Balancing on ice: the implicit learning of tacit knowledge

Abstract

Due to mushrooming research activity, Antarctic science projects and associated deployment of personnel involve high levels of financial investment and demand for outcomes. Although much has been studied about the adaptation of Antarctic sojourners in isolated and confined extreme (I.C.E.) environments since the 1970s, no literature to date looks at implicit learning of tacit knowledge at polar workplaces. In particular, gaps in the research literature regarding informal workplace learning in the polar environment make this thesis exploratory research. This research employs a case study approach to investigate task, emotional and social-related learning by the support personnel and scientists who went, through New Zealand Antarctic programmes, to work and live in Antarctica between 1970 and 2009. Through the data collected from an open-ended questionnaire, semi-structured in-depth interviews, archival materials and secondary sources, conceptual models and theories were reviewed in light of the learning environment, content and processes perceived by polar personnel. Despite the fact that tacit knowledge gained by the respondents is highly contextual, the findings suggest that the manner in which gaps in knowledge are closed relates to three aspects: the learning environment, learner characteristics and temporal factors. That is, individual characteristics interact with both the context and the content of the knowledge to be acquired to influence the process by which implicit learning takes place. The data also indicated necessary revisions to the originally proposed models and concepts; specifically, implicit learning showed a non-linear process across time. As well, because of the variability of the social environment, and its inherent interdependence on other people, social knowledge appears to be the content area that is most diverse, as reported by the participants. Consideration of these findings led to an integrated model for polar workplaces and recommendations for future applications and research. In addition to providing Antarctic sojourners a framework to monitor one’s own learning process, these models offer managers of Antarctic programmes a way to facilitate informal workplace learning through human resource practices and workplace design. Going beyond a primarily New Zealand cultural context, and the decidedly unusual physical environment (the polar region) of the current study, future research should employ a holistic and longitudinal approach to examine these models cross-culturally in other Antarctic programmes, I.C.E. and conventional workplaces. As knowledge workers, Antarctic sojourners conduct cutting-edge science in a region that is becoming important globally. By unfolding the complex, multifaceted and vibrant nature of implicit learning, this thesis contributes to theoretical knowledge, as well as offering more practical advice bearing on the adaptation of polar personnel.