The paradox of using tacit and explicit knowledge

Abstract

PurposeThis paper contrasts two perspectives on the distinction between tacit and explicit knowledge: on the one hand, the perspective that categorises knowledge as belonging to either one or the other class; and, on the other hand, the perspective that views knowledge type as a graded continuum.Design/methodology/approachThe paper explores the extensive literature on the topic, and from this literature engages in conceptual development.FindingsThe paper adopts the view that the continuum perspective, in which knowledge in a particular context has both tacit and explicit characteristics, is of particular value when considering the knowledge strategy of an organisation. Whereas the former perspective presents a well‐known dilemma, the continuum perspective permits the specification of a strategy in which the advantages of both tacit and explicit knowledge can, in principle, be obtained. One such strategy might be one that renders organisational knowledge as internally explicit, but externally tacit.Originality/valueThe paper develops a view of the explicit/tacit dilemma that leads to a possible way forward in resolving the dilemma for organisations.