Knowledge management in strategic schools focuses mainly on different organizations oriented towards different strategic objectives. Strategic constraints may include direct economic objectives, but they must not be limited to mere direct economic objectives. Strategic schools have a broader perspective than economics, or, to say the least, are just one of the important branches of strategic science. For example, the strategic objective of an organization is to focus on developing core competencies (or core competitiveness). This requires an organization to focus not only on the resource economy, but also on sustainable capacity development, such as concern for human mobility and for issues such as how to create a better environment (as opposed to competitors) for attracting talent, developing talent and more effective internal absorption, transformation and sharing of implied knowledge. Strategic schools are based primarily on strategically managed theoretical research, which integrates part of the behavioural and technical schools ' perspectives (e. G., application of information technology, focus on human mobility) and builds on continuous improvements in management and effective guidance of specific practical activities。
Preliminaryly, the knowledge management research literature in strategic schools is rich and the perspective of thinking is broader. On the one hand, and more broadly, strategic research has been centred around the core concept of seeking and maintaining competitive advantage. Since the mid-1980s, they have had a strong interest in strategic management, regardless of their origin, and their research and debate about strategic management has centred around this core issue, in which capacity-based strategies and strategic alliances are two major research streams. On the other hand, strategic research has noted some theoretical shortcomings (e. G., linear rather than stereotypic past thinking, neglecting human dynamics, confusion and unpredictability of environmental change, etc.) and further requiring that km be traced to its ultimate purpose (i. E. Knowledge innovation is the ultimate purpose of km). It can be said that this school's thinking has inspired knowledge strategies and enhanced knowledge decision-making。
The school has a large number of representatives, and it is difficult to prioritize. Knowledge management has been mainstreamed in recent years through its systematic and comprehensive approach to knowledge management. For example, corporate strategic alliances originated in a wave of joint ventures with the japanese business community. In their search for joint venture partners, some japanese enterprises find it possible to purchase only advanced technology, which is the prototype of strategic alliances. The concept of strategic alliances, though originating in japan, was first prevalent in the united states business community. Since the 1990s, strategic alliances, both domestic and transnational, have grown rapidly at 25 per cent per year. The concept of "strategic alliances" was also first introduced by jane hopeland, president of dec, united states, and roger nagel, a manager。
In theoretical research, there are a large number of representatives of strategic corporate alliances. In the mid-1980s, research by scholars such as warnafeldt, grant and barnay led to the emergence of a new generation of resource-base theory of strategic management theory. This theory assumes that resources refer not only to tangible assets but also to intangible assets, tangible assets and intangible assets, which together constitute the potential of an enterprise. At the same time, the resources of enterprises are extremely diverse and do not flow completely freely. The sustainable competitive advantage of enterprises stems from the accumulation and allocation of selective resources and imperfections in factor markets. Strategic alliances expand the range of enterprise resource mobilization from within to outside, and promote more broadly the rational allocation of resources, leading to resource savings and increased efficiency in their use. On the other hand, there are a large number of representatives of knowledge unions. According to the business knowledge theory presented by pavette, nelson, fors and grant, knowledge is the most important source of production inputs and business values, and social production is guided by knowledge. Business knowledge can be divided into two broad categories of outward and implicit knowledge. Much of the knowledge that enterprises possess is implicit, difficult to express, difficult to transfer, and can only be present and acquired through application and practice. Alliances for knowledge transfer and joint creation of new knowledge are often called knowledge alliances. Inkburn calls the transfer of knowledge through knowledge alliances "coalition knowledge". Building partnerships through strategic alliances and each other is a good way to acquire implied knowledge。
Studies by bog, duncan and friedman show that in the early 1980s 50 per cent of union enterprises were working together to acquire knowledge from each other, and that such alliances for the transfer and learning of knowledge were called "knowledge unions"。
