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This paper aims to show agential realism as the basis for a pertinent framework with regard to the entwined, on-going and interpretative aspects of knowledge.

The knowledge flow phenomenon in the form of entanglement and agential “cuts” within the workplace is studied and described across a phenomenological ethnographic case study of two workgroups within an aircraft engine manufacturing context.

The boundary construction phenomenon is a key process helping us to depict knowledge entanglement (tacit and explicit) across dialogue and non-verbal actions. Dialogue brings forth the aspect of knowledge as interpretations or “cuts.” A phenomenological analysis allows us to identify and describe various levels of tacit–explicit knowledge entanglement depending on the mode of coping at hand. Also highlighted was the importance of heuristics carried out by knowledge experts, often in the form of abduction (i.e. leading to rules of thumb).

It is acknowledged that the relatively narrow context of the empirical work limits the ability to generalize the findings and arguments. As such, additional work is required to investigate the validity of the findings across a wider spectrum of workgroup contexts.

Agential realism allows for the analysis of organizations as a world of practice and actions, whereby long-established categories can be requestioned and challenged with the aim of sharing the full richness and benefit of embodied knowledge between human actors.

Ethnographic descriptions of the entwined nature of tacit and explicit knowledge, the embodied and activity-based dimension of knowledge and learning, as well as the characteristic of knowledge as possession, correspond well to an agential realist concept of phenomenon, entanglement and cuts. Furthermore, agential realism offers the opportunity to view the workplace as individuals (or groups) who act out embodied tacit-explicit knowledge in conjunction with non-human entities (such as objects, as well as communication and information technologies), with the latter acting as enhancers of knowledge creation and sharing.

The purpose of this paper is to aim to characterise the knowledge management process of the ageing human capital, within the sectors of aeronautics and bio‐technologies in Canada.

The methodology consists of: cross‐search of literature towards the elaboration of a theoretical map; and collection of data involving semi‐directed interviews followed by a thematic and statistical analysis of the textual data.

Management's knowledge of social and relational knowledge, especially those of ageing workers, appears to be scarce, thus resulting in ageing workers being perceived as surpassed by technological and scientific progress. This conception deprives the company of an important source of knowledge capitalisation. A model relevant to the evaluation of company practices related to inter‐generational aspects of knowledge management should include six basic dimensions, namely: management philosophy (a managerial style favouring projections and proximities), strategic analysis (knowledge, memory and learning strategy), organisational analysis (information management system and knowledge creation process), operational analysis (places of socialisation), competencies (relational and communicational know‐how, individual memory and capacity of judgement), and the role of ageing personnel (activation of organisational and human resource networks).

Further validation is required across an enlarged population, with the aim of operationalising the observed concepts within a practical evaluation guide of company practices related to inter‐generational aspects of knowledge management.

By centering the analysis on highly qualified ageing individuals, the authors discerned a phenomenon showing that even within highly technological contexts knowledge management is far from systematically integrating those recognised a priori as carriers of knowledge.

The purpose of this paper is to examine how knowledge is constructed and risk is induced within the workgroup environment of a large North American aerospace company.

Based on an epistemological position on knowledge and risk, an initial conceptual framework is proposed. This is then evaluated and re‐constructed across a qualitative and ethnographic case study approach involving direct observations and interviews, whereby empirical results were interpreted and analysed across discourse analysis.

A dialogical model is proposed describing both verbal and non‐verbal interactions between group members leading towards knowledge complexification on the one hand and risk mitigation on the other hand. Factors leading towards dialogical breakdown and subsequent risk induction are also presented.

This single case study prevents generalizing the findings across the entire firm in question, and by extension any manner of external validity outside of the firm's context. Additional workgroups/teams within the firm need to be evaluated, while similar studies in other institutions within the knowledge economy are to be envisaged.

Workgroup managers must nurture an environment conducive towards mutual trust and respect, where individuals are given the time and freedom to express themselves, all the while being open to differing viewpoints and experiences. Coercive dialogue between members should be discouraged. It is proposed that this can be achieved across a parental “safety net” approach.

The paper presents the “how” and “why” of an effective dialogical knowledge constructing process occurring at the interpersonal level, attempts to propose how management can to help achieve this within their organisation, and attempts to bridge the areas of knowledge creation and risk induction at the interpersonal/workgroup level.

