An Empirical Study of the Effect of the Completeness of Hands-on Training Design Projects on the Preservation of Tacit Knowledge

Abstract

Design projects providing hands-on training practice are critical for improving and upgrading student design skills and effective transfer of tacit knowledge or “know-how”. The core of design training projects is effective preservation of tacit knowledge resourses. The study in this paper is based on the hypothesis that the relationship between the completeness of design projects and the preservation of tacit knowledge forms an inverted u-shaped curve, and that increased training loads affect negatively. Subsequent empirical study is used to prove the hypothesis. Finally, the results of the paper show the boundary conditions of the relationship with an attempt to establish theoretical basis for relevant teaching planning.