This activities will involve the detachment of the knowledge from one context to another, carrying out the transfer process and the finally making sure the knowledge is applicable in this new current context. Therefore, different educational institutions or parties within a single institution may be at different contexts in terms of the knowledge they contain in different formats. This therefore may affect the way this knowledge is share across the parties involved hence need for detachment of knowledge from one context to another. However, ambiguity may arise when it becomes difficult in relating effects and consequences of the phenomenon or knowledge to the initial state.
Therefore, with the advantages involved in detachment of knowledge from its original context for it to be shared leas to an increase in ambiguity. The reason associated with the detachment of knowledge into the appropriate context enables a complete understanding of the knowledge and limitation of resources. Therefore the transfer of knowledge among educational institutions have to be put in a common context and parties involved should be aware of the ambiguities that may arise. (McCampbell et al, 1999) 2.
Knowledge characteristic The knowledge to be transferred is characterized by embededness i. e. the knowledge is embedded in e. g. tools, people, and routines and is termed to be tacit. (Nonaka, 1994). Therefore, the value of a certain price of knowledge can only be realized when it is presented in an effective and compatible context. Therefore, in some instances, the transfer of knowledge may be difficult due to the context-bond and embedded nature of knowledge. According to Becerra-Fernandez et al. (2001), the sharing of explicit knowledge can be done through forms of communication and media.
However, this kind of sharing is not possible in case of knowledge that is tacit. Therefore the knowledge transfer between institutions is influenced by the mode of conversion of knowledge. Becerra-Fernandez et al therefore states that this tacit knowledge can be communicated through a shared understanding between the parties involved. In some cases, the tacit knowledge must be converted to explicit knowledge before any sharing can be done. Nonaka (1994) states that there are four modes which can be used for knowledge conversion.
This include, from tacit to tacit, explicit to explicit, tacit to explicit or explicit to tacit. In the tacit to tacit mode conversion, the reason for a need to acquire tacit knowledge is because it is difficult for humans to perceive and explain this kind of knowledge.