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Knowledge sharing in a master-apprentice pattern is the process of transferring tacit knowledge from masters to apprentices. In addition, 90 per cent of knowledge required for organizational innovation is tacit knowledge in the master-apprentice pattern. The purpose of this paper is to analyze the evolution of knowledge sharing in master-apprentice pattern and explore the consequences of how to improve the knowledge sharing in the master-apprentice pattern.

This paper uses asymmetric evolutionary game theory to study the evolutionary track of knowledge sharing in master-apprentice pattern of innovative organizations by analyzing the utility of masters and apprentices during the process of knowledge sharing in master-apprentice pattern of the innovative organization.

The results reveal that when the masters obtained utility from sharing knowledge is greater than that from hoarding knowledge, and the apprentices obtained utility from studying hard is greater than the costs, the innovative organization can get the largest utility from the knowledge sharing in the mater-apprentice pattern.

The limitation of the research is that this paper mainly studies knowledge sharing among individuals and does not research knowledge sharing between individuals and organizations.

This research has extended the understanding of knowledge sharing in master-apprentice and its evolution path. Also, the obtained findings are conducive to promoting knowledge sharing in master-apprentice and improving human resource management in innovative organizations.

This paper attempts to construct the evolution path of knowledge sharing in master-apprentice pattern, which is a useful exploration of the dynamics of knowledge sharing in master-apprentice pattern and makes up for the shortcomings of the existing research.

This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies.

This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context.

This research paper concentrates on the deployment of asymmetric evolutionary game theory to reveal how innovative organizations best effect knowledge sharing by aligning the incentivized desire of masters to share their expert knowledge with the self-interest of apprentices who are highly motivated to accept that knowledge on an accelerated training path. These insights improve the strategic capacity of human resources teams to add value to their organization by encouraging the optimum form of knowledge transfer between masters and apprentices.

The briefing saves busy executives, strategists and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format.

This paper aims to provide organizational knowledge management teams with a new metric, the bottleneck impact score (BIS), a valuable tool for evaluating the structural health of communities of practice (CoPs), by detecting the seriousness and pervasiveness of the bottlenecks occurring in knowledge-sharing activities among CoP members.

This paper uses the social network analysis method to analyze the activities of organizational members in CoPs and classify organizational members into four types based on their degree of involvement in knowledge creation and consumption. CoPs are also categorized into four types based on the proportion of member types they contain to identify the characteristics of CoP member types and of CoP types.

Data analysis of the knowledge-sharing activities of 4,414 members from 59 CoPs within one of the largest steel manufacturing companies finds that few CoPs are active in both knowledge creating and consuming and that most CoPs suffer from the insufficient participation of their most experienced employees and experts and hence are vulnerable to master–apprentice and knowledge drain risks.

The proposed BIS metric successfully quantifies the seriousness and pervasiveness of such structural risks and thus can help management teams take preventive action to reduce the identified structural risks.

The purpose of this study is to improve our understanding of bracketing, one of the most central philosophical and theoretical constructs of phenomenology, as a theory of mind. Furthermore, we wanted to showcase how this theoretical construct can be implemented as a methodological tool.

In this study we have adopted an approach similar to a qualitative meta-synthesis, comparing the emergent patterns of two empirical projects, seeking synergies and contradictions and looking for additional insights from new emerging patterns.

On a philosophical level, we have found that bracketing, as a theoretical construct, is not about the achievement of objectivity; quite to the contrary, it embraces subjectivity and puts it centre-stage. On a theoretical level, we have achieved a better understanding of Husserl's phenomenology, as a theory of mind. On a methodological level, we have achieved a powerful way of supplementing and/or clarifying research findings, by using a theoretical construct as a methodological tool.

Our paper contributes to the phenomenology literature at a philosophical, theoretical and methodological level, by offering a better understanding and a novel implementation of one of the central theoretical constructs of phenomenology.

This paper provides a cross-national analysis of PhD supervision models, milestones and examination procedures in order to compare PhD programs and their practices.

