Rack DK – Knowledge and Expertise

TAOP Resource Library -- Aisle D (Professional Education)

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Aisle D (Professional Education): Main Page | The Individual Scholar (DA) | Business Schools & Education (DB) I Communities of Practice & Associations (DC) | Knowledge Management (DK) | Outreach & Bridging Theory and Practice (DO)

Rack DK (Knowledge Management): Knowledge Engineering | Knowledge Management Systems

This very resource library was developed as an exercise in knowledge engineering and knowledge management, given the extent to which the fields of organization studies and management science have diversified over time. Knowledge engineering (KE) and knowledge management (KM) are two interrelated fields that play a significant role in enhancing organizational studies and research. Understanding their definitions, applications, and implications can provide valuable insights into how organizations can effectively manage and utilize knowledge.in

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Importance of Maintaining Expert Knowledge in Organization Studies

Knowledge Engineering (KE) refers to the process of creating systems that facilitate the acquisition, representation, and utilization of knowledge. It involves the development of knowledge-based systems that can mimic human decision-making processes by utilizing structured knowledge. KE encompasses various techniques, including ontological engineering, which focuses on creating formal representations of knowledge domains. This structured approach enables organizations to capture and organize expert knowledge, making it accessible for decision-making and problem-solving. Quintana-Amate et al. (2015) emphasize the importance of knowledge sourcing in engineering design, highlighting that effective KE can streamline the design process by managing the knowledge-intensive activities involved.

Knowledge Management (KM), on the other hand, is the broader discipline that encompasses the strategies and practices used to identify, create, represent, distribute, and enable the adoption of insights and experiences within an organization. KM aims to enhance organizational learning and improve performance by ensuring that valuable knowledge is effectively shared and utilized (Freitas et al., 2016). It involves processes such as knowledge creation, storage, sharing, and application, which are essential for fostering a culture of continuous improvement and innovation (Kaur & Alam, 2013; Thanachawengsakul et al., 2019). For example, Dai & Matta (2016) discuss how KM practices can be integrated into project management to enhance the effectiveness of meetings and knowledge sharing among team members.

Areas of Active or Potential Research

Contemporary research into the efficacy and improvement of knowledge management (KM) practices for researchers in organization studies focuses on several key areas, including the integration of KM into academic environments, the role of technology in facilitating knowledge sharing, the impact of KM on academic performance, and the challenges faced in implementing effective KM strategies.

One significant area of research is the integration of KM practices within higher education institutions. Paudel (2023) emphasizes that knowledge management processes are crucial for enhancing academic activities and fostering a culture of learning. This research suggests that institutions should implement practices that facilitate the generation, documentation, and dissemination of knowledge to promote effective learning environments. By focusing on knowledge creation and sharing, academic institutions can enhance their overall effectiveness and contribute to the advancement of organization studies.

The impact of technology on KM practices is another critical area of research. The increasing use of information and communication technology (ICT) has transformed how knowledge is created, stored, and shared in academic settings. Muhisn et al. (2019) highlight that the adoption of e-learning management systems (eLMS) has changed traditional learning paradigms, allowing for more flexible and accessible knowledge sharing among students and faculty. This shift towards digital platforms facilitates collaboration and enhances the efficiency of KM practices, making it easier for researchers to access and share valuable information.

Research has also focused on the relationship between KM practices and academic performance. Paudel et al. (2021) explore the interdependencies between KM and academic performance in higher educational institutions, identifying key dimensions of KM that contribute to improved outcomes. Their findings suggest that effective KM practices, such as knowledge utilization and dissemination, are positively correlated with enhanced academic performance. This underscores the importance of implementing robust KM strategies to support researchers in their academic endeavors.

Despite the benefits, challenges remain in the effective implementation of KM practices in academic settings. Yusof et al. (2020) discuss how leadership plays a vital role in fostering a culture of knowledge sharing within organizations. However, barriers such as resistance to change, lack of awareness, and insufficient resources can hinder the successful adoption of KM practices. Additionally, Zain & Rahman (2018) identify challenges related to applying data mining techniques in KM, which can complicate the process of knowledge retrieval and utilization.

