research paper on knowledge definition

Knowledge Types and Forms

• First Online: 22 July 2021

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• Paul Johannesson 3 &
• Erik Perjons 3  

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Knowledge can be used for different purposes and can exist in different forms. This chapter introduces a classification of knowledge types based on their different purposes and identifies definitional, descriptive, explanatory, predictive, explanatory and predictive, and prescriptive knowledge. A number of knowledge forms are also discussed, based on the form in which the knowledge is materialised: explicit, embodied, and embedded knowledge. Based on these knowledge types and knowledge forms, four types of artefacts are identified: constructs, models, methods, and instantiations. The role of theories in design science is discussed, and the notions of design principles and design theory are introduced.

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Johannesson, P., Perjons, E. (2021). Knowledge Types and Forms. In: An Introduction to Design Science. Springer, Cham. https://doi.org/10.1007/978-3-030-78132-3_2

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Home » Research Paper – Structure, Examples and Writing Guide

Research Paper – Structure, Examples and Writing Guide

Table of Contents

Research Paper

Definition:

Research Paper is a written document that presents the author’s original research, analysis, and interpretation of a specific topic or issue.

It is typically based on Empirical Evidence, and may involve qualitative or quantitative research methods, or a combination of both. The purpose of a research paper is to contribute new knowledge or insights to a particular field of study, and to demonstrate the author’s understanding of the existing literature and theories related to the topic.

Structure of Research Paper

The structure of a research paper typically follows a standard format, consisting of several sections that convey specific information about the research study. The following is a detailed explanation of the structure of a research paper:

The title page contains the title of the paper, the name(s) of the author(s), and the affiliation(s) of the author(s). It also includes the date of submission and possibly, the name of the journal or conference where the paper is to be published.

The abstract is a brief summary of the research paper, typically ranging from 100 to 250 words. It should include the research question, the methods used, the key findings, and the implications of the results. The abstract should be written in a concise and clear manner to allow readers to quickly grasp the essence of the research.

Introduction

The introduction section of a research paper provides background information about the research problem, the research question, and the research objectives. It also outlines the significance of the research, the research gap that it aims to fill, and the approach taken to address the research question. Finally, the introduction section ends with a clear statement of the research hypothesis or research question.

Literature Review

The literature review section of a research paper provides an overview of the existing literature on the topic of study. It includes a critical analysis and synthesis of the literature, highlighting the key concepts, themes, and debates. The literature review should also demonstrate the research gap and how the current study seeks to address it.

The methods section of a research paper describes the research design, the sample selection, the data collection and analysis procedures, and the statistical methods used to analyze the data. This section should provide sufficient detail for other researchers to replicate the study.

The results section presents the findings of the research, using tables, graphs, and figures to illustrate the data. The findings should be presented in a clear and concise manner, with reference to the research question and hypothesis.

The discussion section of a research paper interprets the findings and discusses their implications for the research question, the literature review, and the field of study. It should also address the limitations of the study and suggest future research directions.

The conclusion section summarizes the main findings of the study, restates the research question and hypothesis, and provides a final reflection on the significance of the research.

The references section provides a list of all the sources cited in the paper, following a specific citation style such as APA, MLA or Chicago.

How to Write Research Paper

You can write Research Paper by the following guide:

• Choose a Topic: The first step is to select a topic that interests you and is relevant to your field of study. Brainstorm ideas and narrow down to a research question that is specific and researchable.
• Conduct a Literature Review: The literature review helps you identify the gap in the existing research and provides a basis for your research question. It also helps you to develop a theoretical framework and research hypothesis.
• Develop a Thesis Statement : The thesis statement is the main argument of your research paper. It should be clear, concise and specific to your research question.
• Plan your Research: Develop a research plan that outlines the methods, data sources, and data analysis procedures. This will help you to collect and analyze data effectively.
• Collect and Analyze Data: Collect data using various methods such as surveys, interviews, observations, or experiments. Analyze data using statistical tools or other qualitative methods.
• Organize your Paper : Organize your paper into sections such as Introduction, Literature Review, Methods, Results, Discussion, and Conclusion. Ensure that each section is coherent and follows a logical flow.
• Write your Paper : Start by writing the introduction, followed by the literature review, methods, results, discussion, and conclusion. Ensure that your writing is clear, concise, and follows the required formatting and citation styles.
• Edit and Proofread your Paper: Review your paper for grammar and spelling errors, and ensure that it is well-structured and easy to read. Ask someone else to review your paper to get feedback and suggestions for improvement.
• Cite your Sources: Ensure that you properly cite all sources used in your research paper. This is essential for giving credit to the original authors and avoiding plagiarism.

Research Paper Example

Note : The below example research paper is for illustrative purposes only and is not an actual research paper. Actual research papers may have different structures, contents, and formats depending on the field of study, research question, data collection and analysis methods, and other factors. Students should always consult with their professors or supervisors for specific guidelines and expectations for their research papers.

Research Paper Example sample for Students:

Title: The Impact of Social Media on Mental Health among Young Adults

Abstract: This study aims to investigate the impact of social media use on the mental health of young adults. A literature review was conducted to examine the existing research on the topic. A survey was then administered to 200 university students to collect data on their social media use, mental health status, and perceived impact of social media on their mental health. The results showed that social media use is positively associated with depression, anxiety, and stress. The study also found that social comparison, cyberbullying, and FOMO (Fear of Missing Out) are significant predictors of mental health problems among young adults.

Introduction: Social media has become an integral part of modern life, particularly among young adults. While social media has many benefits, including increased communication and social connectivity, it has also been associated with negative outcomes, such as addiction, cyberbullying, and mental health problems. This study aims to investigate the impact of social media use on the mental health of young adults.

Literature Review: The literature review highlights the existing research on the impact of social media use on mental health. The review shows that social media use is associated with depression, anxiety, stress, and other mental health problems. The review also identifies the factors that contribute to the negative impact of social media, including social comparison, cyberbullying, and FOMO.

Methods : A survey was administered to 200 university students to collect data on their social media use, mental health status, and perceived impact of social media on their mental health. The survey included questions on social media use, mental health status (measured using the DASS-21), and perceived impact of social media on their mental health. Data were analyzed using descriptive statistics and regression analysis.

Results : The results showed that social media use is positively associated with depression, anxiety, and stress. The study also found that social comparison, cyberbullying, and FOMO are significant predictors of mental health problems among young adults.

Discussion : The study’s findings suggest that social media use has a negative impact on the mental health of young adults. The study highlights the need for interventions that address the factors contributing to the negative impact of social media, such as social comparison, cyberbullying, and FOMO.

Conclusion : In conclusion, social media use has a significant impact on the mental health of young adults. The study’s findings underscore the need for interventions that promote healthy social media use and address the negative outcomes associated with social media use. Future research can explore the effectiveness of interventions aimed at reducing the negative impact of social media on mental health. Additionally, longitudinal studies can investigate the long-term effects of social media use on mental health.

Limitations : The study has some limitations, including the use of self-report measures and a cross-sectional design. The use of self-report measures may result in biased responses, and a cross-sectional design limits the ability to establish causality.

Implications: The study’s findings have implications for mental health professionals, educators, and policymakers. Mental health professionals can use the findings to develop interventions that address the negative impact of social media use on mental health. Educators can incorporate social media literacy into their curriculum to promote healthy social media use among young adults. Policymakers can use the findings to develop policies that protect young adults from the negative outcomes associated with social media use.

References :

• Twenge, J. M., & Campbell, W. K. (2019). Associations between screen time and lower psychological well-being among children and adolescents: Evidence from a population-based study. Preventive medicine reports, 15, 100918.
• Primack, B. A., Shensa, A., Escobar-Viera, C. G., Barrett, E. L., Sidani, J. E., Colditz, J. B., … & James, A. E. (2017). Use of multiple social media platforms and symptoms of depression and anxiety: A nationally-representative study among US young adults. Computers in Human Behavior, 69, 1-9.
• Van der Meer, T. G., & Verhoeven, J. W. (2017). Social media and its impact on academic performance of students. Journal of Information Technology Education: Research, 16, 383-398.

Appendix : The survey used in this study is provided below.

Social Media and Mental Health Survey

• How often do you use social media per day?
• Less than 30 minutes
• 30 minutes to 1 hour
• 1 to 2 hours
• 2 to 4 hours
• More than 4 hours
• Which social media platforms do you use?
• Others (Please specify)
• How often do you experience the following on social media?
• Social comparison (comparing yourself to others)
• Cyberbullying
• Fear of Missing Out (FOMO)
• Have you ever experienced any of the following mental health problems in the past month?
• Do you think social media use has a positive or negative impact on your mental health?
• Very positive
• Somewhat positive
• Somewhat negative
• Very negative
• In your opinion, which factors contribute to the negative impact of social media on mental health?
• Social comparison
• In your opinion, what interventions could be effective in reducing the negative impact of social media on mental health?
• Education on healthy social media use
• Counseling for mental health problems caused by social media
• Social media detox programs
• Regulation of social media use

Thank you for your participation!

Applications of Research Paper

Research papers have several applications in various fields, including:

• Advancing knowledge: Research papers contribute to the advancement of knowledge by generating new insights, theories, and findings that can inform future research and practice. They help to answer important questions, clarify existing knowledge, and identify areas that require further investigation.
• Informing policy: Research papers can inform policy decisions by providing evidence-based recommendations for policymakers. They can help to identify gaps in current policies, evaluate the effectiveness of interventions, and inform the development of new policies and regulations.
• Improving practice: Research papers can improve practice by providing evidence-based guidance for professionals in various fields, including medicine, education, business, and psychology. They can inform the development of best practices, guidelines, and standards of care that can improve outcomes for individuals and organizations.
• Educating students : Research papers are often used as teaching tools in universities and colleges to educate students about research methods, data analysis, and academic writing. They help students to develop critical thinking skills, research skills, and communication skills that are essential for success in many careers.
• Fostering collaboration: Research papers can foster collaboration among researchers, practitioners, and policymakers by providing a platform for sharing knowledge and ideas. They can facilitate interdisciplinary collaborations and partnerships that can lead to innovative solutions to complex problems.

When to Write Research Paper

Research papers are typically written when a person has completed a research project or when they have conducted a study and have obtained data or findings that they want to share with the academic or professional community. Research papers are usually written in academic settings, such as universities, but they can also be written in professional settings, such as research organizations, government agencies, or private companies.