A comparative approach is employed, which systematically interrogates PhD supervision models, milestones and examination procedures in the United Kingdom, South Africa and the United States via a comprehensive review of the practices and literature.

The findings indicate the ramifications of the different approaches and highlight the benefits and drawbacks associated with the different models.

By making explicit the dominant supervision models, milestones and examination procedures that exist in the United Kingdom, South Africa and the United States, the authors shed light on the somewhat obscure path to earning a PhD degree.

To effectively implement knowledge management, one prerequisite is to understand and implement the knowledge management enablers in the sense of optimal institutional efficiency. This paper aims to analyze and measure the significant enablers in overseeing knowledge management in the construction sector.

The mixed-method technique was used to achieve the objective of this study and involved the application of detailed questions to project engineers and project managers within leading construction engineering companies, provided by the Institution of Engineering and Technology Ghana. In total, 150 questionnaires were collected and analyzed using the Statistical Package for Social Sciences v. 26.

The study confirms that the knowledge management enablers such as employees knowledge, motivations, effective decisions and strategic planning are some of the important ways in which construction professionals can achieve different strategic goals in many processes and concluded that the progress of the next generation knowledge management strategy will be based on content sharing, decision-making and by promoting the free flow of ideas.

The study offers perspectives into knowledge management enablers and recommends key performance factors, championed by Ghanaian construction contractors for institutional knowledge capture.

This study aims to analyze the relationship between workplace ostracism and knowledge hoarding. The study also proposes a mediational role of organizational climate in the relationship between workplace ostracism and knowledge hoarding.

The procedure used in the study is a systematic literature review covering workplace ostracism, knowledge hoarding and organizational climate from 1986 to 2021. The studies were explored using keyword searches such as “Workplace ostracism”, “Knowledge hoarding” and “Organizational climate” from the selected databases, namely, Scopus, Web of Science and Google Scholar.

The systematic review of 146 articles found most studies suggesting that workplace ostracism affects employees’ personal and professional relationships and is a precursor to knowledge hoarding behaviours. The workplace ostracism–knowledge hoarding relationship has a logical explanation as knowledge hoarding is often perceived as counter-normative, which can reduce the performance of a hoarder, leading to behaviours such as ostracism and expulsion. The review proposes that organizational climate plays a significant role in improving the workplace ostracism and knowledge hoarding relationship. The study introduces some fundamental propositions towards the development of a model for future research.

The study attempts to uncover a series of relationships between workplace ostracism, knowledge hoarding and organizational climate, which may enhance academic discussion and offer clarity to the conceptualization of these two fields.

A group of faculty at Penn State's Department of Landscape Architecture observed that the traditional master/apprentice model of studio instruction fosters greater student dependence on faculty for decision-making guidance than the faculty considers desirable. They contend that this traditional model promotes a studio dynamic that encourages students to look to the professor for design ideas and wait for faculty approval before making design decisions. The faculty considered this decision-making dependency to be in conflict with the need for students to develop the critical-thinking skills required to address the complex and ill-structured problems that are common in architecture and landscape architecture. In response to their concern this faculty team developed a studio teaching method they termed “independent design decision-making.” They speculated that by transferring the responsibility for design decisions from professor to the student, students could improve their critical thinking and gain confidence in design decision-making. The faculty conceived a set of strategies to implement in a 3rd year team-taught site planning and design studio that presents a range of complex design issues and scales. In collaboration with Penn State's Schreyer Institute for Teaching Excellence, the faculty researchers developed a 2-year comparative study to test this new teaching method in the same design studio with two consecutive student groups-evaluating the strategies implemented in the first year, refining methods, then applying and re-evaluating the results in the next year's class. These new strategies included ways students receive information to inspire their designs (“input strategies”) and ways to receive critique on their design ideas (“feedback strategies”). Two evaluation instruments were chosen to assess this method of studio teaching: 1) the Group Embedded Figures Test (GEFT), and 2) Student Assessment of Learning Gains (SALG). This paper presents this teaching/learning method and reports on the results of the comparative study.