摘要
SECT模型只是对知识创新过程中的知识客体演变运动的轨迹进行刻画,而没有深入分析完成从知识转移到知识创新这一过程的主体——组织和个人进行知识创新的实际过程,同时,"场"理论中过于强调隐性只是与显性知识的区别,而没有看到两者之间的联系,将知识创新过程分割地对应于不同阶段。基于不同等级和等级对知识划分,结合单环学习、双环学习与再学习的知识创新的一般过程,对SECT模型和"场"理论进行了修正,说明知识创新需经历SECT模型的不同阶段和相应"场"情景支持,但每阶段都会产生隐性知识和显性知识。
The guest-knowledge evolution path itself instead of the host-people or orgnization who exchange and create knowledge from knowledge transmission to the knowledge innovation was analysed in SECT model. At the same time, Sa theory emphasize too much the difference between implicit knowledge and explicit knowledge, which neglect the linkage between the two and detach the two type of knowledge into different period. Based on the different grades and knowledge division, combined with the single-circle study, double-circle study, re-study and general process of knowledge creation, we can revise the SECT model and the Ba theory. We can find that the knowledge creation must go through the different periods of SECT model and get the support of Ba circumstances, but each period can product the explicit knowledge and implicit knowledge.
出处
《经济与管理》
2008年第7期31-34,共4页
Economy and Management