Here are some common situations where a person might need to write a research paper:

• For academic purposes: Students in universities and colleges are often required to write research papers as part of their coursework, particularly in the social sciences, natural sciences, and humanities. Writing research papers helps students to develop research skills, critical thinking skills, and academic writing skills.
• For publication: Researchers often write research papers to publish their findings in academic journals or to present their work at academic conferences. Publishing research papers is an important way to disseminate research findings to the academic community and to establish oneself as an expert in a particular field.
• To inform policy or practice : Researchers may write research papers to inform policy decisions or to improve practice in various fields. Research findings can be used to inform the development of policies, guidelines, and best practices that can improve outcomes for individuals and organizations.
• To share new insights or ideas: Researchers may write research papers to share new insights or ideas with the academic or professional community. They may present new theories, propose new research methods, or challenge existing paradigms in their field.

Purpose of Research Paper

The purpose of a research paper is to present the results of a study or investigation in a clear, concise, and structured manner. Research papers are written to communicate new knowledge, ideas, or findings to a specific audience, such as researchers, scholars, practitioners, or policymakers. The primary purposes of a research paper are:

• To contribute to the body of knowledge : Research papers aim to add new knowledge or insights to a particular field or discipline. They do this by reporting the results of empirical studies, reviewing and synthesizing existing literature, proposing new theories, or providing new perspectives on a topic.
• To inform or persuade: Research papers are written to inform or persuade the reader about a particular issue, topic, or phenomenon. They present evidence and arguments to support their claims and seek to persuade the reader of the validity of their findings or recommendations.
• To advance the field: Research papers seek to advance the field or discipline by identifying gaps in knowledge, proposing new research questions or approaches, or challenging existing assumptions or paradigms. They aim to contribute to ongoing debates and discussions within a field and to stimulate further research and inquiry.
• To demonstrate research skills: Research papers demonstrate the author’s research skills, including their ability to design and conduct a study, collect and analyze data, and interpret and communicate findings. They also demonstrate the author’s ability to critically evaluate existing literature, synthesize information from multiple sources, and write in a clear and structured manner.

Characteristics of Research Paper

Research papers have several characteristics that distinguish them from other forms of academic or professional writing. Here are some common characteristics of research papers:

• Evidence-based: Research papers are based on empirical evidence, which is collected through rigorous research methods such as experiments, surveys, observations, or interviews. They rely on objective data and facts to support their claims and conclusions.
• Structured and organized: Research papers have a clear and logical structure, with sections such as introduction, literature review, methods, results, discussion, and conclusion. They are organized in a way that helps the reader to follow the argument and understand the findings.
• Formal and objective: Research papers are written in a formal and objective tone, with an emphasis on clarity, precision, and accuracy. They avoid subjective language or personal opinions and instead rely on objective data and analysis to support their arguments.
• Citations and references: Research papers include citations and references to acknowledge the sources of information and ideas used in the paper. They use a specific citation style, such as APA, MLA, or Chicago, to ensure consistency and accuracy.
• Peer-reviewed: Research papers are often peer-reviewed, which means they are evaluated by other experts in the field before they are published. Peer-review ensures that the research is of high quality, meets ethical standards, and contributes to the advancement of knowledge in the field.
• Objective and unbiased: Research papers strive to be objective and unbiased in their presentation of the findings. They avoid personal biases or preconceptions and instead rely on the data and analysis to draw conclusions.

Advantages of Research Paper

Research papers have many advantages, both for the individual researcher and for the broader academic and professional community. Here are some advantages of research papers:

• Contribution to knowledge: Research papers contribute to the body of knowledge in a particular field or discipline. They add new information, insights, and perspectives to existing literature and help advance the understanding of a particular phenomenon or issue.
• Opportunity for intellectual growth: Research papers provide an opportunity for intellectual growth for the researcher. They require critical thinking, problem-solving, and creativity, which can help develop the researcher’s skills and knowledge.
• Career advancement: Research papers can help advance the researcher’s career by demonstrating their expertise and contributions to the field. They can also lead to new research opportunities, collaborations, and funding.
• Academic recognition: Research papers can lead to academic recognition in the form of awards, grants, or invitations to speak at conferences or events. They can also contribute to the researcher’s reputation and standing in the field.
• Impact on policy and practice: Research papers can have a significant impact on policy and practice. They can inform policy decisions, guide practice, and lead to changes in laws, regulations, or procedures.
• Advancement of society: Research papers can contribute to the advancement of society by addressing important issues, identifying solutions to problems, and promoting social justice and equality.

Limitations of Research Paper

Research papers also have some limitations that should be considered when interpreting their findings or implications. Here are some common limitations of research papers:

• Limited generalizability: Research findings may not be generalizable to other populations, settings, or contexts. Studies often use specific samples or conditions that may not reflect the broader population or real-world situations.
• Potential for bias : Research papers may be biased due to factors such as sample selection, measurement errors, or researcher biases. It is important to evaluate the quality of the research design and methods used to ensure that the findings are valid and reliable.
• Ethical concerns: Research papers may raise ethical concerns, such as the use of vulnerable populations or invasive procedures. Researchers must adhere to ethical guidelines and obtain informed consent from participants to ensure that the research is conducted in a responsible and respectful manner.
• Limitations of methodology: Research papers may be limited by the methodology used to collect and analyze data. For example, certain research methods may not capture the complexity or nuance of a particular phenomenon, or may not be appropriate for certain research questions.
• Publication bias: Research papers may be subject to publication bias, where positive or significant findings are more likely to be published than negative or non-significant findings. This can skew the overall findings of a particular area of research.
• Time and resource constraints: Research papers may be limited by time and resource constraints, which can affect the quality and scope of the research. Researchers may not have access to certain data or resources, or may be unable to conduct long-term studies due to practical limitations.

About the author

Muhammad Hassan

Researcher, Academic Writer, Web developer

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A review of knowledge management about theoretical conception and designing approaches

International Journal of Crowd Science

ISSN : 2398-7294

Article publication date: 11 April 2018

Issue publication date: 10 July 2018

The main purpose of this paper is to conduct an in-depth theoretical review and analysis for the fields of knowledge management (KM) and investigate the future research trend about KM.

Design/methodology/approach

At first, few theoretical basis about KM which include definitions and stages about KM have been summarized and analyzed. Then a comprehensive review about the major approaches for designing the KM system from different perspectives including knowledge representation and organization, knowledge sharing and performance measure for KM has been conducted.

The contributions of this paper will be useful for both academics and practitioners for the study of KM.

Originality/value

For this research, the focus is on conducting an in-depth theoretical review and analysis of KM.

• Knowledge management
• Literature review
• Design approaches

Gao, T. , Chai, Y. and Liu, Y. (2018), "A review of knowledge management about theoretical conception and designing approaches", International Journal of Crowd Science , Vol. 2 No. 1, pp. 42-51. https://doi.org/10.1108/IJCS-08-2017-0023

Emerald Publishing Limited

Copyright © 2018, Tingwei Gao, Yueting Chai and Yi Liu.

Published in the International Journal of Crowd Science . Published by Emerald Publishing Limited. This article is published under the Creative Commons Attribution (CC BY 4.0) licence. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this licence may be seen at http://creativecommons.org/licences/by/4.0/legalcode

1. Introduction

In recent years, knowledge has been widely recognized the most crucial competitive asset ( Palacios and Garrigos, 2006 ). Knowledge refers to a theoretical or practical understanding of a subject. Knowledge management (KM) has become a very common term in the twenty-first century, as it has been applied to a wide spectrum of activities and areas with the purpose of managing, creating and enhancing intellectual assets ( Shannak, 2009 ). And it has become enriched with a huge wealth of contributions from many scholars and an extensive accumulation of experiences. From a deeper point of view, KM should be a kind of working method and philosophy. KM is a part of the field of management studies, but it is also closely integrated with information and communication technologies ( Mihalca et al. , 2008 ). In fact, KM can be observed from several perspectives, as there are a number of fields that contribute to it. Prominent among them are the fields of philosophy, cognitive science, social science, management science, information science, knowledge engineering, artificial intelligence and economics ( Kakabadse et al. , 2003 ).

Why the need to manage knowledge? Nowadays we are in the era of knowledge. The reason of increased importance of knowledge lies in the fact that effective management of knowledge brings many positive outcomes to improve learning efficiency. And we implement KM initiatives with the expectation that it will result in increased competitive advantage. KM is used to capture, document, retrieve and reuse knowledge, as well as to create, transfer and exchange it ( Dayan and Evans, 2006 ). There is no limit to where KM can be applied, ranging from individual learning, small enterprises to large multinational corporations: KM has become increasingly more important for individuals to understand what information is essential, how to administer this essential information and how to transform essential information into permanent knowledge ( Tseng et al. , 2012 ); KM plays a fundamental role in the success of an organization’s activities and strategies ( Castrogiovanni et al. , 2016 ). Therefore managing and using knowledge effectively is vital for both individuals and organizations to take full advantage of the value of knowledge.

During the past decade, numerous publications dealing with KM reviews from different perspectives have been published. Ragab and Arisha (2013) categorized different branches of KM research. Serenko (2013) analyzed the stock of KM publications and identified citation classics in KM field. Makhsousi et al. (2013) reviewed recent advances on the implementation of KM in different areas and discussed why some of KM implementations fail and how they could turn into a successful one. Arisha and Ragab (2013) provided a literature review and categorized the analysis of the rapidly growing number of KM publications, and they offered a comprehensive reference for newcomers embarking on research in the field. Matayong and Mahmood (2013) reviewed the current literature of KM systems studies in organizations. Chiliban et al. (2014) reviewed different KM models based on their strengths and weaknesses. Tzortzaki and Mihiotis (2014) studied how the theory revolving around KM has developed over the years. Omotayo (2015) reviewed the literature in the area of KM to bring out the importance of KM in an organization. Asrar-ul-Haq and Anwar (2016) reviewed the attempts to provide the evidence base concerning knowledge sharing and KM in organizational settings.

Based on the above-described scenario, in this research, we aim to provide a systemic overview of KM. And we accomplish this task by a series analysis approaches, such as literature bibliometric, theoretical basic analysis and designing approaches’ re-view. At last, our main contributions can be related to the Streams (A) and (B) as follows: (A) we summarize and analyze some major theoretical conceptions about KM and (B) we give a comprehensive review about the approaches for designing the KM system. The remainder of this paper is organized as follows. In Section 2, we review the major conception of KM. Section 3 shows and analyzes the approaches to design KM system. Finally, conclusions are presented in Section 4.

2. Theoretical conception of knowledge management

2.1 definition of knowledge management.