Knowledge management is shot through with complex questions. This is certainly the case with regard to boundaries, as they constitute both a bounding line that has to be crossed if the knowledge required for innovation is to be diffused and a form of protection for scientific and technological organisations and institutions. This examination of boundaries leads to a state-of-the-art review that begins with the question of knowledge transfer. The authors start with foundations of the knowledge dynamic within organisations. Nevertheless, certain gaps were identified in the theory, as it did not seem so easy to carry out transfers. This led in turn to attempts to identify the boundaries that were causing difficulties and that had to be crossed. This led to an examination of the role of boundaries. What status could boundaries have when knowledge was expanding enormously within communities? Finally, the authors come face-to-face with knowledge management systems that have tended to redefine the forms that boundaries take.

The paper uses a conceptual approach and is a meta analysis of the state-of-the-art review conducted to introduce the Special Issue “Knowledge Across Boundaries” JKM Volume 19, No. 5, 2015 (October).

The notions of transfer and boundary demonstrated their usefulness in the development of a new theory, namely the knowledge-based view. These concepts were then critiqued, with reference, first, to the contexts in which communication takes place and, second, to the cognitive dimensions of the activity. Finally, studies showed that the cognitive and organisational approaches can be linked and that they shed light on many knowledge-sharing situations. Boundaries are no longer the object of attention, the focus having switched to the collective process of creating new concepts.

This state-of-the-art review is limited to the papers about Management Science.

Knowledge hybridization is possible but must be referred to resources made available by the division of labour between disciplines (Shinn, 1997). Expansive learning (Engeström, 2010) is close to boundary construction (Holford, 2015) to indicate the dialectical view between instituting and instituted society (Castoriadis, 1975, 1987). We are now perhaps at the point of transition between the interest in “boundary spanners” and a new concern with “boundary construction”.

This paper introduces a methodology of knowledge transfer knowledge transfer in firms strategies of learning.

The paper provides the concept (with examples) of ‘boundary construction’.

The purpose of this paper is to examine the implications for adults of learning in a residential context and whether the residential aspect intensifies the learning process, and can lead to enhanced personal transformation, moving beyond professional skills and training for employability.

The paper reports on research, conducted in 2017, with 41 current and former staff and students (on both short courses and longer access courses) in four residential colleges for adults: Ruskin, Northern, Fircroft and Hillcroft Colleges.

Key findings include the powerful role residential education plays in accelerating and deepening learning experiences, particularly for adults who have faced extraordinary personal and societal challenges and are second chance learners. The colleges, all in historic settings, confer feelings of worth, security and sanctuary and the staff support – pastoral and academic, bespoke facilities and private rooms are vital enabling mechanisms. Seminar-style learning creates opportunity for experiential group learning, helping to foster critical thinking and challenge to mainstream views.

The colleges’ ethos, curricula and traditions foster among students an “ethic of service” and a desire to offer “emotional labour” to their own communities, through working for instance in health and social care or the voluntary sector.

Little research has been undertaken in contemporary settings on the impact of learning in a residential environment, particularly for second chance learners and vulnerable adults. Still less research has examined the wider implications of learning in a historic building setting and of learning which extends into critical thinking, intellectual growth, transformation and change.

An approach to social responsibility in higher education will be proposed in this chapter and informed by a canon of literature and theorizing on critical pedagogy (Darder, Baltodano, & Torres, 2009; Freire, 1971; Giroux, 2011). Rooted in the work of education theorist Paulo Freire (1971, 1993) critical pedagogy embodies a set of critical dispositions about community, politics and education. Freire (1971, 1993) posited the nature of hope through transformative action in communities in which community empowerment arises from emerging critical consciousness and informed action. In common with the ideals of university–community partnerships critical pedagogy connects both to a community development mission and to an educational mission. However, though these principle philosophies of critical pedagogy may be inferred in the literature on civic universities, on higher education and public engagement and on wider aspects of social responsibility in higher education (Goddard & Kempton, 2016; UPP, 2019; Webster & Dyball, 2010), the chapter will explore how they may be more centrally located in analysis and in practice development.

This paper aims to describe two themes of information and knowledge management in building corporate memory through curation in complex systems. The first theme describes the skillsets of new memory curators: curation; appraisal; strategist and manager. The second theme describes four concepts that support information management in complex systems: David Snowden’s just-in-time process; Polanyi’s personal knowing; Wenger’s transactive memory system; and David Snowden’s ASHEN database schema.

Academic journals and professional publications were analysed for educational requirements for information professionals in complex adaptive systems.

The skills described should be readily applied and useful in a complex adaptive system with the four concepts described. The four concepts displayed features indicating each separate concept could be aligned and integrated with the other concepts to create an information sharing model based on synergy between reasoning and computing.

Research is needed into the capability and potential of folksonomies using recordkeeping metadata and archival appraisal to support peer production information and communication systems.

The author has not found any research that links archival appraisal, user-generated metadata tagging, folksonomies and transactive memory systems governance policy to support digital online, co-innovation peer production.