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The question of how work motivation affects team members' tacit and explicit knowledge sharing has long puzzled organizational scholars. In this chapter, the quality of team–member exchange (TMX) is presented as one potential mechanism.

Key variables in the model are intrinsic and extrinsic work motivation, interactional and distributive organizational justice, tacit and explicit knowledge sharing, relationship-oriented and task-oriented TMX, organizational rules, organizational climate for trust. Separate models are developed for intrinsic versus tacit knowledge sharing.

While explicit knowledge sharing depends upon extrinsic factors such as extrinsic work motivation, task oriented TMX, distributive justice perceptions, and organizational rules, tacit knowledge sharing is dependent upon intrinsic factors such as intrinsic work motivation, relationship-oriented TMX, interactive justice perceptions, and perceptions of an organizational climate for trust.

This is the first model to provide a useful framework that should enable scholars to research the factors underlying the relationships between individual employee motivation and both explicit and tacit organizational knowledge sharing.

Plus Factors have long played an important role in inferring a price agreement from the totality of the evidence. In response to changes in the case law, economists have proposed two alternative paths for the future of price fixing analysis. This paper evaluates the suggested approaches and recommends retaining the enhanced Plus Factor methodology.

By carefully defining the Plus Factor concept, three key components of the analysis emerge: (1) information on communications associated with the alleged agreement, (2) economic considerations affecting market competition, and (3) characteristics that serve to differentiate explicit from tacit collusion.

Developments rationalizing the Plus Factor concept show promise, as the methodology is not more closely related to economic theory. On the other hand, replacement of the Plus Factor methodology with one focused on market performance seems problematic. By abandoning the Plus Factor concept, the economist loses a key institutional constraint on over-aggressive enforcement.

Until advocates can address the difficulties associated with using performance evidence to identify price fixing, the standard Plus Factor concept appears more appropriate. Thus, antitrust analysts should continue to use the Plus Factor methodology to infer agreements in price fixing investigations, as long as the economic rationalization of the specific Plus Factor is clearly presented.

The paper synthesizes a number of recent contributions to the price fixing literature and addresses key issues of interest to the enforcement community. By providing a critique of the proposed policy shift to use performance evidence to infer price fixing liability, the study serves to justify continued application of the Plus Factor methodology.

Chapter 4 addresses the importance of internal knowledge cultures. It provides a deeper dive into how internal knowledge cultures can contribute to a company’s performance. The authors explain how knowledge culture shapes practical knowledge processes and fosters intellectual capital. The authors also provide insights into a critical knowledge paradox and discuss the interplay of knowledge paradoxes and cultural collisions. The chapter is supported by practical use cases that illustrate the points in the chapter.

Educators have always blended technology and pedagogy. With written, aural, and visual methods of sharing information optimized over time, the college and university classroom experience became a planned presentation of explicit knowledge through the revelation of course content. A respectable academic space emerged across disciplines where “the sage on the stage” could require textbooks and normalize assessment outcomes because content was decidedly controllable. There is a pedagogical crisis looming in higher education, however, the epicenter of which is student access to educational content that is useful and reliable without the major investment of a four-year degree. This crisis challenges higher education instruction to be less the medium of explicit knowledge (as it has been for decades) and more the dynamic and interactive medium whose mission is improving the thinking capacity of students through sharing and creating explicit and tacit knowledge. This chapter accordingly suggests that a seismic shift toward collaborative, problem-based approaches to learning is in order so that higher education instruction can redefine itself.