There are a number of approaches to the conception about knowledge, as it is both a complex and abstract term. Actually, the definition of knowledge is a matter of ongoing debate among philosophers in the field of epistemology. One of the most accepted definitions about knowledge is that knowledge is a dynamic human resource of justification of the personal beliefs to obtain the truth ( Nonaka, 1994 ). It can then be stated that knowledge is an invisible or intangible asset, in which its acquisition involves complex cognitive processes of perception, learning, communication, association and reasoning ( Epetimehin and Ekundayo, 2011 ). Knowledge is the concept, skill, experience and vision that provides a framework for creating, evaluating and using the information ( Soltani and Navimipour, 2016 ). Generally, knowledge can be divided into two types, tacit and explicit ( Hubert, 1996 ). Tacit knowledge is the personal and context-specific knowledge of a person that resides in the human mind, behavior and perception ( Duffy, 2000 ). Koenig (2012) suggested that explicit knowledge means information or knowledge that is set out in tangible form.

Also there are many definitions and descriptions about KM written by different scholars from various fields. These definitions are somewhat unclear and have different meanings depending on the authors’ views. To have a deep understanding of KM, we should re-visit some fundamentals of KM, such as the theoretical understanding of the concept of knowledge despite the abundance of theoretical and conceptual work. We have reviewed some major conceptions of KM and summarized them in Table I . When reviewing the definitions about KM, there are some terms that seem more central and fundamental than others, such as organization and information. In summary, despite the various versions of the definition and descriptions about KM, their essence is to help individuals improve learning efficiency and integrate different information resources to improve competitiveness advantages. And KM is capable of providing the individual with the tools and techniques they need to surmount the overwhelming information they encounter and to enable them to improve learning efficacy and increase competitive advantage.

2.2 Process and stages of knowledge management

KM is viewed as a process, where many related activities are formed to carry out key elements of strategy and operations for KM. During the past two decades, a vast number of KM processes have been introduced by researchers from different perspectives. And we reviewed and summarized some major descriptions about KM process. Table II shows this result. Although there are various descriptions about KM process, some words seem more central and fundamental than others, such as creation, storage, transfer and application.

Knowledge creation refers to how new knowledge is created. This stage involves the developing of new content or the replacing of existing content within the tacit and explicit knowledge ( Ajmal and Koskinen, 2008 ). Knowledge storage refers to the process of recording knowledge and storing it in the repositories such as archives, databases and filing systems. And it aims to transfer the knowledge to the individual, groups or units that need to apply it ( Johannsen, 2000 ). Knowledge transfer is an important process of KM and refers to the transfer of knowledge to locations where it is needed and can be used ( Pirkkalainen and Pawlowski, 2013 ). This phase is critical for the success of the KM process, as the transfer must produce changes in the knowledge base ( Argote and Ingram, 2000 ). Knowledge application refers to the actualizing of knowledge. This process can be used to adjust strategic direction, solve new problems, improve efficiency and reduce costs ( Newell et al. , 2004 ). And this stage is used to make good use of the created knowledge such as implementing a best practice.

3. Designing approaches for knowledge management

3.1 knowledge representation and organization.

Knowledge representation and organization is a technique that increasing efficiency of an explaining associations of knowledge bodies with the purpose of managing knowledge by creating similar content associations. During the past decade, the semantic link network (SLN) has been widely used in the field of KM. SLN is a network that represents semantic relations between concepts. And it is always used as a form of knowledge representation. It consists of vertices, which represent concepts, and edges, which represent semantic relations between concepts ( Hai, 2011 ).

Kravchenko et al. (2017) designed a new approach for semantic similarity estimation to solve some problems about KM. They developed the genetic algorithm for semantic similarity estimation in accordance with the knowledge graph model. Xiao et al. (2016) proposed a new model for knowledge semantic representation (KSR) to produce semantic interpretable representations, which is used for explicitly representing knowledge. Che Cob et al. (2016) proposed a KM model based on semantic to support collaborative learning environment. Cob et al. (2015) discussed the application of SLN to enhance the KM and proposed a semantic KM model to support collaborative learning environment. Liu et al. (2014) described the development of a semantic-based KM platform for Web-enabled environments featuring intelligence and insight capabilities.

Among the applications of SLN in KM, the most widely used method is ontology. Ontology was taken from philosophy, where it means a systematic explanation of being. An ontology is a catalog of existing concepts in a field, which contains predicates, semantics of concepts and terms and how they relate to one another (Natalya et al. , 2001). Ontology has wide application potential in the classification of information, the construction of information and knowledge database, as well as the research and development of intelligent search engine. As shown in Table III , the applications of ontology to the field of KM have aroused the concern of many researchers during the past decade.

3.2 Knowledge sharing

One of the major challenges in KM is how to promote to share knowledge with others. In fact, effective KM relies on successful knowledge sharing ( Swacha, 2015 ). Knowledge sharing can be defined as “the exchange of knowledge between and among individuals.” And it aims at bringing knowledge sources together and manipulating into new knowledge structures or routines. Knowledge sharing and knowledge transfer are sometimes used synonymously or are considered to have overlapping content ( Dan and Sunesson, 2012 ). Following the bulk of literature, we shall consider knowledge sharing to be semantically the same as knowledge transfer ( Paulin and Suneson, 2012 ). The success of knowledge sharing relied on the degree to which the knowledge is recreated in the recipient.

Swacha (2015) defined a system of appropriate gamification rules which makes use of a number of purposely selected gamification components, and aimed at motivating individuals for various activities related to knowledge sharing. Yong (2013) provided new findings of the respective impacts of organizational rewards, reciprocity, enjoyment and social capital on individuals’ knowledge sharing intentions, which prior research has ignored so far. Their new findings will be very useful to deepening and widening our understanding of the respective role of individual motivations and social capital in individuals’ knowledge-sharing intentions. Ma and Yuen (2011) proposed an online knowledge-sharing model and tested among undergraduate students using an online learning environment. And this model introduces two new constructs – perceived online attachment motivation and perceived online relationship commitment. Hung et al. (2011) investigated the effects of intrinsic motivation and extrinsic motivation on knowledge sharing in a group meeting. Results of their experiment showed that the KM system with built-in reputation feedback is crucial to support successful knowledge sharing. Tohidinia and Mosakhani (2010) evaluated the influence of a series of potential factors on knowledge-sharing behavior and suggested a systematic effort to improve knowledge-sharing behavior in organizations, an effort in which relevant factors from different perspectives are considered.

3.3 Performance measure for knowledge management

Performance measurement is a crucial part in KM ( Wang et al. , 2015 ). By this process of measure, we can assess the effectiveness of KM practices and judge whether the current knowledge process can meet the our learning needs and whether it can provide feedback of information on KM to carry out continuous improvement on KM. KM performance evaluation includes the design of KM performance evaluation criteria and the selection of the evaluation methods ( Wang and Zheng, 2010 ). This process consists of qualitative analysis and quantitative analysis. The common qualitative approaches for KM evaluation include open-ended questionnaires ( Changchit et al. , 2001 ), expert interviews ( Booker et al. , 2008 ), case studies and surveys ( Darroch and McNaughton, 2002 ). While, the quantitative analysis is always used to measure the explicit knowledge with a series of indicators which include both financial and non-financial ( Chen and Chen, 2005 ).

Wang et al. (2016) proposed an index system of KM, which includes four components: the KM process, the organizational knowledge structure, the economic benefits and the efficiency. Wang et al. (2015) categorized the performance measures into three categories: knowledge resources, KM processes, and the factors that affect KM. Zhang (2010) applied the Balanced Scorecard into the performance assessment of KM on the basis of the analysis of the Balanced Scorecard and KM and carried out the detailed analysis to measure the performance of KM tools from four aspects – financial, customer, internal processes and learning and growth. Wang and Zheng (2010) proposed a KM performance evaluation method that includes knowledge system, structure capital, human capital, mental capital and market capital. Wu et al. (2009) developed an evaluation method of KM performance based on the principal component analysis. And the measure index consists of knowledge stocks, maturity degree of the learning organizations, information management and marketing capability. Tseng (2008) proposed a categorization matrix that classifies the performance indicators for potential use in KM performance measurements. And the evaluation criteria of this method include process, human and IT.

4. Conclusions

For this research, we focus on providing a deep theoretical review and analysis of KM. First, we summarized and analyzed the theoretical conceptions of KM, which include conception and stages. Then we reviewed some major approaches for designing the KM system from different perspectives including knowledge representation and organization, knowledge sharing and performance measure for KM.

Major definitions about KM

Different descriptions about KM process

Ontology for knowledge representation

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Further reading

Hau , Y.S. , Kim , B. , Lee , H. and Kim , Y.G. ( 2013 ), “ The effects of individual motivations and social capital on employees’ tacit and explicit knowledge sharing intentions ”, International Journal of Information Management , Vol. 33 , pp. 356 - 366 .

Noy , N.F. and McGuinness , D.L. ( 2001 ), Ontology development 101: a guide to creating your first ontology , Stanford University , Stanford, CA, 94305 .

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The current understanding of knowledge management concepts: A critical review

Shahram yazdani.

1 Virtual school of Medical Education and Management, Shahid Beheshti University of Medical Sciences, Tehran, Iran

Snor Bayazidi

Amir ali mafi.

2 Anesthesiology Research Center, Shahid Beheshti University of Medical Sciences, Tehran, Iran

Background: Higher education institutions include experts who are knowledgeable. Knowledge management facilitates institutions to enhance the capacity to collect information and knowledge and apply it to problem-solving and decision making. Through the review of related studies, we observed that there are multiple concepts and terms in the field of knowledge management. Thus, the complexity and variety of these concepts and definitions must be clarified. Considering the importance of clarifying these concepts for utilization by users, this study aimed to examine the concepts related to this filed.

Methods: The methodology used in this study was based on the Carnwell and Daly's critical review method. An extensive search was carried out on various databases and libraries. A critical and profound review was carried out on selected articles. Many wandering concepts were found. Identified concepts were classified into seven categories based on conceptual proximity. Existing definitions and evidence in relation to extracted concepts were criticized and synthesized. The definitional attributes for them were identified and a conceptual identity card was provided for each of the concepts.

Results: Thirty-seven concepts with the most relevance to the field of knowledge management were extracted. There was no clear boundary among them, and they wandered. To avoid more confusion, concepts were classified according to semantic relation. Eight categories were created; each category consisted of a mother concept and several other concepts with similarity and proximity to the meaning of the original concept. Their attributes have been identified, and finally, each of them was presented in the form of a conceptual identity card.

