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The purpose of this paper is to conceptualize the business model (BM) from a knowledge-based view (KBV), to interpret its nature and knowledge structure and to investigate the relationship between its imitability and the erosion of firm’s competitive advantage.

Based on a systematic literature review, this study builds an integrated framework to explicate the nature and structure of the BM from a KBV. Moreover, on the analysis of two contrasting cases, the argument concerning the relationship between BM imitability and its strategic value is proposed, analyzed and supported.

The main finding of this study is that a BM can be viewed as a structured knowledge cluster that contains explicit and implicit parts. Its imitation is a dynamic process of knowledge diffusion across firm boundaries. Ceteris paribus, with a lower proportion of implicit knowledge, a BM is more likely to be imitated and the adopter’s competitive advantage is more likely to be eroded, and vice versa.

The proposed framework could provide managers with a deeper understanding of the nature and structure of the BM and help potential adopters develop a successful entry strategy by avoiding BMs that seem profitable but are incapable of maintaining competitive advantage.

As a complement to previous studies, the research conceptualizes the BM as a “structured knowledge cluster” to explicate its nature and knowledge structure from a KBV. The implicit part of the BM is explored, and its importance for the adopter’s competitive advantage is discussed and verified.

The essence of core competitiveness in an enterprise is the ability to embed knowledge into the routine work of the enterprise and to transform personal knowledge into corporate assets. The purpose of this paper is to explore this area.

This study reviews three interoperated variables of external knowledge acquisition, enterprise knowledge accumulation, and knowledge accumulation mechanism to construct a model of knowledge interoperability within firms.

This study finds that in the thin film transistor liquid crystal display (TFT‐LCD) industry, implicit knowledge collected through the interactive coordination mechanism has a significant impact on the knowledge accumulation of the enterprise, where knowledge is accumulated in real technology systems and employees’ skills. The more willing companies are to invest resources in the shaping of knowledge and the environment, the more successful they will be in transforming implicit knowledge into explicit knowledge.

This study points to a new direction of interchanging implicit and explicit knowledge within firms.

This study argues that an improved interoperability of firm‐level knowledge can mitigate problems of knowledge integration and sharing, leading to better decisions and greater partner synergies.

Knowledge transformation allows employees to share and transfer valuable experience and knowledge within the enterprise and forms a knowledge‐intensive corporate culture or work environment, creating so‐called learning‐ and innovation‐oriented enterprises.

This study provides the impetus of valuable experience and knowledge of employees to be fully shared and passed on, resulting in a corporate culture and working atmosphere that creates the so‐called learning‐oriented enterprise or innovative enterprise.

The purpose of this paper is to examine knowledge sharing with external partners within the China context, demonstrating that paternalistic leadership combined with the resulting reciprocal relations between leaders and employees are accountable for knowledge transfer with external partners based on social exchange.

This study collected data at two time-points and obtained 391 usable observations for hypothesis testing using questionnaire surveys administered to the managers of major Chinese companies.

Empirical analysis of employees at major Chinese firms shows that paternalistic leadership may encourage perceived reciprocal support from employees that results in smooth knowledge sharing with outsiders in the form of voluntary helping behaviors.

This study expects that both scholars and practitioners will gain answers on how to best encourage employees into contributing toward relationships with external stakeholders within the China context. One valuable point in this study is demonstrating that Chinese firms’ benevolent leadership promotes human relationships and thereby long-term relationships with alliance partners, while their moral leadership promotes ethical trust between alliance partners. These factors may accordingly further increase knowledge sharing opportunities with external partners.

The purpose of this paper is to investigate the impact of teaching grammar through implicit and explicit approach by applying scaffolding technique on learners’ speaking abilities including: accuracy, fluency and complexity.

To this end, 90 BA students of architecture in Yazd Azad University were selected and homogenized through Oxford Placement Test. They were assigned to three groups each including 30 participants, and took an IELTS speaking as pre-test to ensure that they had the same speaking ability prior to the begging of the experiment. In the course of the study, the first experimental group (EG1) received implicit instruction through scaffolding, and the second experimental group (EG2) was taught through explicit instruction. In contrast, control group did not receive any kind of grammar teaching. After the completion of the treatment, all groups took speaking post-test.

