Professional Tacit Knowledge Sharing in Practice. Agency, Boundaries, and Commitment

Autor/in	van Houten, Maarten Matheus
Titel	Professional Tacit Knowledge Sharing in Practice. Agency, Boundaries, and Commitment
Quelle	In: Journal of Workplace Learning, 35 (2023) 9, S.197-217 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-5626
DOI	10.1108/JWL-02-2023-0025
Schlagwörter	Knowledge Level; Knowledge Management; Organizational Learning; Professional Development; Professional Autonomy; Professionalism; Cooperative Learning; Vocational Education; Foreign Countries; Europe + Suchen Sie Ihr Suchwort? Wissensbasis; Wissensmanagement; Organisationslernen; Berufsfreiheit; Professionalität; Kooperatives Lernen; Ausbildung; Berufsbildung; Ausland; Europa
Abstract	Purpose: The purpose of this study is to gain insight into the dynamics and considerations of professionals regarding the sharing of tacit, personal knowledge in their practice. Design/methodology/approach: Adopting a social-constructivist ontology, the qualitative design deploys semi-structured interviews and focus groups. Data were coded, and analysed through interrelating and reasoning. Findings: Personal knowledge is difficult to share precisely, but can be shared to some extent using reflection and stories. Knowledge also provides a position and professional agency, emphasising boundaries and impacting the decisions on interaction and sharing. As such, professional commitment is vulnerable and contextual and, by extension, material becomes part of this interplay of professional practice and collaborative development. Research limitations/implications: Findings imply that exchange and use of knowledge and material present in organisations are impacted by individual professionals' autonomy and decisions, which consequently impact on employees' practice. This calls for research that focuses on individual factors such as autonomy, professionalism and attitudes in addition to organisational and facilitative matters. Practical implications: Stimulating professional commitment and interpersonal learning is a matter of valuing personal knowledge and practice to avoid protectionism, boundaries and segregated agency. Management and professionals should consider how and why individuals exchange their personal knowledge, paying attention to social structures and individuals' voices and objectives in forming communities. Originality/value: This study combines the concept of tacit knowledge with the younger field of practice theory. By connecting personal knowledge to practice, it extends agency to the material world and offers a more individual perspective to knowledge sharing in and between entities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01