Conclusion: Through critically reviewing the literature in this field, we were able to identify the concepts and realize their attributes. In this way, we came to a new interpretation of the concepts. At the end of the study, we concluded that some of the concepts have not been properly defined and are not properly located in the knowledge management field; also their application is uncertain.

↑ What is “already known” in this topic:

There are numerous and complex concepts in the field of knowledge management that have not been clarified, and most of them are used incorrectly. For example, in many studies, the concept of knowledge management and knowledge translation are used interchangeably, and there is no distinct boundary among concepts.

→ What this article adds:

The identified concepts were wandering. To avoid more confusion, concepts were classified according to semantic relation. Eight categories were created, including a sentinel concept and several other neighbor concepts. Their attributes have been identified, and finally, each of them was presented in the form of a conceptual identity card.

Introduction

The organization in the age of knowledge is an organization that is based on the best available knowledge and information. To succeed in today's challenging organizational environment, organizations need to learn from past mistakes rather than repeating those mistakes. This process occurs through knowledge management ( 1 , 2 ). Knowledge management (KM) is important, especially for organizations that their successes depend on the production, use, and integration of knowledge by professionals and employees. Higher education institutions are made up of experts who are knowledgeable. KM is a new field in the academic environment, and many universities are actively involved in related activities in this field ( 3 ). Conferences and seminars are taking place at the national and international levels in this regard. In the field of education, due to the need to explore the power and intellectual capital available to share experiences, this area has been very much considered ( 4 ). All knowledge production organizations such as research, development centers and higher education institutions from colleges to universities are looking for new concepts in their favorite subject. They also help create knowledge through various programs, considered as "knowledge houses" ( 5 ). So, the knowledge of the professors flows to the students and new knowledge is produced. Information is created in various forms and sources such as books, articles, dissertations, reports, and more. Knowledge management helps these institutions to enhance the capacity to collect information and knowledge and apply it to problem-solving and decision making ( 6 ). Therefore, evidence shows that any academic institution is associated with knowledge. In these institutions, the information and knowledge gained in the scientific community's core area should be disseminated for further growth ( 5 ). But, there are challenges in this direction. Studies have demonstrated that knowledge created in educational institutions is not properly stored and obtained. Most of the time, knowledge created in that system remains unknown and is considered as gray literature ( 6 ). The academic environment is considered as the knowledge houses, but if the generated knowledge in that organization is not properly organized, it will minimize its usefulness and leads to repeat activities ( 7 ). Despite the importance of knowledge management for educational systems, there is still no awareness about its development by academics. There is a need to create a culture of sharing knowledge among professors, staff and students who are still afraid of losing their knowledge through exchange and dissemination ( 8 ). The use of information communication technology and the development of advanced skills in the training of professions for the purpose of participation, communication, acquisition, recording and dissemination of knowledge are used very poorly in universities. Therefore, they need to adopt a policy in this regard ( 7 ). New educational systems are market-oriented and are becoming entrepreneurs. They should be accountable to the academic governance system. Therefore, educational institutions and academics faced with global pressures, research, and interdisciplinary subjects. In the complexity of such as global education market, there is a need for a motivating environment ( 6 ).

We mentioned the importance of knowledge management in the educational system, as well as the existence of challenges in this direction, but although much research has been done in this regard, knowledge workers, those who are willing to do research or scientific activity in this area face difficulties. The main reason for this problem is that there are numerous and complex concepts in this area that have not been clarified, and most of them are used incorrectly. For example, in many studies and even by academics, the concept of knowledge management and knowledge translation are used interchangeably, and there is no distinct boundary among concepts. On the other hand, despite the multiplicity of concepts in this field, the research that has examined all of these concepts together has not been found. Considering the importance of clarifying these concepts for utilization by users, the first step in this direction is to identify and clarify concepts associated with knowledge management. Therefore, in this study, we intend to examine the concepts and definitions related to them through a critical review method, accordingly identify their attributes, and based on the identified attributes, concepts become clear.

The result of this study can help managers, policymakers, professors, students, and researchers who after us, intend to carry out research related to the field of knowledge management.

Our methodology was based on the critical review of the literature introduced by Carnwell and Daly. The following five steps were performed; 1- detremination the scope of the review, 2- identification relevant information resources, 3-literature review, 4-writing the review,5- application of the review results in the study ( 9 ).

The review scoop was theoretical research published in the research journals. An extensive search was carried out on various databases (google scholar, PubMed, Embase, Elsevier, Scopus, Iran Medex, SID, and online libraries and dictionaries). The main keywords in the search were: knowledge management concepts, knowledge management stages, knowledge management implementation, knowledge management in higher education, and knowledge management in medical education. As a result, numerous articles were found. To restrict the search results, we set the inclusion criteria and exclusion criteria. Inclusion criteria were the studies and books related to knowledge management concepts without time limitation. Non-academic research was the exclusion criteria. The articles were examined superficially. Then the primary screening was done on the titles. So, a summary of the articles was studied and those articles that were most closely related to the concepts of knowledge management were selected to study the full text. Priority in reading was based on their relevance to study objectives and literature with more conceptual richness. A critical review was carried on publications with the purpose of clarifying the boundary among concepts. Thirty-seven concepts that were involved in the KM process were extracted. Since there were many wandering concepts in this path, in order to avoid confusion, they were examined based on semantic proximity in separate categories. Each category included a mother concept and other related concepts to it. Then by synthesizing existing definitions and evidence about each of the concepts, we tried to identify the characteristics on which they are defined. Ultimately each of the concepts was presented in the new classification based on these characteristics.

There were many wandering concepts in the field of knowledge management, in order to avoid bewilderment; concepts were examined based on semantic proximity in separate categories. Each category included a mother concept with related concepts to it. By critique and comparing the definitions and evidence about each of the concepts, their attributes were identified. Finally, based on these features, a conceptual identity card for each concept was presented. Our result presented in nine categories: knowledge Generation (knowledge acquisition, knowledge selection, knowledge building, knowledge creation, knowledge capture), Knowledge processing( knowledge synthesis, knowledge integration, knowledge refinement, knowledge tailoring, knowledge customization)knowledge storage (knowledge assimilation, knowledge package, knowledge documentation, knowledge indexing), Knowledge transfer( knowledge sharing, knowledge exchange, knowledge dissemination, knowledge publication), Knowledge capitalization( knowledge commercialization, knowledge valorization), Knowledge brokering, Knowledge utilization(, knowledge adoption, knowledge adaptation, knowledge reuse), Knowledge translation, and Knowledge management.

In the following, the conceptual identity of each of the concepts, which includes the specific features about that concept, is introduced.

Knowledge Generation : Knowledge acquisition, knowledge capture, knowledge selection, knowledge creation, knowledge building.

Knowledge acquisition attributes

Purpose: The purpose of knowledge acquisition is to enhance the organizations' competitive edge through increasing an organization’s operational knowledge base ( 10 ).

Source of obtaining knowledge: The source of obtaining knowledge is internal and external sources ( 10 ).

Type of acquired Knowledge: Type of acquired knowledge can be either tacit or explicit ( 10 ).

Activities: Activities related to knowledge acquisition are identification of knowledge, obtaining the identified knowledge, transferring the knowledge for immediately using or internalization ( 11 ).

Key point: Knowledge acquired can either be tacit or explicit but must add value to the organization ( 10 ).

Knowledge selection attributes

Purpose: The purpose of knowledge selection is Identification the knowledge according to organizational needs in internal sources, Provide knowledge at the appropriate place and by the appropriate form ( 12 ).

Source of obtaining knowledge: Knowledge is obtained from internal sources ( 12 ).

Activities: Knowledge selection activities include the following: identification of knowledge from internal sources, obtaining the identified knowledge from internal sources, transfer the knowledge for immediately using or internalization ( 12 )

Key point: Knowledge selection is the opposite point of knowledge acquisition ( 12 ).

Knowledge capturing attributes

Purpose: The purpose of knowledge capture is to maintain knowledge in order to organizational performance improvement, ensure that knowledge available is stored for future reference ( 13 ).

Form: Knowledge captured in the form of databases or manuals ( 13 ).

Knowledge creation attributes

Context: Knowledge creation occurs through the inference or discovery from knowledge sources ( 12 ).

Purpose: Creating or producing knowledge helps organizations gain a competitive advantage by providing valuable, rare, and inimitable resources ( 14 ). Utilization of complex and discontinuous events and phenomena to Confronting recognized organizational problems ( 15 ).

Activities: Knowledge selection activities include the following: control the organizational knowledge, Control the external environment, Creation knowledge from the existing basic knowledge, Transfer created knowledge for externalization or internalization ( 12 ).

Knowledge creation place: Knowledge is produced in the Research community, Professional Councils, Ministries and governmental organizational, Transfer and innovation centers, Science communities ( 16 ).

Form: Some scientists have defined knowledge creation as a process, output, and outcome ( 15 , 17 ).

Knowl edge building attributes

Context: The term knowledge building first appeared in the learning sciences literature ( 18 ).

Purpose: The purpose of knowledge creation is the creation or modification of public knowledge—knowledge that lives ‘in the world’ and is available to be worked on and used by other people. These pursuits should advance the current understanding of individuals within a group, at a level beyond their initial knowledge level, and should be directed towards advancing the understanding of what is known about that topic or idea ( 19 ).

Steps: Knowledge building consists of the following steps: creation, testing, and improvement of conceptual artifacts ( 19 ).

Requirements: It encompasses the foundational learning, sub-skills, and socio-cognitive dynamics pursued in other approaches, along with the additional benefit of movement along the trajectory to mature education ( 20 ).

Path: Knowledge building can be considered as deep constructivism that involves making a collective inquiry into a specific topic and coming to a deeper understanding through interactive questioning, dialogue, and continuous improvement of ideas. Ideas are thus the medium of operation in KB environments ( 20 ).

Key point: Knowledge building projects focus on understanding rather than on accomplishing tasks, and on collaboration rather than on controversy ( 20 ).

Knowledge processing : Knowledge filtering, knowledge synthesis, knowledge integration, knowledge refinement, knowledge customization.

Knowledge processing attributes

Context: Knowledge processing is a significant factor contributing to socioeconomic sustainability ( 21 ).It is a central problem of Artificial Intelligence ( 22 ).

Purpose: The purpose of Knowledge processing is to understand the relationship among data, information and knowledge and create knowledge structures ( 23 ).

Method: The knowledge processing method is Transformation of data into knowledge, changing the form of knowledge representation, deriving new knowledge from a given knowledge ( 23 ).

Steps: Knowledge processing consists of the following steps: Information storing, information retrieving, and information transferring ( 21 ).