Fayda-Kınık & Çetin (2022) provide insights into the organizational factors that influence KM capabilities in universities. Their qualitative research highlights the importance of institutional platforms and communication tools in facilitating knowledge sharing. Understanding these factors can help researchers identify best practices and develop strategies to enhance KM capabilities within their organizations.

Foundational Works in Knowledge Management

The foundational readings about the roles, responsibilities, and importance of knowledge management (KM) and knowledge engineering (KE) for organizational research foster understanding of how these concepts have evolved and their implications for practice. Here are some of the most significant readings from that period:

Shrivastava, P. “A Typology of Organizational Learning Systems” (1983)

This paper synthesizes research on organizational learning and proposes a typology of learning systems. It discusses how organizations can institutionalize learning processes, which is a key aspect of knowledge management (Shrivastava, 1983).

Levitt, B. and March, J.G. “Organizational Learning” (1988) — covered in Episode 42

This article discusses the processes through which organizations learn from experience, emphasizing the importance of organizational memory in encoding, storing, and retrieving knowledge. It highlights how organizations can learn not only from their own experiences but also from the experiences of others, which is fundamental to knowledge management Levitt & March (1988).

Senge, P.M. “The Fifth Discipline: The Art and Practice of the Learning Organization” (1990)

Senge’s work is foundational in discussing the concept of the learning organization, which is closely related to knowledge management. He emphasizes the importance of systems thinking and the role of shared knowledge in fostering organizational learning and adaptability.

Related TAOP Episodes, Events, and Notes

42: Carnegie Mellon Series #5 – Organizational Learning

We discuss Barbara Levitt and James G. March’s article “Organizational Learning,” published in the 1988 edition of the Annual Review of Sociology. Although the authors hailed from Stanford University in California, we have included this episode in our Carnegie-Mellon Series because of James March’s involvement and perspectives on organization that clearly influenced the article. This work was a literature review across various streams in organizational learning up through the 1980s. Topics include learning from experience, organizational memory, ecologies of learning, and organizational intelligence. Of particular interest is how organizational learning was defined as not an outcome but a process of translating the cumulative experiences of individuals and codifying them as routines within the organization. From this, the authors applied the brain metaphor – such as memory and intelligence – to explain the phenomenon.
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24: Learning by Knowledge-Intensive Firms — Bill Starbuck

We discuss another of the classics from the Journal of Management Studies, a paper from 1992 by William Starbuck, entitled “Learning by knowledge-intensive firms”. This time, we are very happy to be joined by the author of the work, Professor William Starbuck, one of the leading experts in Organization Theory, whose research covers an incredible number of areas of expertise, as shown in his biography. This paper is the first to discuss knowledge intensive firms, concept based on the economists’ notions of capital and labour intensive firms, and which are defined as those firms where “knowledge has more importance than other inputs” (p.715).
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19: Carnegie Mellon Series #2 – Exploration and Exploitation of Knowledge

In this episode, we read James March’s widely cited article, “Exploration and Exploitation in Organizational Learning,” published in 1991 in the journal Organization Science. In the paper, March considered the relationships between exploration of new ways of doing things and the exploitation of accepted, standard practices for organizational learning.
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Available Resource Pages

Aisle D – Professional Community

Curated list of resources regarding professional education and development for students, scholars, and practitioners of organization studies. Includes education, outreach, communities of practice, and bridging theory and practice.
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References

Dai, X. and Matta, N. (2016). A knowledge engineering perspective of knowledge management: how to manage project meeting knowledge., 15-31. https://doi.org/10.1007/978-3-319-55970-4_2

Fayda-Kınık, F. and Çetin, M. (2022). Perspectives on knowledge management capabilities in universities: a qualitative identification of organisational factors. Higher Education Quarterly, 77(3), 375-394. https://doi.org/10.1111/hequ.12407

