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The first kind is knowledge that has grown out of long experience in the discipline. This is a practical knowledge or competence that the department elite fully masters. The most important ingredient of this is the ability to recognize what counts as a relevant contribution, what counts as answering a question, what counts as having a good argument, what counts as valid evidence for a result reached, and what counts as good scholarly criticism (Rorty, 1979). The second kind of knowledge relates to the practical application of the disciplinary tradition and discourses, including evaluative abilities, in particular situations and work tasks (Rorty, 1979; Becher, 1989, pp.

Journal of Knowledge Management, 8(6), 117–130. Hoffman, J. , Hoelscher, M. , & Sherif, K. (2005). Social capital, knowledge management, and sustained superior performance. Journal of Knowledge Management, 9(3), 93–100. , & Iivonen, M. (2004). Managing knowledge-based organizations through trust. -L. Huotari & M. Iivonen (Eds), Trust in knowledge management and systems in organizations (pp. 1–29). Hershey: Idea Group. , & de Wit, D. (2002). Knowledge sharing in practice. Dordrecht: Kluwer. Hyldega˚rd, J.

Wulf (Eds), Social capital and information technology (pp. 137–161). Cambridge, MA: MIT Press. , & Hall, H. (2002). Organizational knowledge and communities of practice. Annual Review of Information Science and Technology, 36, 171–227. , & Snyder, H. W. (2005). Managing social capital. Annual Review of Information Science and Technology, 39, 517–550. , & Koch, M. (2004). Information sharing in and across government agencies. Social Science Computer Review, 22(1), 67–84. Forsman, M. (2005). Development of research networks.

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