Introduction: Why We Need a New Theory of the Knowledge-Based Firm

Nonaka, Ikujiro; Toyama, Ryoko; Hirata, Toru; Bigelow, Susan Jane; Hirose, Ayano; Kohlbacher, Florian

doi:10.1057/9780230583702_1

Cited by 49 publications

(110 citation statements)

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“…Transitions Regarding transitions, findings confirmed that the process of knowledge creation was more or less cyclical between meetings, which corresponds to the theory as posed by Nonaka et al (2008). These transitions were quite in line with the steps of the data team procedure .…”

Section: 1supporting

confidence: 78%

“…It is theorized that the way in which one engages in the modes influences the knowledge creation process. For example, if engagement in one of the four modes is impeded, especially in the socialization and internalization modes, both the quality and quantity of knowledge may decrease (Nonaka, 1991;Nonaka et al, 2008).…”

Section: Components Of the Knowledge Creation Processmentioning

confidence: 99%

“…According to Nonaka et al (2008), the modes are worked through in a fixed order: first socialization, then externalization, then combination and finally internalization. However, other transitions might be possible in practice, as previous research indicated that data use may not be a linear process, but have a more iterative character (Mandinach, 2012;Marsh, 2012;.…”

Section: Components Of the Knowledge Creation Processmentioning

confidence: 99%

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Opening the black box: knowledge creation in data teams

Hubers¹,

Poortman²,

Schildkamp³

et al. 2016

Journal of Professional Capital and Community

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Purpose -In this study, Nonaka and Takeuchi's socialization, externalization, combination and internalization (SECI) model of knowledge creation is used to gain insight into the process of knowledge creation in data teams. These teams are composed of school leaders and teachers, who work together to improve the quality of education. They collaboratively create knowledge related to data use and to an educational problem they are studying. The paper aims to discuss these issues. Design/methodology/approach -A qualitative micro-process case study was conducted for two data teams. The modes, transitions and content of the knowledge creation process were analyzed for all data team meetings over a two-year period. In addition, all team members were interviewed twice to triangulate the findings. Findings -Results show that the knowledge creation process was cyclical across meetings, but more iterative within meetings. Furthermore, engagement in the socialization and internalization mode provided added value in this process. Finally, the SECI model clearly differentiated between team members' processes. Team members who engaged more often in the socialization and internalization modes and displayed more personal engagement in those modes gained greater and deeper knowledge. Research limitations/implications -The SECI model is valuable for understanding how teams gain new knowledge and why they differ in those gains. Practical implications -Stimulation of active personal engagement in the socialization and internalization mode is needed. Originality/value -This is one of the first attempts to concretely observe the process of knowledge creation. It provides essential insights into what educators do in professional development contexts, and how support can best be provided.

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Section: 1supporting

confidence: 78%

Section: Components Of the Knowledge Creation Processmentioning

confidence: 99%

Section: Components Of the Knowledge Creation Processmentioning

confidence: 99%

See 1 more Smart Citation

Opening the black box: knowledge creation in data teams

Hubers¹,

Poortman²,

Schildkamp³

et al. 2016

Journal of Professional Capital and Community

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“…One promising example of an organic metaphor is knowledge ecosystem , a construct used in the field of strategic management that conceptualizes innovation and change as the product of the synthesis of existing local knowledge with that drawn from an external knowledge reservoir. 32 Complex adaptive systems is another conceptual lens with potential for helping us see beyond mechanistic approaches to improving health care through continuing education. 33 …”

Section: Resultsmentioning

confidence: 99%

Didactic CME and practice change: don’t throw that baby out quite yet

Olson

Tooman

2011

Adv in Health Sci Educ

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“…Ba is a timespace-nexus, described as a "shared space" of interaction, interpretation and dialectical processes, and a form of "learning foundation" in its own right, which generates knowledge (Creplet, 2000). Ba emerges not only from the interpretation of environment, structure and agency in the dimension of space but also from the simultaneous occurrence of the past, present and future in the dimension of time (Nonaka et al, 2008). Considering the six learning modes, a past-experience ba (PE-ba) could be defined, which consists of the goal, the resulting outcome and the underlying mental model.…”

Section: Applying the Concept Of Bamentioning

confidence: 99%

Learning from the future meets Bateson’s levels of learning

Kaiser

2018

TLO

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Users who downloaded this article also downloaded: (2018),"A systemic approach to processes of power in learning organizations: Part I -literature, theory, and methodology of triple loop learning", The Learning Organization, Vol. 25 Iss 4 pp. 260-272 https://doi.org/10.1108/TLO-10-2017-0101 (2018),"Challenges of the levels of learning", The Learning Organization, Vol. 25 Iss 4 pp. 281-287 https://doi.org/10.1108/TLO-03-2018-0037 Access to this document was granted through an Emerald subscription provided by All users group For AuthorsIf you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services.Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation. Learning from the future meetsBateson's levels of learning Alexander KaiserInstitute for Information Business, Vienna University of Economics and Business, Vienna, Austria AbstractPurpose -Previous studies showed that combining learning based on experiences in the past with learning from an envisioned future scenario results in more innovative and radical ideas, as well as in a higher number of covered content domains. However, currently there is no holistic learning theory that integrates both sources of learning. The main purpose of this paper is to investigate whether it is possible to extend Bateson's theory of learning, to link these two learning sources in one coherent framework.Design/methodology/approach -To answer this research question, the author draws on learning from an envisioned future, and tries to link it with the most important levels of learning in Bateson's framework.Findings -This paper contributes to the literature by attempting to link the important but still underexplored aspect of "learning from the future" to the complex and multifaceted work of Bateson. Given the fact that both sources of learning and experience yield a great potential to create new knowledge, this study outlines a possibility to include both sources into one learning theory.Research limitations/implications -This work provides the basis for further research in building a general holistic theory of learning to learn.Practical implications -On the individual level, the proposed approach can be easily applied with systemic coaching processes in general and...

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Introduction: Why We Need a New Theory of the Knowledge-Based Firm

Cited by 49 publications

References 1 publication

Opening the black box: knowledge creation in data teams

Opening the black box: knowledge creation in data teams

Didactic CME and practice change: don’t throw that baby out quite yet

Learning from the future meets Bateson’s levels of learning

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