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Rodney McAdam: Rodney McAdam is Senior Lecturer at the Ulster Businesss School, University of Ulster, Belfast, Northern Ireland.
Sandra McCreedy: Sandra McCreedy is a Research Assistant, at the Ulster Businesss School, University of Ulster, Belfast, Northern Ireland.
Throughout the 1980s and 1990s a new range of business improvement philosophies, approaches and methodologies have been continuously developed. This development has been largely based on various combinations of business practice and academic theory. Examples of these approaches are myriad and include organisational learning, the learning organisation, total quality management, business process re-engineering, to name but a few.
Of more recent times, especially in the past two to three years, knowledge management (KM) has started to emerge as an area of interest in academia and organisational practice. The literature reveals a rapidly increasing body of knowledge relating to KM which covers many different disciplines and areas of interest to academics and practitioners.
For example, a search of over 100 Web sites on knowledge management (Quintas et al., 1997) revealed the following heterogeneous range of interests, perspectives and issues: economics, intellectual capital, engineering approaches (flexible manufacturing systems), aspects of computing and knowledge media, organisation studies (informed by anthropology, sociology etc.), epistemology (including learning, situated cognition and cognitive psychology), other aspects of classification and definition informed by artificial intelligence, human resource issues etc.
Many important questions and issues arise in regard to KM. For example, is it an emerging paradigm through which many existing strands of theory and practice can at last be beneficially integrated, or is KM a temporary aberration promising yet more false dawns in regard to organisation development and management learning?
Also, what is the underlying epistemology of knowledge management? As questioned by Richardson et al. (1987) - is knowledge based on scientific data or socially constructed or a mixture of both? The answer to this question has far reaching implications in choosing approaches to embody and disseminate knowledge within organisations as existing knowledge transfer approaches may not be sufficient to cover the diversity of knowledge classifications.
As well as issues relating to the emergence, definition and classification of KM there are unresolved conflicts in regard to the emancipatory elements of KM (Nonaka and Takeuchi, 1995). Will the application of KM principles within organisations lead to.