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Tacit knowledge: A refinement and empirical test of the Academic Tacit Knowledge Scale
Gary S Insch1, Nancy McIntyre, David Dawley
1West Virginia University, College of Business and Economics, Morgantown, WV 26506, USA. gsinsch@mail.wvu.edu
The Journal of Psychology
|December 4, 2008
Summary
This study introduces a new scale to measure academic tacit knowledge, a critical factor for organizational performance. The research successfully validated the scale, confirming its link to improved academic and professional outcomes.
Area of Science:
- Organizational Psychology
- Knowledge Management
- Educational Measurement
Background:
- Tacit knowledge is recognized for enhancing organizational performance.
- Existing research lacks robust methods for measuring tacit knowledge.
- Understanding and quantifying tacit knowledge is crucial for skill development.
Purpose of the Study:
- To propose and validate a model for academic tacit knowledge.
- To develop and test the Academic Tacit Knowledge Scale (ATKS).
- To explore the relationship between tacit knowledge components and academic performance.
Main Methods:
- Development of the Academic Tacit Knowledge Scale (ATKS).
- Empirical testing of a tacit knowledge model with 6 hypotheses.
- Data collection from 542 academic respondents.
- Utilizing grade point average as a measure of performance.
Main Results:
- All 6 proposed hypotheses supporting the tacit knowledge model were confirmed.
- The ATKS demonstrated empirical validity in measuring academic tacit knowledge.
- Significant relationships were found between cognitive, technical, and social skills and academic performance.
Conclusions:
- The developed ATKS is a valid instrument for measuring academic tacit knowledge.
- The study confirms the multifaceted nature of tacit knowledge, encompassing cognitive, technical, and social skills.
- Findings provide a foundation for further research into tacit knowledge and its impact on performance.
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