Key point: Knowledge processing is known as the most important factor affecting economic and social sustainability, Derive value from knowledge processing ( 23 ).

Knowledge filtering attributes

Context: Knowledge filtering can be used to facilitate assimilation. Filtering tries to get the right knowledge to the right person at the right time) 24).

Purpose: Filtering is a tool to help people find the most valuable information so that the limited time spent on reading/listening/viewing can be spent on the most interesting and valuable documents. Filters are also used to organize and structure information ( 25 ).

Steps: Knowledge filtering consists of the following steps: Evaluate documents, and puts documents, which are interesting into its structured information database) 25).

Method: The knowledge filtering method is Manual filtering by people, using intelligent agents ( 24 ).

Main actors: Computer-based Approaches, publishers, editors, journalists ( 25 ).

Knowledge synthesis attributes

Context: Knowledge synthesis is the contextualization and integration of research findings of individual research studies within the larger body of knowledge on the topic ( 26 ).

Purpose: Most syntheses are conducted either for the purpose of knowledge support or for decision support ( 27 ).

Steps: Knowledge synthesis consists of the following steps: Stating the objectives of the research, Defining eligibility criteria for studies to be included, Identifying (all) potentially eligible studies, Applying eligibility criteria, Assembling the complete data set feasible including data extraction, quality appraisal of included studies, Analyzing this data set, and Preparing a structured report ( 28 , 29 ).

Method: Knowledge synthesis methods are Systematic review, Realist syntheses, Narrative syntheses, Meta-analyses, Meta-syntheses, Practice guidelines, Consensus conference, or expert panel ( 30 ).

Key point: A synthesis must be reproducible and transparent in its methods ( 26 ).

Knowledge integration attributes

Context: The integration of knowledge is the process of incorporating new information into a body of existing knowledge ( 31 ).

Purpose: The purpose of knowledge integration is to determine how new and existing knowledge interacts and how existing knowledge should be modified to accommodate the new information ( 31 ).

Steps: Knowledge integration consists of the following steps: Dynamic process of linking, connecting, distinguishing, organizing, and structuring ideas about scientific phenomena ( 32 ).

Knowledge refinement attributes

Context: The knowledge refinement process is implemented as part of an organization’s knowledge management efforts ( 33 ).

Purpose: The purpose of knowledge refinement is to optimize content quality ( 33 , 34 ).

Steps: Knowledge refinement refers to the process of evaluating, analyzing and optimizing the knowledge object to be stored in a repository ( 35 , 36 )

Key point: Knowledge refinement effectiveness is defined as the degree to which the refinement process produces quality knowledge ( 37 ). Knowledge refinement process should positively enhance the quality of refined knowledge ( 37 ).

Knowledge customization attributes

Context: Product customization is becoming an increasingly important strategic initiative in knowledge management. Product customization impacts the knowledge management processes of knowledge acquisition, sharing, and transfer ( 38 ).

Purpose: The purpose of customization is configuring a product or service to a buyer’s specifications ( 39 ). The relationships among sales, R&D, and production functions have to strengthen and the KM system has to support such a need ( 38 ).

Steps: Knowledge customization consists of the following steps: Collecting information about the customer, choosing options and/or creating new content, deliberately tailors content ( 40 ).

Key point: Customization emphasizes the user’s role in specifying content; customization is a highly user-driven process of tailoring ( 41 ).

Knowl edge transfer attributes

Context: The transfer of knowledge in the broadest sense refers to the flow of knowledge between and within organizations ( 42 ).

Purpose: The purpose of knowledge transfer is: decision-making, changing individual or organizational behavior, developing policies, problem-solving ( 43 ).

Perspectives about Knowledge Transfer: Health perspective, educational perspective, management perspective.

Health perspective: Use of scientific research findings to improve professional performance ( 44 ).

Educational perspective: Using generated knowledge in a specific context for another context ( 45 ).

Management perspective: utilization of the new knowledge for organizational behaviors ( 46 ).

Form: Knowledge transfer can be done in the form of formal and informal, planned, and unplanned ( 46 ). Planned and unplanned: Knowledge transfer as a process where knowledge is transmitted from one person to another in the form of planned or natural ( 47 ).

Formal and informal: Knowledge transfer as an informal way through networks and social interactions in the workplace or formal way in an organization ( 47 , 48 )

Level: Knowledge transfer is a macro process, at the organizational level ( 42 ).

Steps: Knowledge transfer consists of the following steps: SECI: Socialization, Externalization, Combination, And Internalization ( 49 ).

Areas: Knowledge transfer areas include: Transfer of research findings ( 50 ). Technology transfer ( 51 ). Transfer of learning, Organizational transfer. ( 45 ).

Key point: The concept of knowledge transfer is at the macro level, where knowledge is spreading across sectors, units, or subsets of an organization ( 42 ).

Knowledge sharing attributes

Context: Knowledge sharing is an activity that involves transferring or disseminating knowledge from a person, group, or organization to another.

Purpose: The purpose of knowledge sharing is discovering tools for accessing knowledge inside and outside of organizations with a view to creating more effective management and organizational system ( 52 ).

Level: Knowledge sharing can be At the Individual level and micro ( 53 ). Among researchers, policymakers, service providers, stakeholders ( 54 ).

Activities: Sharing of knowledge is entirely conscious, with a person's desire, without any obligation ( 53 ).

Place for sharing Sharing of knowledge occurs at Conferences, social media, Media relation, Scholarly collaboration networks, Journal publication ( 55 )

Direction: It is a Mono directional process: A person's knowledge transforms into a form that can be understood, absorbed, and used by others. Bidirectional: Share information, ideas, suggestions and related organizational expertise with each other ( 56 ).

Key point: Common purpose and shared experiences between individuals, and Communication with others are taking place ( 56 ).

Kn owledge exchange attributes

Context: In the exchange of knowledge, collaborative problem solving between researchers and decision-makers takes place ( 54 ).

Purpose: The exchange of knowledge is to increase the effectiveness of networks and teams in complex environments ( 54 ). The exchange of knowledge to create new knowledge ( 57 ).

Form: Knowledge exchange is an active process: Researchers make knowledge available to users, and users also transfer knowledge to researchers. It Includes knowledge sharing (what employees give to others) and knowledge search (employees are seeking knowledge from others). ( 57 ).

Direction: There are bidirectional relations between researchers or knowledge producers and users.)58).

Key point: The interactions between researchers and decision-makers take place ( 57 ).

Knowledge dissemination attributes

Means for dissemination: Knowledge can be disseminated through articles, journals, conference lectures and other outputs ( 59 ).

The type of dissemination: Dissemination of knowledge is in the form of Knowledge, interventions and existing or recent methods ( 59 )

Direction: It is mono-directional, from the top to the bottom and from the expert ( 59 ).

Form: Knowledge dissemination is a planned process ( 59 ).

Knowledge publication attribute

Con text: One of the major academic duties to share their findings, and to interact with their peers and the general populace, via literal publication ( 60 ).

Purpose: The purpose of the publication is the Making-public of new knowledge ( 60 ).

Steps: Knowledge publication includes the following steps: Find the right journal, prepare the paper, and submit the paper ( 55 ).

Form: The publication of knowledge is in the form of Letter, rapid or short communications, Review papers, Full articles, Research elements (data, software, methods, Citable articles, in brief) ( 55 )

Key point: The publication is related to academic journals ( 55 ).

Knowledge Brokering

Knowledge brokering attributes.

Context: Knowledge brokering is one of the human forces behind knowledge transfer. It is a dynamic activity that goes well beyond the standard notion of transfer as a collection of activities that helps move information from a source to a recipient ( 61 ).

Purpose: Brokering focuses on identifying and bringing together people interested in an issue, people who can help each other develop evidence-based solutions. It helps build relationships and networks for sharing existing research and ideas and stimulating new work.” ( 62 ). Knowledge brokering encompasses a wide range of processes and practices that aim at establishing relationships and facilitating effective knowledge sharing and exchange ( 61 ).

Form: Knowledge brokering takes place as either formal or informal activities ( 61 ).

Type: Types of knowledge brokers are: Information Intermediary (Help Access to knowledge), Knowledge Intermediary (Help Understand and apply the knowledge), Knowledge Brokering (Help use of knowledge in decision making), Innovation Brokering (Changing Context). ( 61 )

Activities: Knowledge brokering activities are: uncovering the needs, ideas, activities, and processes of different knowledge environments in order to identify the best research, practices and tools that research partners need to capture, transfer, exchange and collaborate around knowledge ( 61 ).

Key point: It engages with obstacles that block the transfer of research into practice ( 61 ).

Knowledge storing: Knowledge assimilation, knowledge package, knowledge indexing, knowledge documentation.

Knowledge storage attributes

Context: Knowledge can be viewed as an item to be stored for future usage ( 34 ).

Purpose: Knowledge storage is In order to facilitate the assimilation of knowledge ( 63 ).

Type: Knowledge is stored in the form of individual and organizational knowledge, soft or hardstyle recording and retention ( 49 , 64 )

Form: Knowledge store as the form of documents, rules, cases, and diagrams ( 65 )

Method: Technical infrastructure such as modern informational hardware and software, human processes are necessary for storing knowledge ( 49 ).

Steps: Knowledge storage steps are: identify the knowledge in an organization, convert the identified knowledge to code, and index the identified knowledge for later retrieval ( 49 , 64 ).

Knowledge assimilation attributes

Context: A critical aspect of knowledge management is that of assimilation ( 66 , 67 ).

Purpose: 1. To take in and incorporate as one’s own; absorb 2. To bring into conformity with the customs, attitudes, etc. of a group 3. To convert to substances suitable for incorporation.

Steps: Knowledge assimilation steps are: Storage, massaged, organized, integrate, filtered, navigate ( 66 , 67 ).

Key point: Knowledge can be captured or created, but until it is assimilated it is not likely to receive extensive use ( 64 ).

Knowledge package attributes

Purposes : The purpose of the knowledge package is culling, cleaning and polishing, structuring, formatting, and/or indexing documents against a classification scheme ( 68 ).

Activities: Knowledge package activities include Authoring knowledge content, codifying knowledge into “knowledge objects” by adding context, developing local knowledge into “boundary objects” by deleting context, filtering and pruning content, and developing classification schemes ( 68 ).

Knowledge indexing attributes

Context: Knowledge index is to provide a summary about subject content; Indexing activity should be done as a pre analyzing process ( 69 ).

Purpose: The purpose of indexing is: organizing the Information in order to effectively use of information ( 70 ).

