International Journal of System Dynamics Applications (IJSDA) Volume 3, Issue 1 by Azar Ahmad Taher

Author:Azar, Ahmad Taher
Language: eng
Format: epub
Published: 2015-06-13T00:07:08.393000+00:00

KNOWLEDGE, KNOWING AND LEARNING IN MSES

Knowledge represents know how, expertise, tradecrafts, skills, ideas, processes, routines, intuitions and insights. Knowledge is conceptualised in different ways by various scholars. The various conceptualizations include implicit knowledge/explicit Knowledge, embodied/disembodied, codified/tacit knowledge, encultured Knowledge, embedded Knowledge and embrained Knowledge (Tommassini, 2002).

The different ways of conceptualizing knowledge would mean that the strategies used for acquisition would vary depending on the view taken. For example in MSEs most knowledge would be classified as implicit, tacit and encultured. The means used for transferring such knowledge would be very different from explicit and codified knowledge.

Knowing represents the practical and interactive use of knowledge (Tommassini, 2002), which enables the user to internalize the knowledge. This is evident in MSEs traditional way of knowing that is achieved through apprenticeship.

Learning on the other hand involves relationships that provide mechanisms by which knowledge is communicated and adopted (Reich & Kaarst-Brown, 2003). Social relationships have an important influence on MSE learning, because they affect knowledge access, knowledge disclosure and knowledge transfer keeping in mind that knowledge itself is a social construct (Styhre, 2003). This is especially true for MSEs because they do not have in place Research and Development (R&D) programs, so they largely depend on the social relationships present.

Knowing and learning are dynamic in nature in the sense that they are embedded in social relationships. It involves a myriad of agents involved in interactions that results in self re-organization of knowledge and integration. Knowledge emerges in the culture, practices and concepts used by the agents involved in the interactions (McElroy, 2000; Tommassini, 2002; Lin & Tseng; 2005).

Knowledge holds a crucial position in current analyses of economic, social and organisational dynamics. It is acknowledged as a principal resource in the development of MSEs (Saad, 2006). The process that leads to the knowledge needs to be understood, meaning that the structural underpinnings need understanding so that they can be influenced positively to improve the quality of knowledge.

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