Persuasion of tacit knowledge in teaching information technology and information systems

Abstract

Purpose The purpose of this paper is to examine information technology and information systems (IT/IS) technology teaching and learning (T&L) as affected by three key factors of tacit knowledge (TK). These factors are the de-contextualization, the faculty and students’ mental model gap and the intrinsic inability of faculty to teach what they know (i.e. the know-how-know what gap). Design/methodology/approach The approach is based on intensive literature review and synthesis of Nonaka’s socialization, externalization, combination and internalization model and other relevant knowledge management (KM) principles applied to understand the effects of mobilization and nurturing of TK in pedagogical activities and strategies. Findings This paper demonstrated a holistic view of the role of TK in teaching IT/IS through deep learning activities. It differentiates between faculty and student mental models and the ability of the faculty to convey real-world know-how to students. Research limitations/implications This study is by no means comprehensive in exploring the TK contextual dimensions of IT/IS T&L milieus. However, some of the assumptions and factors in this paper are not pertinent to some pedagogical environments. Practical implications The activities in this paper introduced new propositions on IT/IS teaching by focusing on TK concepts in light of its challenges. The study could be used by institutes to place emphasis on accommodating TK within effective IT/IS T&L activities. Originality/value Drawing on the KM literature and experience, this paper offers new insight into how TK can be innovatively incorporated into a pedagogical landscape.

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