28 Int. J. Innovation and Learning, Vol. 8, No. 1, 2010 Copyright © 2010 Inderscience Enterprises Ltd. Improving knowledge management and organisational learning: the use of scenarios and domain memory in academic tutoring Babajide Osatuyi* Department of Information Systems, College of Computing Sciences, New Jersey Institute of Technology, University Heights, Newark, NJ 07102, USA E-mail: bjo4@njit.edu *Corresponding author Francis Kofi Andoh-Baidoo Department of CIS and Quantitative Methods, College of Business Administration, University of Texas – Pan American, Edinburg, TX 78539, USA E-mail: andohbaidoof@utpa.edu Jon Blue Department of Accounting and MIS, College of Business and Economics, University of Delaware, 42 Amstel Avenue, 212 Purnell Hall, Newark, DE 19716, USA E-mail: jonblue@udel.edu Abstract: In this paper, we present an approach for sharing knowledge that utilises features of Domain Memory Information Systems to support academic tutoring. This approach uses Scenarios for capturing tacit knowledge and ontology for standardising data from diverse knowledge sources, as well as presenting a common understanding of concepts among the tutors and tutees. Using the Nonaka and Takeuchi’s knowledge spiral model, we demonstrate how the architecture supports the knowledge management process from the acquisition of tacit knowledge through sharing of explicit knowledge among tutors and tutees. Keywords: tacit knowledge; scenarios; tutoring; innovation; knowledge management; learning; domain memory; ontology. Reference to this paper should be made as follows: Osatuyi, B., Andoh-Baidoo, F.K. and Blue, J. (2010) ‘Improving knowledge management and organisational learning: the use of scenarios and domain memory in academic tutoring’, Int. J. Innovation and Learning, Vol. 8, No. 1, pp.28–41.