Literature review Knowledge Knowledge has been defined and discussed from multiple perspectives and in a number of ways (Hlupic et al., 2002). Depending upon the context, the word knowledge has been interpreted in terms of data, information, expertise, experiences, skills, intelligence, intuition, insights and ideas. The debate is still on, and there exists a significant difference among researchers, practitioners and philosophers on the epistemological and ontological assumptions about the knowledge (Nonaka and Peltokorpi, 2006). Following the traditional epistemology of knowledge, Nonaka (1994) defines knowledge as the justified true belief, a concept that was first introduced by Plato. Davenport and Prusak (1998) define knowledge as a fluid mix of framed experience, values, contextual information, and expert insight that provides a framework for evaluating and incorporating new experiences and information. Sveiby (2001) defines knowledge as the ability of an individual to evaluate information around him and then act in an efficient manner. Myers (1996) defines it as a natural human quality that is vested in living minds as they intend to identify, interpret and internalize information. Wiig (1993) views knowledge as a combination of know-how, methodologies, expectations, JM2 11,1 156 Downloaded by Doctor khuram Shahzad At 04:43 09 March 2016 (PT) judgments, concepts, perspectives, beliefs and truths that humans hold during their course of life. Regarding the ontological assumptions of knowledge, it has also been divided into multiple categories, and thus, various typologies regarding the nature and kind of knowledge have been presented. Understanding of different types of knowledge is necessary because these distinctions influence the theoretical developments in the area of KM (Alavi and Leidner, 2001). There are different types of knowledge such as: explicit knowledge and tacit knowledge (Tiwana, 2002); diffused and undiffused knowledge, codified and un-codified knowledge (Boisot, 1987); structured, social and human knowledge (David and Fahey, 2000); self-motivated creativity (care-why), systems understanding (know-why), advanced skill (know-how) and cognitive knowledge (know-what) (Quinn et al., 1998); experiential knowledge (what-was), social knowledge (know-who), process (know-how), explanatory knowledge (know-why) and specified catalogue knowledge (know-what) (Miller, 1996); and encoded (formal or symbolic), embedded (systematized), en-cultured (social), embodied (perceptual) and embrained knowledge (cognitive) (Blackler, 1995). At this point, it may be noteworthy that there are many different types of knowledge that have contributed to the theoretical developments of KM field. Some of these are being mentioned here only to highlight the fact that there has been a significant theoretical development in this field. However, the present paper will focus on the commonly used tacit and explicit typology of knowledge as presented by Polanyi (1966) to discuss KM and its processes in the next sections.

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