Steps: Knowledge index steps are: Review of documentation and establishment of subject matter, identify the core concept in documents, Referencing selected concepts by the terms of the indexing language ( 71 ).

Main actors: Librarian and intermediaries are the main actors for indexing of knowledge ( 71 ).

Knowle dge documentation attributes

Context: Preservation and documentation are ways to ensure the future existence of indigenous knowledge, which today is under threat of extinction ( 72 ). Facilitating re¬trieval knowledge is to take place from an organized data set (WIPO, 2016).

Purpose: The aim of documentation is to ensure the maintenance, use, and development of knowledge by present and future generations of peoples and communities ( 73 ).

Steps: Knowledge documentation steps are Knowledge identification, Knowledge fixation, and Knowledge classification ( 73 ).

Methods: The methods for documentation are Paper files, digital databases, archives, or libraries ( 73 ).

Main actors: Librarian and information professionals are the main actors for knowledge documentation ( 74 ).

Knowledge transfer : Knowledge sharing, knowledge exchange, knowledge dissemination, knowledge publication.

Knowledge capitalization : Knowledge commercialization, knowledge valorization.

Knowledge capitalization attributes

Context: Knowledge capitalization is the most important part of KM ( 75 ).

Purpose: It aims at building organizational memories that represent several views on expertise or activity (75.)

Activities: Capitalization is the process by which members of the community can identify, locate, model, store, access, use/reuse, share, update, and know-how to communicate the knowledge of the community ( 75 ).

Steps: Knowledge capitalization steps are: Knowledge extraction and formalization, Knowledge sharing, Knowledge reuse and appropriation, Memory evolution ( 75 ).

Form: Knowledge capitalization happens in the form of: Knowledge locate (identifying, localizing, characterizing, mapping, estimating, prioritizing), knowledge preserve (acquiring, modeling, formalizing, conserving), knowledge enhanced (accessing, disseminating, sharing, using more effectively, combining, and creating), knowledge actualized (appraising, updating, standardizing, enriching, knowledge managed (elaborate a vision: promote, inform, train, facilitate, organize, coordinate, encourage, motivate, measure, and follow up) ( 76 ).

Knowledge commercialization attributes

Context: Commercialization of knowledge is the Third mission of the university, Transfer of knowledge to industry ( 77 ).

Purpose: The purpose of commercialization is: Decrease independency to the public sector, Make commercial profit ( 78 ).

Direction: At the commercialization level Corporation between education and industry, dynamic improvement of production, and the economy system is taking place ( 78 ).

Steps: Knowledge commercialization steps include flowing: Idea generation, Idea evaluation, Idea development, Commercial analysis of the product, Market assessing, Commercialization ( 79 ).

Key point: Commercialization is not a linear process; it is a complex process ( 79 ).

Knowledge valorization attributes

Context: Valorization is a word of French origin translated as a “surplus value”. Valorization was framed in the context of the discourse of academic capitalism ( 80 ).

Purpose: The purpose of valorization is to transfer knowledge from one part to another for economic benefit” ( 81 ).

Path: The process of knowledge valorization is a long route that starts at universities ( 81 ). Valorization not only contributes to the availability of the results of academic research beyond academia but also involves the co-production of knowledge by academics and representatives of business ( 80 ).

Types: Types of valorization are societal (social) and economic ( 81 ).

Main actors: “Valorization is a cooperation between higher education institutions, government, and business players to agree on targeted investments in a number of key areas of regional innovation” ( 82 ).

Steps: Knowledge valorization steps are: Knowledge acquisition; amassing the relevant internal and external information required for the transfer of knowledge is collected and quickly deploying this information to its potential users, Knowledge processing; assess the market value of the relevant research and package the knowledge with market potential for business requirements, Knowledge dissemination; delivering of the knowledge package to business and assisting in the technology deployment ( 83 ).

Areas: Knowledge valorization areas include: education, Cooperation, contract research, R&D cooperation, and knowledge, and technology transfer, “entrepreneurship, “the production of successful high-tech start-ups” ( 84 ).

Key point: Knowledge-Economy Index which takes into account whether the environment is conducive for knowledge to be used effectively for economic development and Knowledge Index which measures a country’s ability to generate, adapt and diffuse knowledge ( 52 ). Valorization is broader than commercialization that is focused primarily on making a commercial profit ( 80 ).

Knowledge utilization: Knowledge adoption, knowledge adaptation, knowledge reuse.

Knowledge adoption attributes

Context: The adoption of knowledge is carried out in the field of innovation ( 46 ).

Purpose: Adoption is taking place in order to decision making about accept or refuse of innovation ( 46 ).

Steps: Knowledge adoption steps include: awareness about new knowledge, attitude formation, and decision about accept or refuse of innovation or new knowledge, implement a new idea or confirm accepted decision ( 46 ).

Key point: User motivation for use or rejection, resistance rate about new knowledge, consistency to the policy is determining factors in the knowledge adoption process ( 85 ).

Knowledge adaptation attributes

Context: The adaptation of knowledge is related to the results of the research, and this step is critical to the success of the knowledge transfer process ( 86 , 87 ).

Purpose: The goal is to make the results accessible and understandable by the users ( 86 , 87 ).

Key point: This step affects the user's decision to accept the knowledge generated by the researchers. Also, the availability of research results does not necessarily guarantee acceptance and use by users. Many authors have argued that the form of presentation of research results can be a motivation or obstacle to accepting knowledge in the educational community ( 87 ).

Knowledge reuse attributes

Context: It is a central issue for companies in order to avoid reinventing the wheel over and over again ( 89 ). The effective reuse of knowledge is arguably a more frequent organizational concern and one that is clearly related to organizational effectiveness ( 89 ).

Purpose: Knowledge reuse is taking place for sharing best practices or helping others solve common technical problems ( 88 ).

Steps: Knowledge reuse steps include: Capturing or documenting knowledge, packaging knowledge for reuse, Distributing or disseminating knowledge (providing people with access to it), and Reusing knowledge ( 35 ).

Activities: Knowledge reuse activities are followings: recall (that information has been stored, in what location, under what index or classification scheme) and recognition (that the information meets the users’ needs), as well as actually applying the knowledge ( 90 ).

Agent: There are three major roles in the knowledge reuse process: knowledge producer—the originator and documenter of knowledge, who records explicit knowledge or makes tacit knowledge explicit, knowledge intermediary—who prepares knowledge for reuse by eliciting it, indexing it, summarizing it, sanitizing it, packaging it, and who performs various roles in dissemination and facilitation, and knowledge consumer—the knowledge reuser, who retrieves the knowledge content and applies it in some way ( 91 ).

Key point: Successful knowledge transfer or reuse requires a complete solution. It is not just a matter of providing access to information technology and repositories. It also means careful attention to the design of incentives for contributing to and using repositories and to the roles of intermediaries to develop and maintain repositories and to facilitate the process of reuse ( 89 ).

Knowledge translation attributes

Context: The translation is the process of putting research findings and the products of research into the hands of key audiences. It is the art of weaving together processes of research and practice ( 92 ).

Purpose: Knowledge Translation is impact-oriented- the overarching goal of KT is to improve systems, practices, and ultimately lead to better outcomes ( 93 ).

Activity: Knowledge Translation includes multiple activities- Researchers need to go beyond mere dissemination and publication of results to multiple engagements to effect knowledge uptake ( 93 ).

Direction: Knowledge translation is a nonlinear process- it is also a complex process with multiple players, it also needs multidirectional communications ( 93 ).

Agent: Knowledge translation is an interactive process- the interactions between knowledge producers and knowledge users should be continuous. KT requires ongoing collaborations among relevant parties- collaboration, relationships, and trust among parties ( 92 ).

Steps: Knowledge translation includes all steps between the creation of new knowledge and its application ( 93 ).

Key point: It emphasizes the use of research-generated knowledge ( 93 ).

Knowledge management attributes

Context: Knowledge management is the process of transferring information and intellectual assets to a stable value. And it is related to making knowledge suitable for the correct processor, such as a human being or a computer, at the right time and at the right cost ( 94 ).

Purpose: The purpose of knowledge management is to create the knowledge that can be used by more than one person, for example, for the organization as a whole, or sharing knowledge between its members ( 94 ). Help to promote the use and sharing of data and information in decision making ( 95 ).

Activity: Knowledge management involves planning, organizing, and controlling individuals, processes, and systems to ensure that knowledge capital is promoted and applied effectively ( 33 ).

Type: Knowledge management has multidisciplinary nature, which includes: organizational science, cognitive science, information technology, linguistics, technical writing, ethnology and sociology, teaching, Communication studies, collaborative technologies such as computer-based collaborative activities, intranets, extranets, portals, and other network technologies ( 96 ).

Path: Under the knowledge management, the information becomes applicable to the knowledge and is applicable to the people who can use it ( 97 ).

Steps: Knowledge management steps involve: obtaining, organizing, managing, and disseminating knowledge in an organization in order to perform tasks faster, reuse best practices, and reduce costs twice ( 49 ). The process of finding, selecting, organizing, importing, and providing information in order to help raise the understanding of employees in a particular area ( 98 ).

Form: Knowledge management has two main aspects: knowledge as an obvious concern that reflects on organizational strategies, policies, and practices. On the other hand, it takes into account the relationships between intellectual capital (both apparently recorded and implicit in the form of personal knowledge) and Positive business results ( 99 ).

Studies have examined one or a few concepts in the field of knowledge management. Through this study, we were able to investigate all of the concepts related to knowledge management as far as possible. By criticizing and comparing the evidence and definitions relating to them, based on semantic proximity, we divided them into related categories and, clarify the boundary among them. We realized that many concepts had not found their appropriate place in the KM process, and there are no proper definitions of them. Therefore, it is necessary to redefine some of the concepts and the correct placement in the structure and operation of knowledge management. We can use the results of this study as the basis and the first step in developing a comprehensive model that includes all the concepts related to knowledge management and for determining the relationship among them and with other educational development concepts.

This study aimed to clarify the concepts in the knowledge management area. Through critically reviewing the literature in this field, we were able to identify the concepts and realize their attributes. Therefore, we came to a new interpretation of the concepts. At the end of the study, we concluded that some of the concepts have not been properly defined and are not properly located in the knowledge management field, and their application is uncertain. Regarding the identified gaps, there is a need to comprehensively study that consider all of these in the direction of knowledge management, show their application in a comprehensive model and, if necessary, redefined them, such as study can complement our work.

Acknowledgment

This article is a part of the dissertation entitled Educational Development with Approach on Knowledge Management. The authors would like to appreciate everyone who assisted them in this research.

