Integrating divergent epistemologies of the two influential views on organizational knowledge creation

Abstract

This paper integrates the divergent epistemologies of the organizational learning view and the knowledge-creation view on how new knowledge is created in organizations. The former view adopts an information-processing perspective and emphasizes the importance of deep knowledge and higher-level learning, whereas the latter view adopts a social constructionist perspective and stresses the importance of tacit knowledge and interactive dialogue. The paper’s integration uses the theorization of knowledge levels, specifically the shifts and movements in knowledge trajectories and the inverse relationship between the degree of tacitness and explicitness. The paper contributes greater coherence in our understanding of knowledge creation and generates new meaning/insights. The paper concludes by highlighting potential interpretations/insights and implications before presenting limitations and future research directions.