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The purpose of this paper is to understand the influence of information and knowledge exchange and sharing between managers and non-executive directors is important in assessing the dynamic processes of accountability in boardrooms. By analysing information/knowledge at multiple levels, invoking the literature on implicit/tacit and explicit information/knowledge, the authors show that information asymmetry is a necessary condition for effective boards. The authors introduce a conceptual model of manager-non-executive director information asymmetry as an outcome of the interpretation of information/knowledge-sharing processes amongst board members. The model provides a more nuanced agenda of the management-board information asymmetry problem to enable a better understanding of the role of different types of information in practice.

The analysis of information/knowledge exchange, sharing and creation and the resultant conceptual model are based on the following elements: manager-non-executive director information/knowledge, management-board information/knowledge and board dynamics and reciprocal processes converting implicit/tacit into explicit information/knowledge.

The paper provides new insights into the dynamics of information/knowledge exchange, sharing and creation between managers and non-executive directors (individual level)/between management and boards (group level). The authors characterise this as a two-way process, back-and-forth between managers/executive directors and non-executive directors. The importance of relative/experienced “ignorance” of non-executive directors is revealed, which the authors term the “information asymmetry paradox”.

The authors set out key opportunities for developing a research agenda from the model based on prior research of knowledge conversion processes and how these may be applied in a boardroom setting.

The model may assist directors in better understanding their roles and the division of labour between managers and non-executive directors from an information/knowledge perspective.

The authors apply Ikujiro Nonaka’s knowledge conversion framework to consider the transitioning from individual implicit personal to explicit shared information/knowledge, to understand the subtle processes at play in boardrooms influencing information/knowledge exchange, sharing and creation between managers and non-executive directors.

The purpose of this paper is to introduce and develop the argument that e‐learning technologies and techniques can play a pivotal role in encouraging and facilitating organizational learning, by transforming tacit knowledge into explicit knowledge and diffusing it throughout the organization.

By synthesising the evidence in organizational learning, information technology (IT) and e‐learning research domains, this paper challenges the assertion that tacit information cannot be effectively transformed or diffused by technological means. The notion of organizational learning is examined, particularly in relation to the applicability or otherwise of anthropomorphic models. The cyclic nature of individual and organizational learning models is then discussed and a synthesized construct is offered. The importance of tacit knowledge expression and transfer in this cyclic model is examined, and the role of IT and e‐learning techniques is considered as a means of encouraging tacit knowledge transformation and flow.

Topics of reflection, independence, creation of “safe” learning spaces and the importance of collaboration in learning are demonstrated as being some of the most synergistic issues. These are under‐researched topics, though. There is significant potential for effective collaborative research amongst the organizational learning, IT and e‐learning pedagogy research communities, addressing issues such as the effective extraction and communication of tacit knowledge.

This originality and value of this paper lies in the synthesis of evidence from research and practice domains that have traditionally been disparate, demonstrating that the information technology and e‐learning pedagogy fields can offer effective means of enhancing organizational learning.

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.

Researchers debate whether tacit knowledge sharing through information technology (IT) is actually possible. However, with the advent of social web tools, it has been argued that most shortcomings of tacit knowledge sharing are likely to disappear. The purpose of this paper is two‐fold: first, to demonstrate the existing debates in the literature regarding tacit knowledge sharing using IT; and second, to identify key research gaps that lay the foundations for future research into tacit knowledge sharing using the social web.

This paper reviews current literature on IT‐mediated tacit knowledge sharing and opens a discussion on tacit knowledge sharing through the use of the social web.

First, the existing schools of thought in regards to IT ability for tacit knowledge sharing are introduced. Next, difficulties of sharing tacit knowledge through the use of IT are discussed. Then, potentials and pitfalls of social web tools are presented. Finally, the paper concludes that whilst there are significant theoretical arguments supporting the notion that the social web facilitates tacit knowledge sharing there is a lack of empirical evidence to support these arguments and further work is required.

The limitations of the review include: covering only papers that were published in English, issues of access to full texts of some resources, and the possibility of missing some resources due to search strings used or limited coverage of databases searched.

The paper contributes to the fast growing literature on the intersection of KM and IT particularly by focusing on tacit knowledge sharing in social media space. The paper highlights the need for further studies in this area by discussing the current situation in the literature and disclosing the emerging questions and gaps for future studies.

The ubiquitous information society gave birth to quasi‐explicit, or formative, knowledge. Formative knowledge is like explicit knowledge in that it can be copied, but unlike explicit knowledge because it is not fixed. Some manufacturers are beginning to adopt approaches to knowledge management that rely on formative knowledge. Such an approach enabled Honda to start production of its newest Civic model almost simultaneously at 12 plants around the globe in 2000. Strong fear of formative knowledge “consumption” by lead consumers made Honda use CAD/CAE networks to nurture a worldwide community of engineers to design the Civic. This innovation reduced Honda’s average model transfer time to about a half that of Toyota. Honda’s achievement suggests that a new approach to knowledge management is possible, one that lies between Japanese‐style knowledge management centered on human mediation and tacit knowledge and Western‐style knowledge management based on information technology and explicit knowledge.