Conflict of Interests

The authors declare that they have no competing interests.

Cite this article as: Yazdani Sh, Bayazidi S, Mafi AA. The current understanding of knowledge management concepts: A critical review. Med J Islam Repub Iran. 2020 (28 p);34:127. https://doi.org/10.34171/mjiri.34.127

Conflicts of Interest: None declared

Funding: None

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• Academic Writing

What is a Research Paper?

• Steps in Writing a Research Paper
• Critical Reading and Writing
• Punctuation
• Writing Exercises
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"Research paper." What image comes into mind as you hear those words: working with stacks of articles and books, hunting the "treasure" of others' thoughts? Whatever image you create, it's a sure bet that you're envisioning sources of information--articles, books, people, artworks. Yet a research paper is more than the sum of your sources, more than a collection of different pieces of information about a topic, and more than a review of the literature in a field. A research paper analyzes a perspective argues a point . Regardless of the type of research paper you are writing, your finished research paper should present your own thinking backed up by others' ideas and information.

To draw a parallel, a lawyer researches and reads about many cases and uses them to support his or her own case. A scientist reads many case studies to support an idea about a scientific principle. In the same way, a history student writing about the Vietnam War might read newspaper articles and books and interview veterans to develop and/or confirm a viewpoint and support it with evidence.

A research paper is an expanded essay that presents your own interpretation or evaluation or argument. When you write an essay, you use everything that you personally know and have thought about a subject. When you write a research paper you build upon what you know about the subject and make a deliberate attempt to find out what experts know. A research paper involves surveying a field of knowledge in order to find the best possible information in that field. And that survey can be orderly and focused, if you know how to approach it. Don't worry--you won't get lost in a sea of sources.

In fact, this guide is designed to help you navigate the research voyage, through developing a research question and thesis, doing the research, writing the paper, and correctly documenting your sources.

Need Assistance?

If you would like assistance with any type of writing assignment, learning coaches are available to assist you. Please contact Academic Support by emailing [email protected].

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Academic Integrity at MIT

A handbook for students, search form, what is common knowledge.

You may have heard people say that you do not have to cite your source when the information you include is “common knowledge.” But what is common knowledge?

Broadly speaking, common knowledge refers to information that the average, educated reader would accept as reliable without having to look it up. This includes:

• Information that most people know , such as that water freezes at 32 degrees Fahrenheit or that Barack Obama was the first American of mixed race to be elected president.
• Information shared by a cultural or national group , such as the names of famous heroes or events in the nation’s history that are remembered and celebrated.
• Knowledge shared by members of a certain field , such as the fact that the necessary condition for diffraction of radiation of wavelength from a crystalline solid is given by Bragg’s law.
• However, what may be common knowledge in one culture, nation, academic discipline or peer group may not be common knowledge in another.

How do I determine if the information I am using is common knowledge?

To help you decide whether information can be considered common knowledge, ask yourself:

Who is my audience?

What can I assume they already know?

Will I be asked where I obtained my information?

Some examples:

A description of the symptoms of Asperger’s Syndrome would need to be cited for a composition in a general writing class but probably not need citation for an audience of graduate students in psychology.

A reference to the practice of fair value accounting would be understood by a group of economists, but would need citation to an audience of non-experts.

A statement reporting that 24% of children under the age of 18 live in   households headed by single mothers would need to be cited.  This is information that would not be known to the average reader, who would want to know where the figure was obtained.

The best advice is: When in doubt, cite your source.

Which of the following statements would be considered common knowledge  which would need to be cited.

The Big Bang theory posits that the universe began billions of years ago with an enormous explosion.

The phrase “Big Bang” was coined by Sir Fred Hoyle, an English astronomer.  Hoyle used the term to mock the theory, which he disagreed with.

According to the Big Bang model, the initial explosion was produced when an infinitely hot, dense center referred to as a singularity, began to expand, giving rise to the particles that eventually formed into our universe.

• Statement #1 is common knowledge – the Big Bang theory is widely accepted among scientists and the term is used regularly in everyday speech.
• Statement #2 needs citation; this information is very specific and may even be unknown to some physicists.
• Statement #3 would not need citation to an audience of physics students but would need citation in a paper for a non-expert audience.

What is not Common Knowledge?

Datasets generated by you or others.

Statistics obtained from sources such as the US Census Bureau and the Bureau of Labor Statistics.

References to studies done by others.

Reference to specific dates, numbers, or facts the reader would not know unless s/he had done the research.

Examples of statements that need citation - each refers to work done by others, statistics, or specific information that would not be known by the average reader:

Researchers have found that dispersants utilized to clean up oil spills can lead to lung damage when airborne particles of these dispersants combine with crude oil and are inhaled.

(Source: Wang, H., Shi, YL, Major, D. and Yang, HL (2012, August).  Lung epithelial cell death induced by oil-dispersant mixtures. Toxicology in Vitro, 26, 5, 746-751.  doi: 10.1016/j.tiv.2012.03.011)

A recent study done by scholars at the Brookings Institute found that the number of people living in poverty in America grew by 12.3 million between 2000 and 2010, so that by the end of 2010, 15% of the population was living under the poverty line.

(Source:  Kneebone, E., C. Nadeau and Berube, A.  (2011, November 3).  The re-emergence of concentrated poverty:  metropolitan trends in the 2000s.  Brookings Metropolitan Opportunity Series. Retrieved from http://www.brookings.edu/research/papers/2011/11/03-poverty-kneebone-nadeau-berube .)

The energy of mixing per site for a binary polymer blend with differing degrees of polymerization can be described through the Flory-Huggins equation.

(Source:  Flory, P.J. (1953).  Principles of Polymer Chemistry.  Ithaca, NY: Cornell University Press.)

Note: This equation is specific to the thermodynamics of macromolecular structures and would not be considered common knowledge by many scientists or engineers. For these reasons, they need to be cited.

Reference management. Clean and simple.

What is a research paper?

A research paper is a paper that makes an argument about a topic based on research and analysis.

Any paper requiring the writer to research a particular topic is a research paper. Unlike essays, which are often based largely on opinion and are written from the author's point of view, research papers are based in fact.

A research paper requires you to form an opinion on a topic, research and gain expert knowledge on that topic, and then back up your own opinions and assertions with facts found through your thorough research.

➡️ Read more about  different types of research papers .

What is the difference between a research paper and a thesis?

A thesis is a large paper, or multi-chapter work, based on a topic relating to your field of study.

A thesis is a document students of higher education write to obtain an academic degree or qualification. Usually, it is longer than a research paper and takes multiple years to complete.

Generally associated with graduate/postgraduate studies, it is carried out under the supervision of a professor or other academic of the university.

A major difference between a research paper and a thesis is that:

• a research paper presents certain facts that have already been researched and explained by others
• a thesis starts with a certain scholarly question or statement, which then leads to further research and new findings

This means that a thesis requires the author to input original work and their own findings in a certain field, whereas the research paper can be completed with extensive research only.

➡️ Getting ready to start a research paper or thesis? Take a look at our guides on how to start a research paper or how to come up with a topic for your thesis .

Frequently Asked Questions about research papers

Take a look at this list of the top 21 Free Online Journal and Research Databases , such as ScienceOpen , Directory of Open Access Journals , ERIC , and many more.

Mason Porter, Professor at UCLA, explains in this forum post the main reasons to write a research paper:

• To create new knowledge and disseminate it.
• To teach science and how to write about it in an academic style.
• Some practical benefits: prestige, establishing credentials, requirements for grants or to help one get a future grant proposal, and so on.

Generally, people involved in the academia. Research papers are mostly written by higher education students and professional researchers.

Yes, a research paper is the same as a scientific paper. Both papers have the same purpose and format.

A major difference between a research paper and a thesis is that the former presents certain facts that have already been researched and explained by others, whereas the latter starts with a certain scholarly question or statement, which then leads to further research and new findings.

Related Articles

• USC Libraries
• Research Guides

Organizing Your Social Sciences Research Paper

• 4. The Introduction
• Purpose of Guide
• Design Flaws to Avoid
• Independent and Dependent Variables
• Glossary of Research Terms
• Reading Research Effectively
• Narrowing a Topic Idea
• Broadening a Topic Idea
• Extending the Timeliness of a Topic Idea
• Academic Writing Style
• Applying Critical Thinking
• Choosing a Title
• Making an Outline
• Paragraph Development
• Research Process Video Series
• Executive Summary
• The C.A.R.S. Model
• Background Information
• The Research Problem/Question
• Theoretical Framework
• Citation Tracking
• Content Alert Services
• Evaluating Sources
• Primary Sources
• Secondary Sources
• Tiertiary Sources
• Scholarly vs. Popular Publications
• Qualitative Methods
• Quantitative Methods
• Insiderness
• Using Non-Textual Elements
• Limitations of the Study
• Common Grammar Mistakes
• Writing Concisely
• Avoiding Plagiarism
• Footnotes or Endnotes?
• Further Readings
• Generative AI and Writing
• USC Libraries Tutorials and Other Guides
• Bibliography

The introduction leads the reader from a general subject area to a particular topic of inquiry. It establishes the scope, context, and significance of the research being conducted by summarizing current understanding and background information about the topic, stating the purpose of the work in the form of the research problem supported by a hypothesis or a set of questions, explaining briefly the methodological approach used to examine the research problem, highlighting the potential outcomes your study can reveal, and outlining the remaining structure and organization of the paper.

Key Elements of the Research Proposal. Prepared under the direction of the Superintendent and by the 2010 Curriculum Design and Writing Team. Baltimore County Public Schools.

Importance of a Good Introduction

Think of the introduction as a mental road map that must answer for the reader these four questions:

• What was I studying?
• Why was this topic important to investigate?
• What did we know about this topic before I did this study?
• How will this study advance new knowledge or new ways of understanding?

According to Reyes, there are three overarching goals of a good introduction: 1) ensure that you summarize prior studies about the topic in a manner that lays a foundation for understanding the research problem; 2) explain how your study specifically addresses gaps in the literature, insufficient consideration of the topic, or other deficiency in the literature; and, 3) note the broader theoretical, empirical, and/or policy contributions and implications of your research.

A well-written introduction is important because, quite simply, you never get a second chance to make a good first impression. The opening paragraphs of your paper will provide your readers with their initial impressions about the logic of your argument, your writing style, the overall quality of your research, and, ultimately, the validity of your findings and conclusions. A vague, disorganized, or error-filled introduction will create a negative impression, whereas, a concise, engaging, and well-written introduction will lead your readers to think highly of your analytical skills, your writing style, and your research approach. All introductions should conclude with a brief paragraph that describes the organization of the rest of the paper.

