learning.

The findings reveal the need for extended theory development for and a markedly different approach to SME training from that used for training managers in larger companies. This topic has received only limited attention in previous research.

Explains a process the authors have enacted several times for facilitating organizational self‐reflection, which they call “reflective inquiry”. Shows how the process is based on the authors’ current understanding of the concept referred to as organizational learning. Finally, advocates future participatory action research whereby organizational learning theory is tested and modified through the design, enactment and observation of further processes; these processes, in turn, should be designed based on current understandings of organizational learning.