Narrative and social tacit knowledge

By C. Linde. Journal of Knowledge Management, 2001

321 citations recorded by the source corpus.

How researchers see this paper

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Making sense of sensemaking narratives (2008, background): “…merely one item in CGS’s collective repository of accumulated wisdom that helped participants ‘to keep track of their behaviour and of their theories’ (Patriotta, 2003a: 352), and which could be drawn on in order to inform and facilitate other projects in the future (Linde, 2001; Wendelin, 2005).”
A Review of Narrative Methodology (2003, background): “Storytelling can help in transferring complex tacit knowledge or can also serve as a source of implicit communication (Ambrosini and Bowman, 2001; Linde, 2001,).”
Studying the Practical Rationality of Mathematics Teaching: What Goes Into “Installing” a Theorem in Geometry? (2011, unknown): “Further, we hypothesize that while some of those regulatory elements are explicit, many others are tacit (Cook & Brown, 1999; Linde, 2001); while some elements are strategic (goal-oriented), others are tactical, adaptable to respond to immediate context.”
Communities of practice as stimulating forces for collective learning (2006, background): “More specifically, several authors describe the role of story telling or narratives for converting tacit knowledge into explicit knowledge (for example, Linde, 2001; Simons and Ruijters, 2001; Brown and Duguid, 1996).”