This paper describes our evaluation of whether participants perceive that theyhave developed new tacit knowledge during a New Product Development simulation.We assess this by asking the participants their key lessons learnt during theexercise, followed by the perceived level of ‘tacitness' of those lessons. Wefind that participants do not perceive these lessons learnt to be tacit. Asecond questionnaire finds that participants believe that the practicalexperience gained during the simulation would improve the performance of asubsequent project, but that extended classroom teaching would not. Thisdiscrepancy is thought to highlight the lack of a suitable measure fortacitness. Future studies should focus on experience variables rather thancodification variables when assessing the development of tacit knowledge inteaching activitie
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