Research On Tacit Knowledge Obtaining & Transforming Based On The SECI Model

The characteristics of graduate education in our country requests the graduate students gain the latest useful information of high quality consistently for their study. Nowadays, researchers on implicit knowledge mainly focus on the teachers and the undergraduate students, while the graduate students are paid little attention. However, the distinction of the graduate students implies that the acquisition and conversation of the implicit knowledge of graduate students have their own features. The main innovation of this thesis is that the acquisition and conversation of the implicit knowledge are studied and demonstrated based on the SECI model..In this thesis,we first discusses the theoretical basis of acquisition and conversation of implicit knowledge, including the definition and classification of knowledge and the characteristics of implicit knowledge. Moreover, relevant theories about the conversation of implicit knowledge and the measure taken by universities at home and abroad on the acquisition and conversation of implicit knowledge are introduced. Based on the SECI model, we analyses the conversation from implicit knowledge to implicit knowledge, from implicit knowledge to explicit knowledge, from explicit knowledge to implicit knowledge and from explicit knowledge to explicit knowledge. On the basis, strategies about the improvement of acquisition and conversation of implicit knowledge on aspects of universities, teachers and students for graduate students are developed, in order to promote the growth of knowledge for each individual.The significance of this study is that through the profound analysis on the distinction of acquisition and conversation of implicit knowledge of graduate students, impact factors of the acquisition and conversation are derived and then strategies on how to improve is developed. The research of acquisition and conversation of implicit knowledge for graduate students are progressed both in theory and in practice. Consequently, the construction and development of individual knowledge systems are promoted. In addition, the acquisition and conversation of implicit knowledge are re-defined, which is of great importance for the development of the members.