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The Office of Information Services (OIS) at the National Institute of Standards and Technology (NIST) is undergoing a major organizational transition to function as a cohesive unit under the concept of the knowledge continuum. The concept is based on the premise that the processes which contribute to the creation of new knowledge in the research environment form part of a continuum which has no beginning and no end. Thus, it concludes that the knowledge continuum is best served by an organizational structure which extends its contribution and role in the scholarly process of research to produce and disseminate results which benefit scholarly communication. The knowledge continuum assesses the various elements that contribute to scholarly communication and seeks to provide a continuum of support services whereby the identification, absorption, utilization, and manipulation of existing knowledge merge with the organization, creation, and dissemination of new knowledge. This case study analyzes the application of the concept of the knowledge continuum, through the use of Internet technology, and the resulting organizational implications and conclusions.

This paper contrasts two perspectives on the distinction between tacit and explicit knowledge: on the one hand, the perspective that categorises knowledge as belonging to either one or the other class; and, on the other hand, the perspective that views knowledge type as a graded continuum.

The paper explores the extensive literature on the topic, and from this literature engages in conceptual development.

The paper adopts the view that the continuum perspective, in which knowledge in a particular context has both tacit and explicit characteristics, is of particular value when considering the knowledge strategy of an organisation. Whereas the former perspective presents a well‐known dilemma, the continuum perspective permits the specification of a strategy in which the advantages of both tacit and explicit knowledge can, in principle, be obtained. One such strategy might be one that renders organisational knowledge as internally explicit, but externally tacit.

The paper develops a view of the explicit/tacit dilemma that leads to a possible way forward in resolving the dilemma for organisations.

The purpose of this paper is to establish a new conceptual iterative framework for extracting knowledge from open government data (OGD). OGD is becoming a major source for knowledge and innovation to generate economic value, if properly used. However, currently there are no standards or frameworks for applying knowledge continuum tactics, techniques and procedures (TTPs) to improve elicit knowledge extraction from OGD in a consistent manner.

This paper is based on a comprehensive review of literature on both OGD and knowledge management (KM) frameworks. It provides insights into the extraction of knowledge from OGD by using a vast array of phased KM TTPs into the OGD lifecycle phases.

The paper proposes a knowledge iterative value network (KIVN) as a new conceptual model that applies the principles of KM on OGD. KIVN operates through applying KM TTPs to transfer and transform discrete data into valuable knowledge.

This model covers the most important knowledge elicitation steps; however, users who are interested in using KIVN phases may need to slightly customize it based on their environment and OGD policy and procedure.

After its validation, the model allows facilitating systemic manipulation of OGD for both data-consuming industries and data-producing governments to establish new business models and governance schemes to better make use of OGD.

This paper offers new perspectives on eliciting knowledge from OGD and discussing crucial, but overlooked area of the OGD arena, namely, knowledge extraction through KM principles.

This paper aims to explain why a different technology for knowledge management (KM) is needed. It also investigates the new trends in knowledge management technology (KMT), and shows how the new technology can be aligned with KM principles to satisfy business goals.

This paper interprets array of literature in the area of KMT as related to its importance and development. It provides a roadmap to how technology may ascend to the level of the KM cognitive process. This can only be achieved, if KMT presents itself as an authentic conduit for knowledge, and not only a channel for the lower end of the continuum.

So far, KMT is not mature enough to deliver bona fide KM processes. The distance from data to knowledge cannot be handled by the existing technology unless technology cast off its bivalent logic. Despite the recent leaps in technology in general, the situation is still perplexing and elusive. This is because KMT deals with the knowledge continuum sets either as discrete unrelated events or as one class with no different technological requirements.

KMT has become increasingly complicated and confusing. This paper will explain why KMT has not fulfilled its promise yet, and how this fact can be used to avoid technology selection pitfalls.

The paper provides a roadmap for KM practitioners for evaluating KMT functionalities as related to the type of knowledge needed in their organizations for achieving competitive advantage.

The purpose of this paper is to identify viable demarcation criteria for knowledge based development (KBD) with reference to current concepts and practices, as an introduction to the JKM 2009 annual special issue on KBD.

Outlines viable demarcation criteria for KBD with reference to current concepts and practices.

A synthetic demarcation based on collective knowledge capital mapping and balancing, together with an analytic demarcation based on three continua: territoriality, discreteness and knowledge‐intensity may help characterize and manage all KBD categories. Such demarcation includes conceptual categories such as models and units of analysis as well as practical categories such as policies, programs, publications and events.

Synthetic demarcation may contribute to clarify the nature of KBD and systematically differentiate research and practice belonging to the field. Analytic demarcation may contribute to develop a systematic taxonomy of conceptual and practical KBD categories.

Aims to impart new insights into the role of information technology (IT) in knowledge extraction, capture, distribution and personalization. The paper seeks to pin‐point the strengths and weaknesses of IT in the domain of knowledge management (KM) and to explain why the technology promise remains unfulfilled, as seen by many KM practitioners.