Freitas, M., Mendes, R., Frederico, G., Odorczyk, R., Córdova, F., & Durán, C. (2016). Theoretical aspects of the information and knowledge engineering., 201-207. https://doi.org/10.1109/icccc.2016.7496761

Kaur, A. and Alam, M. (2013). Role of knowledge engineering in the development of a hybrid knowledge based medical information system for atrial fibrillation. American Journal of Industrial and Business Management, 03(01), 36-41. https://doi.org/10.4236/ajibm.2013.31005

Muhisn, Z., Ahmad, M., Omar, M., & Muhisn, S. (2019). The impact of socialization on collaborative learning method in e-learning management system (elms). International Journal of Emerging Technologies in Learning (Ijet), 14(20), 137. https://doi.org/10.3991/ijet.v14i20.10992

OpenAI. (2024). What are the benefits and challenges for academic communities to perform proper knowledge management techniques and sustain their domains of expert knowledge. ChatGPT (November 2022 version) [Large Language Model].

Paudel, K. (2023). The association of knowledge management and academic performance in academia. Electronic Journal of Knowledge Management, 21(1), 41-58. https://doi.org/10.34190/ejkm.21.1.2462

Paudel, K., Bhattarai, P., & Chalise, M. (2021). Interdependencies between knowledge management and academic performance in higher educational institutions. Vine Journal of Information and Knowledge Management Systems, 53(4), 748-765. https://doi.org/10.1108/vjikms-01-2021-0005

Quintana-Amate, S., Bermell-García, P., & Tiwari, A. (2015). Transforming expertise into knowledge-based engineering tools: a survey of knowledge sourcing in the context of engineering design. Knowledge-Based Systems, 84, 89-97. https://doi.org/10.1016/j.knosys.2015.04.002

Scite. (2024). What are the benefits and challenges for academic communities to perform proper knowledge management techniques and sustain their domains of expert knowledge; What are knowledge engineering and knowledge management, and how do they apply to organization studies and research; What are contemporary areas of research into the efficacy and improvement of knowledge management practices for researchers in organization studies; What are the most important foundational readings from before 1990 about the roles, responsibilities, and importance of knowledge management and knowledge engineering for organizational research. Scite (April 2024 version) [Large Language Model].

Senge, P. M. (1990). The fifth discipline: The art and practice of the learning organization. Doubleday.

Shrivastava, P. (1983). A typology of organizational learning systems. Journal of management studies, 20(1), 7-28.

Thanachawengsakul, N., Wannapiroon, P., & Nilsook, P. (2019). Synthesis of digital knowledge engineering repository management system. International Journal of E-Education E-Business E-Management and E-Learning, 9(4), 348-356. https://doi.org/10.17706/ijeeee.2019.9.4.348-356

Yusof, M., Hamat, Z., Awang, N., & Drani, W. (2020). The influence of knowledge management on leadership methods in islamic institution: a conceptual review. International Journal of Academic Research in Business and Social Sciences, 10(10). https://doi.org/10.6007/ijarbss/v10-i10/8017

Zain, M. and Rahman, S. (2018). Challenges of applying data mining in knowledge management towards organization. International Journal of Academic Research in Business and Social Sciences, 7(12). https://doi.org/10.6007/ijarbss/v7-i12/3621

Portions of the above text were initially drafted using OpenAI queries including “What is importance of bridging theory and practice in organization studies and what are the challenges of doing so?” The inclusion of external links is for informational purposes only, and does not necessarily constitute endorsement by TAOP or any of its members.

Jump to: Importance | Areas of Research | Foundational Works | TAOP Episodes | References

Rack DK (Knowledge Management): Knowledge Engineering | Knowledge Management Systems

Aisle D (Professional Education): Main Page | The Individual Scholar (DA) | Business Schools & Education (DB) I Communities of Practice & Associations (DC) | Knowledge Management (DK) | Outreach & Bridging Theory and Practice (DO)

Resources: Main Page | Research Methods (A) | Major Theories (B) | Issues and Contemporary Topics (C) | Professional Education (D)