Where does all the ‘know how’ go? The role of tacit knowledge in research impact
dc.contributor.author | Mitchell, V-W | |
dc.contributor.author | Harvey, W | |
dc.contributor.author | Wood, G | |
dc.date.accessioned | 2021-04-29T10:19:07Z | |
dc.date.issued | 2021-06-28 | |
dc.description.abstract | Higher Education Institutions are increasingly called upon to demonstrate their real world impact, which, in many instances, remains elusive. We believe this is partly due to the under-counting and under-estimation of the importance of tacit knowledge by researchers and regulators. We propose this as a missing contingency in the research-impact relationship. To better acknowledge and utilize tacit research knowledge in the impact process, we emphasize processes of praxis, reflexivity and dialogical sense-making, which help externalize implicit tacit knowledge, and socialization processes, which facilitate enactment, emulation and feedback to develop inherent tacit knowledge. Examples from management research are used to exemplify these processes. The implications of accepting the importance of tacit knowledge in creating impact call for changes in how researchers, universities, funders, assessors and governments, fund, create and assess real world research impact. | en_GB |
dc.identifier.citation | Published online 28 June 2021 | en_GB |
dc.identifier.doi | 10.1080/07294360.2021.1937066 | |
dc.identifier.uri | http://hdl.handle.net/10871/125510 | |
dc.language.iso | en | en_GB |
dc.publisher | Routledge / Higher Education Research and Development Society of Australasia | en_GB |
dc.rights | © 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. | en_GB |
dc.subject | Research impact | en_GB |
dc.subject | Processes | en_GB |
dc.subject | Explicit knowledge | en_GB |
dc.subject | Tacit knowledge | en_GB |
dc.subject | Measurement | en_GB |
dc.title | Where does all the ‘know how’ go? The role of tacit knowledge in research impact | en_GB |
dc.type | Article | en_GB |
dc.date.available | 2021-04-29T10:19:07Z | |
dc.identifier.issn | 0729-4360 | |
dc.description | This is the final version. Available on open access from Routledge via the DOI in this record | en_GB |
dc.identifier.journal | Higher Education Research and Development | en_GB |
dc.rights.uri | https://creativecommons.org/licenses/by/4.0/ | en_GB |
dcterms.dateAccepted | 2021-04-28 | |
rioxxterms.version | VoR | en_GB |
rioxxterms.licenseref.startdate | 2021-04-28 | |
rioxxterms.type | Journal Article/Review | en_GB |
refterms.dateFCD | 2021-04-29T04:32:03Z | |
refterms.versionFCD | AM | |
refterms.dateFOA | 2021-07-12T12:55:14Z | |
refterms.panel | C | en_GB |
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Except where otherwise noted, this item's licence is described as © 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group
This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.