Hirano, Eliana. “Research Article Introductions in English for Specific Purposes: A Comparison between Brazilian, Portuguese, and English.” English for Specific Purposes 28 (October 2009): 240-250; Samraj, B. “Introductions in Research Articles: Variations Across Disciplines.” English for Specific Purposes 21 (2002): 1–17; Introductions. The Writing Center. University of North Carolina; “Writing Introductions.” In Good Essay Writing: A Social Sciences Guide. Peter Redman. 4th edition. (London: Sage, 2011), pp. 63-70; Reyes, Victoria. Demystifying the Journal Article. Inside Higher Education.

Structure and Writing Style

I.  Structure and Approach

The introduction is the broad beginning of the paper that answers three important questions for the reader:

• What is this?
• Why should I read it?
• What do you want me to think about / consider doing / react to?

Think of the structure of the introduction as an inverted triangle of information that lays a foundation for understanding the research problem. Organize the information so as to present the more general aspects of the topic early in the introduction, then narrow your analysis to more specific topical information that provides context, finally arriving at your research problem and the rationale for studying it [often written as a series of key questions to be addressed or framed as a hypothesis or set of assumptions to be tested] and, whenever possible, a description of the potential outcomes your study can reveal.

These are general phases associated with writing an introduction: 1.  Establish an area to research by:

• Highlighting the importance of the topic, and/or
• Making general statements about the topic, and/or
• Presenting an overview on current research on the subject.

2.  Identify a research niche by:

• Opposing an existing assumption, and/or
• Revealing a gap in existing research, and/or
• Formulating a research question or problem, and/or
• Continuing a disciplinary tradition.

3.  Place your research within the research niche by:

• Stating the intent of your study,
• Outlining the key characteristics of your study,
• Describing important results, and
• Giving a brief overview of the structure of the paper.

NOTE:   It is often useful to review the introduction late in the writing process. This is appropriate because outcomes are unknown until you've completed the study. After you complete writing the body of the paper, go back and review introductory descriptions of the structure of the paper, the method of data gathering, the reporting and analysis of results, and the conclusion. Reviewing and, if necessary, rewriting the introduction ensures that it correctly matches the overall structure of your final paper.

II.  Delimitations of the Study

Delimitations refer to those characteristics that limit the scope and define the conceptual boundaries of your research . This is determined by the conscious exclusionary and inclusionary decisions you make about how to investigate the research problem. In other words, not only should you tell the reader what it is you are studying and why, but you must also acknowledge why you rejected alternative approaches that could have been used to examine the topic.

Obviously, the first limiting step was the choice of research problem itself. However, implicit are other, related problems that could have been chosen but were rejected. These should be noted in the conclusion of your introduction. For example, a delimitating statement could read, "Although many factors can be understood to impact the likelihood young people will vote, this study will focus on socioeconomic factors related to the need to work full-time while in school." The point is not to document every possible delimiting factor, but to highlight why previously researched issues related to the topic were not addressed.

Examples of delimitating choices would be:

• The key aims and objectives of your study,
• The research questions that you address,
• The variables of interest [i.e., the various factors and features of the phenomenon being studied],
• The method(s) of investigation,
• The time period your study covers, and
• Any relevant alternative theoretical frameworks that could have been adopted.

Review each of these decisions. Not only do you clearly establish what you intend to accomplish in your research, but you should also include a declaration of what the study does not intend to cover. In the latter case, your exclusionary decisions should be based upon criteria understood as, "not interesting"; "not directly relevant"; “too problematic because..."; "not feasible," and the like. Make this reasoning explicit!

NOTE:   Delimitations refer to the initial choices made about the broader, overall design of your study and should not be confused with documenting the limitations of your study discovered after the research has been completed.

ANOTHER NOTE : Do not view delimitating statements as admitting to an inherent failing or shortcoming in your research. They are an accepted element of academic writing intended to keep the reader focused on the research problem by explicitly defining the conceptual boundaries and scope of your study. It addresses any critical questions in the reader's mind of, "Why the hell didn't the author examine this?"

III.  The Narrative Flow

Issues to keep in mind that will help the narrative flow in your introduction :

• Your introduction should clearly identify the subject area of interest . A simple strategy to follow is to use key words from your title in the first few sentences of the introduction. This will help focus the introduction on the topic at the appropriate level and ensures that you get to the subject matter quickly without losing focus, or discussing information that is too general.
• Establish context by providing a brief and balanced review of the pertinent published literature that is available on the subject. The key is to summarize for the reader what is known about the specific research problem before you did your analysis. This part of your introduction should not represent a comprehensive literature review--that comes next. It consists of a general review of the important, foundational research literature [with citations] that establishes a foundation for understanding key elements of the research problem. See the drop-down menu under this tab for " Background Information " regarding types of contexts.
• Clearly state the hypothesis that you investigated . When you are first learning to write in this format it is okay, and actually preferable, to use a past statement like, "The purpose of this study was to...." or "We investigated three possible mechanisms to explain the...."
• Why did you choose this kind of research study or design? Provide a clear statement of the rationale for your approach to the problem studied. This will usually follow your statement of purpose in the last paragraph of the introduction.

IV.  Engaging the Reader

A research problem in the social sciences can come across as dry and uninteresting to anyone unfamiliar with the topic . Therefore, one of the goals of your introduction is to make readers want to read your paper. Here are several strategies you can use to grab the reader's attention:

• Open with a compelling story . Almost all research problems in the social sciences, no matter how obscure or esoteric , are really about the lives of people. Telling a story that humanizes an issue can help illuminate the significance of the problem and help the reader empathize with those affected by the condition being studied.
• Include a strong quotation or a vivid, perhaps unexpected, anecdote . During your review of the literature, make note of any quotes or anecdotes that grab your attention because they can used in your introduction to highlight the research problem in a captivating way.
• Pose a provocative or thought-provoking question . Your research problem should be framed by a set of questions to be addressed or hypotheses to be tested. However, a provocative question can be presented in the beginning of your introduction that challenges an existing assumption or compels the reader to consider an alternative viewpoint that helps establish the significance of your study. 
• Describe a puzzling scenario or incongruity . This involves highlighting an interesting quandary concerning the research problem or describing contradictory findings from prior studies about a topic. Posing what is essentially an unresolved intellectual riddle about the problem can engage the reader's interest in the study.
• Cite a stirring example or case study that illustrates why the research problem is important . Draw upon the findings of others to demonstrate the significance of the problem and to describe how your study builds upon or offers alternatives ways of investigating this prior research.

NOTE:   It is important that you choose only one of the suggested strategies for engaging your readers. This avoids giving an impression that your paper is more flash than substance and does not distract from the substance of your study.

Freedman, Leora  and Jerry Plotnick. Introductions and Conclusions. University College Writing Centre. University of Toronto; Introduction. The Structure, Format, Content, and Style of a Journal-Style Scientific Paper. Department of Biology. Bates College; Introductions. The Writing Center. University of North Carolina; Introductions. The Writer’s Handbook. Writing Center. University of Wisconsin, Madison; Introductions, Body Paragraphs, and Conclusions for an Argument Paper. The Writing Lab and The OWL. Purdue University; “Writing Introductions.” In Good Essay Writing: A Social Sciences Guide . Peter Redman. 4th edition. (London: Sage, 2011), pp. 63-70; Resources for Writers: Introduction Strategies. Program in Writing and Humanistic Studies. Massachusetts Institute of Technology; Sharpling, Gerald. Writing an Introduction. Centre for Applied Linguistics, University of Warwick; Samraj, B. “Introductions in Research Articles: Variations Across Disciplines.” English for Specific Purposes 21 (2002): 1–17; Swales, John and Christine B. Feak. Academic Writing for Graduate Students: Essential Skills and Tasks . 2nd edition. Ann Arbor, MI: University of Michigan Press, 2004 ; Writing Your Introduction. Department of English Writing Guide. George Mason University.

Writing Tip

Avoid the "Dictionary" Introduction

Giving the dictionary definition of words related to the research problem may appear appropriate because it is important to define specific terminology that readers may be unfamiliar with. However, anyone can look a word up in the dictionary and a general dictionary is not a particularly authoritative source because it doesn't take into account the context of your topic and doesn't offer particularly detailed information. Also, placed in the context of a particular discipline, a term or concept may have a different meaning than what is found in a general dictionary. If you feel that you must seek out an authoritative definition, use a subject specific dictionary or encyclopedia [e.g., if you are a sociology student, search for dictionaries of sociology]. A good database for obtaining definitive definitions of concepts or terms is Credo Reference .

Saba, Robert. The College Research Paper. Florida International University; Introductions. The Writing Center. University of North Carolina.

Another Writing Tip

When Do I Begin?

A common question asked at the start of any paper is, "Where should I begin?" An equally important question to ask yourself is, "When do I begin?" Research problems in the social sciences rarely rest in isolation from history. Therefore, it is important to lay a foundation for understanding the historical context underpinning the research problem. However, this information should be brief and succinct and begin at a point in time that illustrates the study's overall importance. For example, a study that investigates coffee cultivation and export in West Africa as a key stimulus for local economic growth needs to describe the beginning of exporting coffee in the region and establishing why economic growth is important. You do not need to give a long historical explanation about coffee exports in Africa. If a research problem requires a substantial exploration of the historical context, do this in the literature review section. In your introduction, make note of this as part of the "roadmap" [see below] that you use to describe the organization of your paper.

Introductions. The Writing Center. University of North Carolina; “Writing Introductions.” In Good Essay Writing: A Social Sciences Guide . Peter Redman. 4th edition. (London: Sage, 2011), pp. 63-70.

Yet Another Writing Tip

Always End with a Roadmap

The final paragraph or sentences of your introduction should forecast your main arguments and conclusions and provide a brief description of the rest of the paper [the "roadmap"] that let's the reader know where you are going and what to expect. A roadmap is important because it helps the reader place the research problem within the context of their own perspectives about the topic. In addition, concluding your introduction with an explicit roadmap tells the reader that you have a clear understanding of the structural purpose of your paper. In this way, the roadmap acts as a type of promise to yourself and to your readers that you will follow a consistent and coherent approach to addressing the topic of inquiry. Refer to it often to help keep your writing focused and organized.

Cassuto, Leonard. “On the Dissertation: How to Write the Introduction.” The Chronicle of Higher Education , May 28, 2018; Radich, Michael. A Student's Guide to Writing in East Asian Studies . (Cambridge, MA: Harvard University Writing n. d.), pp. 35-37.

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