The problem with knowledge ambiguity

• The construct of knowledge ambiguity is re-conceptualised.
• Knowledge ambiguity should not be narrowly defined as causal ambiguity.
• Knowledge ambiguity is composed of component ambiguity and causal ambiguity.
• Component ambiguity inhibits the articulation and assimilation of knowledge content.
• Causal ambiguity inhibits the application of knowledge to generate result.

This paper proposes a new conceptualisation of the construct of knowledge ambiguity. This new conceptualisation is essential because (1) past researchers have tended to narrowly define and operationalise knowledge ambiguity in terms of causal ambiguity or tacitness and (2) the prevalent non-comprehensive conceptualisation constrains our ability to overcome the problem of knowledge ambiguity. Knowledge ambiguity has been identified as a major obstacle to effective knowledge transfer and to the implementation of overall knowledge management systems. The new conceptualisation proposes that knowledge ambiguity is composed of two types of ambiguity: component ambiguity and causal ambiguity. Component ambiguity is uncertainty about knowledge content, whereas causal ambiguity is uncertainty about how to use the knowledge. This re-conceptualisation is supported by previous studies on knowledge characteristics, absorptive capacity and cognitive learning. In this paper, theoretical propositions are developed to demonstrate the compatibility of the new conceptualisation with the current understanding of these concepts. The present paper not only advances our understanding of knowledge ambiguity, it also points towards solutions for overcoming the problems associated with knowledge ambiguity. Different measures are required to overcome problems created by component ambiguity vs. causal ambiguity. This paper’s re-conceptualisation of knowledge ambiguity makes it easier to theorise about and operationalise the concept. It aligns the definition of knowledge ambiguity with current definitions of related constructs such as absorptive ambiguity and cognitive learning that are used in the broader knowledge transfer and knowledge management literatures.