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Knowledge management (KM) research lacks a common conceptual core; it is cross‐disciplinary, addresses a wide variety of phenomena, and has difficulty distinguishing itself from many related areas of research. The result is a fragmented field that is itself artificially split from the related literature on organizational learning. KM may be progressing through a predictable life‐cycle that could end in collapse of the KM concept unless researchers can develop more integrative core theories of learning‐ and knowledge‐related phenomena in organizations. The diverse body of organizational learning and knowledge management research provides an impressive foundation for the synthesis of such broader theories of learning and knowledge that are creative, new, and integrative.
Gray et al. (Mon,) studied this question.