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This paper aims to investigate the relationship between psychological empowerment, job satisfaction, and burnout among vice‐principals (VPs) in primary schools.

A total of 103 VPs at 103 different primary schools in Germany were surveyed with a questionnaire that assessed the four dimensions of psychological empowerment (competence, meaning, self‐determination, and impact), emotional exhaustion, and job satisfaction. Participants also reported demographic data, including days absent from work over the past year. Structural equation modeling (SEM) was employed to test the proposed hypotheses.

Regarding the consequences of empowerment, SEM revealed a strong indirect relationship with emotional exhaustion via job satisfaction. The direct relationship between empowerment and emotional exhaustion did not reach statistical significance. Of the dimensions of empowerment, competence and meaning were the strongest predictors of the outcomes. Emotional exhaustion and days absent from work were positively related.

Job related burnout can cause serious consequences for the individual and the school, because VPs have a central role in the functioning of primary schools. Since the empowerment dimensions competence and meaning have the strongest influence, measures should be implemented to foster them. Because job satisfaction is highly related to emotional exhaustion, it could serve as an early alert system. For this reason, VPs should be surveyed at regular intervals regarding their job satisfaction.

The study is the first that examines the relationship between psychological empowerment, satisfaction, and burnout among VPs in schools.

This paper seeks to sharpen the concepts of tacit, implicit and explicit knowledge by linking them to findings from cognitive psychology and memory science and thus finding a possibility for measuring non‐explicit knowledge.

A review of KM and cognitive science literature leads to a dimensional model of knowledge types that links the concepts from KM to more specific concepts from psychology. One central assumption of the model was empirically tested and put into practice in one small‐scale KM project.

The concepts in KM can be linked to concepts from psychology and thus receive theoretical support. The developed model enables psychometric access to a part of non‐explicit knowledge through structural assessment techniques. Furthermore, the model has proven to be of value in a practical application in KM.

The experiment and the practical application are too small in scope to provide full support for the model. Further research is required.

A fraction of non‐explicit knowledge can be measured with structural assessment techniques. This can be used in the quantitative evaluation of KM projects as these techniques allow the quantification of individual knowledge increase. Furthermore, a detailed analysis of individual project‐relevant knowledge is useful for post‐project analysis.

The paper integrates findings from several scientific fields for use in KM and presents a novel view of classic KM concepts. The developed model is of importance to both researchers and practitioners.

The field of knowledge management (KM) is highly estimated in research and practice but at the same time relatively diffuse and scattered into diverging concepts, perspectives and disciplines. On that background, it was the aim of this delphi study to give more structure to the field of KM and to get an outlook on worthwhile developments for the next ten years. International experts of KM from natural/technical and social/business sciences as well as practicians of KM with a similar background were asked some basic questions onto the future of KM in two rounds. According to the experts, the future of knowledge management lies in a better integration into the common business processes, a concentration on the human‐organization‐interface and a better match of IT‐aspects to human factors whereas IT‐aspects rank low on this agenda. There are no broadly agreed theoretical approaches though something can be gained from the related organizational learning field; in general much more interdisciplinary and empirical research is needed. There are also almost no broadly agreed practical approaches besides communities of practice.

This chapter aims to familiarize the reader with some of the important aspects of tourism geography in the German-speaking countries. It starts with a primarily historical-genetic perspective on tourism development and the theoretical traditions associated with them. The second section describes the structure of the discipline, with a focus on the institutionalization of the field in the universities including their research specialization. The chapter maintains that tourism geography plays a marginal role compared with other subdisciplines of geography, though this is reflected primarily in its institutionalization and less so in the research undertaken. The last section deals with the current challenges and future prospects in German-speaking geographies of tourism from a problem-centered perspective.