Explicit to Tacit: the Role of Explicit Knowledge in Technological Innovation

The research reported in this paper aimed to address the following research questions: To what extent are the actors within the technological innovation process influenced by exposure to the explicit knowledge of other actors; and how can this knowledge be codified and transferred? A qualitative research approach using narrative interviews was used to collate data from actors involved with the technological innovation process. These spoken narratives were then transcribed and the content of the narratives re-organised using an analytical template developed by synthesising elements of narrative schema and soft systems methodology. A website was developed which was designed to allow users to select and read different sections of any or all of the narratives within the system. The findings consider the role and value of explicit knowledge within the technological innovation process to the project participants following their use of the narrative system, as well as the role and value of the narratives and website itself. The findings of the study showed that the use of narratives and the narrative system both played an important role in relation to the interviewees’ perspectives on the technological innovation process. This research showed how the actors might acquire knowledge through narratives relating to the development of specific technologies. Furthermore this research also showed the importance to the actors of understanding the different roles undertaken by the actors within the innovation process through their engagement with the narratives. Critically, the narratives presented an opportunity for the interviewees to reflect on issues affecting the innovation process from both their own perspective and also from the perspective of the other interviewees. More specifically, the narratives allowed the interviewees to reflect not only on the sources they may use to acquire knowledge, but also how and from where other organisations acquire different types of knowledge.