The Tacit Nature of Design Knowledge

Wong, Waiho; Radcliffe, David

doi:10.1080/713698497

Cited by 124 publications

(84 citation statements)

References 40 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…This acquisition dimension is described as an "in the corridor" style of learning that is codified in local practices and communities (Wong & Radcliffe, 2000). It is culture bound; the knowledge is developed interactively through socialisation between individual co-workers (Grant & Gregory, 1997;Wong & Radcliffe, 2000).…”

Section: Interacting and Its Impact On Isdmentioning

confidence: 99%

“…It is culture bound; the knowledge is developed interactively through socialisation between individual co-workers (Grant & Gregory, 1997;Wong & Radcliffe, 2000). User interaction can take the form of gossip and norms i.e.…”

Section: Interacting and Its Impact On Isdmentioning

confidence: 99%

“…It is highly idiosyncratic (Roberts, 2000), subsidiary awareness (Polanyi, 1961), is inarticulable and non-analytical (Wong & Radcliffe, 2000). It is deeply rooted in the ideals, values or emotions of individuals and is typically learned and transferred through experience (Nonaka & Konno, 1998).…”

Section: Implicitness and Its Impact On Isdmentioning

confidence: 99%

“…This has been defined as person-embodied (Howells, 1996;Wong & Radcliffe 2000), second nature, and intuitive (Wong & Radcliffe, 2000). Tacit knowledge is subjective and also includes good feeling [s] (Grant & Gregory, 1997).…”

Section: Personal and Its Impact On Isdmentioning

confidence: 99%

“…They identified a number reason for systems failure, one of them being the poor articulation of user requirements. Tacit knowledge is inarticulable (Wong & Radcliffe, 2000) and subjective (Baumard, 1999). Therefore requirements that result from tacit knowledge use are omitted from consideration in current ISD processes.…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

Addressing Tacit Knowledge in ISD Methodologies

Murphy

Stapleton

Information Systems Development

View full text Add to dashboard Cite

Section: Interacting and Its Impact On Isdmentioning

confidence: 99%

Section: Interacting and Its Impact On Isdmentioning

confidence: 99%

Section: Implicitness and Its Impact On Isdmentioning

confidence: 99%

Section: Personal and Its Impact On Isdmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Addressing Tacit Knowledge in ISD Methodologies

Murphy

Stapleton

Information Systems Development

View full text Add to dashboard Cite

Requirements capture for colour information for design professionals

Won

Westland

2018

Color Research & Application

View full text Add to dashboard Cite

This article presents the results of a study that investigates the status of colour information use in the design process and generates ideas for a colour tool. Face‐to‐face interviews with senior designers and brand managers from the packaging and branding fields were conducted as the primary data collection method. The results are categorized into six topics: colour decision, types of colour information considered to be important in the design process, reasons for considering colour information important in the design process, current use of colour information, design professionals' preferences for existing colour tool types and data types and suggestions for a colour tool. It is concluded that there are problems with existing colour resources and tools regarding their availability and usefulness; there is a strong demand for a colour tool in the packaging design and branding processes. The insight from this work will help researchers, design professionals and colour tool developers to make informed decisions on the areas on which they should focus, how they should do so and why. This will facilitate better provisions and uptake of useful colour information for design professionals in the design process and strategy fields.

show abstract

Technical Coordination in Engineering Practice

Trevelyan

2007

J of Engineering Edu

163

113

View full text Add to dashboard Cite

An empirical ethnographic survey of engineers using interviews and field observations in Australia provides evidence that coordinating technical work of other people by gaining their willing cooperation is a major aspect of engineering practice. Technical coordination in the context of this study means working with and influencing other people so they conscientiously perform necessary work to a mutually agreed schedule. While coordination seems to be non‐technical, analysis provides evidence supporting the critical importance of technical expertise. Coordination usually involves one‐on‐one relationships with superiors, clients, peers, subordinates, and outsiders. Coordinating the work of other people seems to be important from the start of an engineering career. Engineering education only provides limited informal coordination skill development and current accreditation criteria may not reflect this aspect of engineering. This paper suggests ways in which students can learn coordination, and describes some of the author's experiences in applying this research.

show abstract

The Tacit Nature of Design Knowledge

Cited by 124 publications

References 40 publications

Addressing Tacit Knowledge in ISD Methodologies

Addressing Tacit Knowledge in ISD Methodologies

Requirements capture for colour information for design professionals

Technical Coordination in Engineering Practice

Contact Info

Product

Resources

About