F.A. Hayek’s famous critique of the socialist planned economy turned on the role of information in markets. In competitive markets, decision-making is decentralized and relies on locally available market signals. Decision-makers do not have to be omniscient or predict the future; they simply have to focus on market prices. By contrast, socialist planners face a much more demanding situation where they have to acquire and process vast amounts of information in a centralized fashion. The author revisits Hayek’s early work in light of the contemporary revolution in information technology, using recent research on organizational decision-making. The author argues that a great deal of market information is produced by public and private institutions, and includes much more than market prices. The boundary between tacit knowledge and formalized knowledge changes as IT enables the spread of the latter. Furthermore, the growing “knowledge economy” underscores the importance of intellectual property, and the legal institutions that support it. Overall, some of Hayek’s early insights hold up well while others need updating.

This study aims to develop an original conceptual framework to guide research into knowledge transmission between professional external knowledge providers and their business clientele. As such, the framework aims to bridge a gap between theory and practice by explicating the processes which affect knowledge transmission and the conversion of knowledge for business application (i.e. knowledge transference).

Key concepts from disciplines of knowledge management, information management, communications, services marketing and business advice are reviewed and integrated into the development of this framework. Underpinned by a critical realist philosophical lens, it provides a robust research guide for examining business advisor knowledge actions in a changing open environment.

This study identifies that the process of knowledge transmission from a source external to a business is more complex than internal knowledge sharing. It addresses this complexity through a knowledge transmission framework, in a research design that is applicable to any methodological paradigm. Real-world application is identified in its applicability for evaluating mechanisms to facilitate knowledge transmission practices of external advisors to small business in regionally isolated communities.

The critical realist research methodology allows for causality in knowledge transmission to emerge; however, no assertion is made that the conceptual framework developed needs any particular philosophical paradigm for its application. Instead, what is asserted is that the research framework developed in this paper is specifically suited to the characteristics of external knowledge providers, their tacit knowledge and the businesses they service.

This study reconceptualises various theoretical perspectives and develops a sequential process for addressing a research lacuna by specifically examining the processes (or connections) between external business advisor’s knowledge and their advisory actions. With these processes clearly established, the role of external knowledge providers, as knowledge transmitters, deepens the understanding of knowledge transference that up until now has focused typically on internal organisation aspects.

Organizational learning in inter‐firm exchange relationships poses a double‐edged sword. On one hand, inter‐firm learning is a desirable extension of organizational learning, developing a firm’s knowledge base, and providing fresh insights into strategies, markets, and relationships. On the other hand, inter‐firm learning can lead to unintended and undesirable skills transfer, resulting in the potential dilution of competitive advantage. This risk can be exacerbated by disparities in inter‐firm learning, resulting in uneven distribution of benefits and risks in the collaborative relationship. This paper articulates these two different views on inter‐firm learning, and second, develops a framework for the role of governance in regulating knowledge transfer. In particular, appropriate governance mechanisms must be crafted which match the learning intentions of the partners, the type of knowledge sought, and the designed duration for the collaboration, so as to maximize the benefits of learning while minimizing the risks. Implications for strategy and future research are offered.

The purpose of this paper is to present findings of an enquiry into the use and experience of information, in learning to become an ambulance officer. The paper aims to explore how the information environment is constituted for novice and experience practitioners. The paper also aims to consider what type of information is considered important by novice and experienced practitioners in learning about practice and profession.

The study is approached from an information literacy (IL) perspective, where IL is viewed as the catalyst for learning about work and professional practice. It draws on constructivist‐influenced grounded theory method to explore how an IL experience is constituted for the worker.

Three modalities of information which inform practice are described. IL is illustrated as more than just an experience with text or skills‐based literacy. It is viewed as socio‐cultural practice which is shaped by discourse.

The research was limited to an in‐depth exploration of one professional group in one geographic location.

The study highlights the value of an IL approach to understanding how information is experienced in a workplace context.

This paper reports original research of significance to information professionals and educators.

The purpose of this paper is to concentrate on establishments that are known as the “built heritage”, often described as “historic houses”. Many operate in a similar vein to small businesses and often have a more diverse range of needs. In the UK historic houses form part of the tourism and leisure market. Heritage encompasses a wide variety of establishments including historic houses, historic gardens, heritage centres, town centres, countryside and museums.

A model was developed for the study to show the information needs of historic houses and the information‐seeking behaviour of those managing historic houses. Data have been collected both via questionnaires to and interviews of those managing properties. The collection of data focused on diversity of activities, information provision, use of information, developments (including technology) and collaboration.

The conclusions discuss the management of information and the difficulties expressed for those managing historic houses as discovered during the research. Properties need to be able to make effective use of this to protect the heritage for future generations. Building on the empirical work recommendations are made on policy making, education, audits, co‐operation and technology to improve the provision and management of information within the sector to support these establishments.

The research represents the first study to investigate the existing situation of historic houses and their information needs in the UK, to try and provide an overview of the sector and information provision and how that might be improved.