Explicit knowledge is knowledge that can be easily articulated, codified, stored, and transmitted to others. It is formal and systematic. Facts, data, manuals, procedures, and scientific formulas are classic examples of explicit knowledge because they are objective pieces of information that can be written down in documents, stored in databases, and shared without ambiguity. This type of knowledge represents the "know-what" and is directly represented by factual statements.

B. Tactic Knowledge: This is a common misspelling of Tacit Knowledge, which is personal, experiential, and difficult to articulate or formalize, such as intuition or "know-how."

C. Business Knowledge: This is a broad category that encompasses both explicit knowledge (like sales figures) and tacit knowledge (like understanding market sentiment), making it less precise.

D. Strategic Knowledge: This relates to an organization's long-term goals and competitive plans. It is a high-level application of knowledge, combining both explicit data and tacit insights.

1. Nonaka, I., & Takeuchi, H. (1995). The Knowledge-Creating Company: How Japanese Companies Create the Dynamics of Innovation. Oxford University Press. In Chapter 3, "The Spiral of Knowledge," the authors define explicit knowledge as knowledge that "can be expressed in words and numbers and shared in the form of data, scientific formulae, specifications, manuals and the like" (p. 59). This directly aligns facts with explicit knowledge.

2. Alavi, M., & Leidner, D. E. (2001). Review: Knowledge Management and Knowledge Management Systems: Conceptual Foundations and Research Issues. MIS Quarterly, 25(1), 107–136. On page 111, the authors state, "Explicit or codified knowledge refers to knowledge that is transmittable in formal, systematic language." They contrast this with tacit knowledge, reinforcing that facts fall under the explicit category. DOI: https://doi.org/10.2307/3250961

3. Polanyi, M. (1966). The Tacit Dimension. University of Chicago Press. Polanyi's foundational work distinguishes between explicit knowledge (that which can be articulated) and tacit knowledge ("we can know more than we can tell"), establishing the conceptual basis for why facts, which are tellable and recordable, are not tacit. (See Chapter 1, "Tacit Knowing").