The results of the study showed that while both explicit and implicit teaching of grammar through scaffolding had a significant impact on learners’ speaking fluency, implicit teaching in comparison with explicit teaching was more significantly effective on learners’ speaking fluency. Similarly, both implicit and explicit teaching of grammar through scaffolding had significant impact on learners’ speaking accuracy and complexity, but explicit teaching compared to implicit teaching was more significantly effective.

The results of the study are mainly beneficial to teachers in the way that they can teach grammar in a more efficient way, and consequently improve learners’ speaking. In addition, curriculum developers and second language learners will benefit from the results of this research.

There has always been a controversy over an effective way to teach speaking skill in EFL classes over the last decades. In this regard, one of the most controversial approaches to teaching speaking arose from the dichotomy of teaching grammar through implicit or explicit teaching of rules. This paper has originality in that it delves into this controversial issue at length and in details.

The purpose of this paper is to show that separate sources of knowledge are identified, described and clearly defined as organizational intangible knowledge assets. These knowledge assets are referred to as knowledge capabilities (KCs). knowledge management (KM) is utilized to leverage these assets with a view to systematic improvement in the process of achieving increased firm performance.

In this paper knowledge capabilities are described in terms of their knowledge life cycle, tacit/implicit/explicit nature of knowledge, technology and organizational processes that encompass a firm's human capital identified as knowledge workers.

The paper finds that five knowledge capability are presented and described as expertise, lessons learned, policies and procedures, data and knowledge documents.

The paper shows that knowledge assets can be measured and improved in order to investigate causal relationships with identified measures of performance.

The paper shows that by explicitly describing these knowledge assets, the KM activities within organizations can more effectively leverage knowledge and improve performance.

The paper sees that by drawing from both resource based and organizational learning literature, a knowledge management framework is presented to describe distinctly separate sources of knowledge within organizations. These knowledge sources are constructed as knowledge capabilities that can allow the assessment of organizational knowledge assets.

This paper seeks to sharpen the concepts of tacit, implicit and explicit knowledge by linking them to findings from cognitive psychology and memory science and thus finding a possibility for measuring non‐explicit knowledge.

A review of KM and cognitive science literature leads to a dimensional model of knowledge types that links the concepts from KM to more specific concepts from psychology. One central assumption of the model was empirically tested and put into practice in one small‐scale KM project.

The concepts in KM can be linked to concepts from psychology and thus receive theoretical support. The developed model enables psychometric access to a part of non‐explicit knowledge through structural assessment techniques. Furthermore, the model has proven to be of value in a practical application in KM.

The experiment and the practical application are too small in scope to provide full support for the model. Further research is required.

A fraction of non‐explicit knowledge can be measured with structural assessment techniques. This can be used in the quantitative evaluation of KM projects as these techniques allow the quantification of individual knowledge increase. Furthermore, a detailed analysis of individual project‐relevant knowledge is useful for post‐project analysis.

The paper integrates findings from several scientific fields for use in KM and presents a novel view of classic KM concepts. The developed model is of importance to both researchers and practitioners.

The purpose of this paper is to develop and clarify a central concept of knowledge management, tacit knowledge.

The paper investigates the philosophical roots of the concept of tacit knowledge and compares its core elements with current uses of the concept in contemporary knowledge management research. Different interpretations of the concept are identified, analyzed and clarified. A more explanatory and useful interpretation is developed and applied to current issues in knowledge management. A new KM implementation model is described based on a fuller understanding of the tacit/explicit distinction.

The main conclusion of the paper is that the concept of tacit knowledge as it appears in the literature is vague and ambiguous. This vagueness creates confusion that, in turn, makes developing and implementing KM strategies more difficult. However, by understanding the philosophic roots of the concept of tacit knowledge it becomes possible to develop a clearer and more useful interpretation of the concept that can be used to guide KM implementations.

A new KM implementation model is described based on the analytical findings of the paper. An implied model based on a confused understanding of the tacit/explicit distinction is identified and rejected.

The paper clarifies and develops one of the most important concepts in KM. It provides a fuller description of its role in KM and disentangles it from related but distinct concepts. The paper reframes the tacit/explicit distinction and provides a set of guiding principles to be used by researchers and managers.

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.