The Mode for Transferring of Behavioral Tacit Design Knowledge

  • 張 家誠

Student thesis: Doctoral Thesis


Knowledge can be broadly categorized into explicit knowledge and tacit knowledge Design is a explicit knowledge creation process by using tacit knowledge A key step of learning design knowledge is the ability of tacit knowledge transferring Design knowledge can be generally category into two main types “Thinking-oriented” and “behavior-oriented” Behavioral knowledge is the based foundation of thinking knowledge which means the expression of design thinking requires the assistance of design behavior This study focuses on behavioral design knowledge and discusses the transfer process of tacit knowledge The behavioral tacit knowledge transfer is with three levels of learning - "Learning Comprehending and Creating ” Learners will be able to generate the ability of self-understanding by implement the transfer cycle repeatedly which the cycle is "Observation Imitation practice adjustment and refinement ” Meanwhile there will be a requirement of enhancing kinetic energy if the learners want a ability level up which is by accelerating the repeat speed of the knowledge transfer cycle The "Imitation after Copy" method can effectively speed up the "booster" or "activator" of transfer cycle However learners' prior learning experiences are almost certainly able to be the impact elements of hindering speed up the cycle The "Design Sketch" plays the most critical role in behavioral design knowledge related courses Behavioral design knowledge is a learning comprehending and experiences reconstructing process which with multiple functions such as thinking presentation idea communication and details confirmation and so on Learning knowledge from this kind of courses involves both explicit knowledge and tacit skills at the same time as well as with the particularity on “self-differences” By the particularity on self-differences here it means the transferring process of design knowledge acquired adjustment and refinement according to each individual's physiologic and psychology condition So that individuals is able to mastering the learning The experiment was took place in "Design Sketch" course which the test subject was sixty freshmen who were divided into “experimental group” and “control groups” The experiment content was testing the "Linn after Mu" teaching method on experimental group and had the control group be tested with general observation teaching method The final inspection of these two groups of students' learning outcome was evaluated by seven design experts Turns out the students from experimental group had a significant better learning outcome than the students from control group according to the final statistical analysis This result proves the hypothesis that the "Linn after Mu " has the boosting effect on behavioral tacit knowledge transfer Besides students without design relevant knowledge have a way more success on knowledge transferring than that had already learned knowledge of design in advance In this study we can claim that learners' prior learning experiences are able to be the impact elements of hindering speed up the cycle
Date of Award2015 Feb 11
Original languageEnglish
SupervisorShiann-Far Kung (Supervisor)

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