The discussion in this paper is fundamentally based on Stankosky's four KM pillars conceptual framework. Within this framework the authors attempted to shed some light on the IT role and the hidden reasons that make knowledge prominently unreachable via IT.

IT assimilation and representation of knowledge intangibility, dynamism, experience and other humanistic cognitive dimensions remain debatable. The current technology is immature to resolve such problems. For IT to be effective for KM it must shred its bivalent logic and instead learn to operate within an authentic continuum.

Knowledge managers need to understand that a KM initiative that considers IT as a Utopian panacea will fail. Equally, the KM initiative that undervalues IT will follow suit. Owing to IT immaturity in the area of cognitive behavior, the situation is still perplexing. This elusiveness imposes some obstacles to sufficiently represent the context of tacit knowledge. Hence, codifying knowledge with the poser of the existing IT and without the support from socio‐cultural inputs, will result in de‐contextualization, i.e. “knowledge dilution.” Hence, special considerations should be given to applications that offer some behavioral context and human cognitive dimensions.

This paper aims to compare brand equity strength, i.e. the extent to which brand awareness and brand image contribute to purchase propensity, for different segments of consumers (non-users, light users and heavy users) and two different markets (soft drinks and banking, representing a repertoire and a subscription context, respectively).

This aim is pursued using a scalable customer-based brand equity (CBBE) framework, which captures how brand awareness and brand image, on a continuum of brand knowledge, underpin purchase propensity. The framework constitutes a “tool” for the analysis of brand equity strength, and it is applied, alongside a suite of empirical tests, to a large set of longitudinal consumer survey data collected from the same consumers and for both markets.

There are meaningful differences across the three consumer segments considered, especially in relation to brand image values, which are generally greater for more loyal consumers. Furthermore, the overall strength of brand equity is greater for banking brands compared to soft drinks brands.

This research highlights the practical importance of detecting and managing differences in brand equity strength across consumer segments with dissimilar brand loyalty. It also suggests that there is relatively more value in evaluating and managing the CBBE process in subscription markets, than in repertoire markets.

The contribution of this research to brand equity knowledge is twofold. It addresses concerns in relation to the need to analyze brand equity at a disaggregated level and it sheds light on inconclusive findings in relation to the generalizability of CBBE principles across different types of markets.

There are the interesting words of Myrdal in respect of the universality and commonness of what a scientific problem means:From then on more definitely I came to see that in reality there are no economic, sociological, psychological problems, but just problems and they are all mixed and composite. In research the only permissible demarcation is between relevant and irrelevant conditions. The problems are regularly also political and have moreover to be seen in historical perspective. (Myrdal, 1979, p. 106)

Universities have a new role in the commercialisation of knowledge (Etzkowitz, 1998). The new role began with science parks and increased collaboration in 1980s and, with other forms of commercialisation, broadened to licensing and spin-off creation in 1990s, which also involved students (Rasmussen, Moen, & Guldbransen, 2006). Commercialisation has led to a situation where a complex web of relations exists between higher education, spin-offs created by them and large firms. All together the progress has been important because the ‘commercialisation of knowledge connects the higher education to the users of the knowledge’ (Etzkowitz, 1998). The rise of the knowledge-based society also brings the creation of knowledge-intensive firms into focus. The aim of the chapter is to create more understanding how small technology-based Knowledge Intensive Business Service (KIBS) firms can have a new role in knowledge commercialisation. In this chapter, the innovation chain is considered as a continuum from basic research through applied research to product development and finally commercialisation. There still exists a ‘valley of death’ between research and commercialisation (Markham, 2002). Spin-offs are one means to cross it.

The purpose of this paper is to examine information technology and information systems (IT/IS) technology teaching and learning (T&L) as affected by three key factors of tacit knowledge (TK). These factors are the de-contextualization, the faculty and students’ mental model gap and the intrinsic inability of faculty to teach what they know (i.e. the know-how-know what gap).

The approach is based on intensive literature review and synthesis of Nonaka’s socialization, externalization, combination and internalization model and other relevant knowledge management (KM) principles applied to understand the effects of mobilization and nurturing of TK in pedagogical activities and strategies.

This paper demonstrated a holistic view of the role of TK in teaching IT/IS through deep learning activities. It differentiates between faculty and student mental models and the ability of the faculty to convey real-world know-how to students.

This study is by no means comprehensive in exploring the TK contextual dimensions of IT/IS T&L milieus. However, some of the assumptions and factors in this paper are not pertinent to some pedagogical environments.

The activities in this paper introduced new propositions on IT/IS teaching by focusing on TK concepts in light of its challenges. The study could be used by institutes to place emphasis on accommodating TK within effective IT/IS T&L activities.

Drawing on the KM literature and experience, this paper offers new insight into how TK can be innovatively incorporated into a pedagogical landscape.