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An example of the organizational knowledge creation framework comes from Gabay and Lemay's ethnographic "mindlines" study.
Nonaka and Takeuchi's organizational knowledge creation framework helps clarify the team learning (interpreting/integrating) process by describing how "know-how" knowledge, called tacit knowledge, is continually built, used, and reformulated [ 46].
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Conversely, there are critics of the SECI knowledge creation model.
The factors that influenced the implementation of CPGs can be understood in terms of knowledge creation and implementation frameworks.
The knowledge creation spiral model of Nonaka and Takeuchi [ 7] integrates open innovation and knowledge management.
This article presents a novel spatio-temporal framework for studying knowledge creation.
The guiding theoretical framework is the knowledge creation metaphor, which conceptualizes learning as a collaborative process of developing shared knowledge artifacts for the collective benefit of a community of learners.
The theoretical framework for understanding knowledge creation and interorganisational knowledge transfer will be based on Nonaka and Takeuchi 33 and Easterby-Smith et al 34 and will be used in the analysis of the observational data.
The emergence of translational science highlights the unifying framework that bridges the continuum of knowledge creation and deployment, converting fundamental discoveries to human application, advancing the information into clinical practice, disseminating best clinical practices into communities and, ultimately, modifying the behavior of populations to improve global health[4].
The framework also illuminated that assessments, the knowledge creation processes, need to be deeply intertwined with the decision making processes, the knowledge use, if they seriously attempt to achieve their purposes of influencing policy.
Besides academy, the spatio-temporal framework can be applied to study the knowledge creation processes in art, business and local communities, for example.
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