Teaching Tacit Knowledge: Can Artificial Ingeligence Help?
The result's identifiers
Result code in IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F60460709%3A41110%2F14%3A66116" target="_blank" >RIV/60460709:41110/14:66116 - isvavai.cz</a>
Result on the web
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DOI - Digital Object Identifier
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Alternative languages
Result language
čeština
Original language name
Teaching Tacit Knowledge: Can Artificial Inteligence Help?
Original language description
In the paper we first examine students´ ability to use tacit knowledge. We conducted the experiment to test whether the students are able to transfer and use tacit knowledge they obtained in the basic course of Strategic management. As tacit knowledge isdifficult to transfer to another person we used course design with several experiential techniques to increase the students´ abilities in the field of Strategic management. For the evaluation experiment we chose to play a board game ?Power Grid?, wherewe tested whether the students were able to use knowledge they had been taught in the basic course. As the result we found out low students´ ability to use tacit knowledge even despite the fact that in the basic course where they obtained the knowledge we used experiential techniques which force students to acquire a skill and therefore, according to Polanyi (in Schmidt, Hunter, 1993), they also acquire corresponding understanding that defies articulation, therefore tacit knowledge. Acco
Czech name
Teaching Tacit Knowledge: Can Artificial Inteligence Help?
Czech description
In the paper we first examine students´ ability to use tacit knowledge. We conducted the experiment to test whether the students are able to transfer and use tacit knowledge they obtained in the basic course of Strategic management. As tacit knowledge isdifficult to transfer to another person we used course design with several experiential techniques to increase the students´ abilities in the field of Strategic management. For the evaluation experiment we chose to play a board game ?Power Grid?, wherewe tested whether the students were able to use knowledge they had been taught in the basic course. As the result we found out low students´ ability to use tacit knowledge even despite the fact that in the basic course where they obtained the knowledge we used experiential techniques which force students to acquire a skill and therefore, according to Polanyi (in Schmidt, Hunter, 1993), they also acquire corresponding understanding that defies articulation, therefore tacit knowledge. Acco
Classification
Type
J<sub>x</sub> - Unclassified - Peer-reviewed scientific article (Jimp, Jsc and Jost)
CEP classification
AM - Pedagogy and education
OECD FORD branch
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Result continuities
Project
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Continuities
S - Specificky vyzkum na vysokych skolach
Others
Publication year
2014
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Data specific for result type
Name of the periodical
Journal on Efficiency and Responsibility in Education and Science
ISSN
1803-1617
e-ISSN
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Volume of the periodical
7
Issue of the periodical within the volume
3-4
Country of publishing house
CZ - CZECH REPUBLIC
Number of pages
8
Pages from-to
87-94
UT code for WoS article
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EID of the result in the Scopus database
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