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Corporate knowledge becomes enterprise strategic resources for sustaining corporate competitiveness by transferring irreplaceable diversified knowledge among employees. One key challenge for enterprises is to ensure that employees mutually and effectively share knowledge. This study integrates a social exchange perspective to understand key factors conducive to successful knowledge transfer in two dimensions: velocity and viscosity. Three key construct areas are examined for influence on the two dependent variables: micro levels (individual and group), macro level (organizational), and knowledge factors. 225 knowledge management system users in 15 companies were surveyed. A path analysis was used to validate 17 proposed hypotheses, with four major findings reported as results: 1) all eight predictive factors exhibited significant influence on both dependent variables; 2) measures of both dependent variables persistently increased with positive influence from common factors of articulability, incentives and training; 3) the organization must consider differential effects of knowledge, individuality, and organization on the two dependent variables; and 4) some factors potentially negatively affect dependent variables. For example, excessive interaction may decrease velocity, while employees with high perceived self-efficacy may decrease velocity and viscosity.

In today’s business environment, with organizations enhancing performance, maintaining a competitive edge, and fostering innovation, the efficient transfer of knowledge plays an increasingly pivotal role. As industries recognize the importance of and strive for more and more productive knowledge transfer, understanding the factors affecting this process becomes imperative. Manufacturing is considered a strategic sector, and well-performing knowledge transfer is necessary for higher innovation and competitiveness. To increase knowledge transfer performance, companies must have the awareness, ability, and opportunity to identify the main aspects that need operational improvement. Studies based on systematic literature review and mapping impact factors have shown that knowledge transfer is hypothetically affected by a vast variety of factors, which creates challenges for companies in selecting and applying these factors. Therefore, the two research questions of this study are – RQ1: What are the relationships between the knowledge transfer-influencing factors identified in the literature analysis and the dependent variables? RQ2: What is the weight of the statistically significant factors identified in the empirical study?

Abstract Need for a strategic approach to knowledge transfer and exchange Late-phase clinical trials and systematic reviews find results that have the potential to improve health outcomes for people. However, there are often delays in these results influencing clinical practice. We developed a knowledge transfer and exchange strategy to support research teams, aiming to identify activities along the research process to maximise and accelerate the research impact. Our knowledge transfer and exchange strategy The strategy has five strands of activity across the life-course of our research: 1. Partnerships with external stakeholders (including patient and public involvement, charities, policymakers, healthcare professionals, professional bodies, regulators and industry) 2. Communication (including the development of research impact strategies and use of communication tools and channels) 3. Maximising the scientific value of our studies (including open access, data and sample sharing, and incorporating multi-disciplinary components within studies) 4. Strengthening capacity (including building internal and partner capacity to communicate effectively, and strengthening the capacity of external stakeholders to understand and apply our research). 5. Learning and sharing (evaluating the impact of research, sharing lessons learnt internally and externally) The strategy has helped trial teams think systematically about impact and was easy to use. Conclusions Our strategy helps researchers systematically identify activities which may improve the usefulness and uptake of their study results. While developed in a single trials unit, we think it may be of use to others.

Knowledge transfer in engineering design activity involves effectively applying prior practical experience in novel contexts. While related works fostering knowledge transfer focus on educational practices and experience generalisation, recent advancements enable us to analyze its complex cognitive processes using neuroimaging technology. This paper proposes a multimodal approach for facilitating knowledge transfer in engineering design, utilising functional near-infrared spectroscopy (fNIRS) and eye-tracking technologies based on neurocognitive profiling. We conducted knowledge transfer experiments using mixed and extended design tasks. Meanwhile, The analysis focused on gaze duration, gaze counts, brain region activation levels, functional connectivity, and effective connectivity of the participants. Finally, we employed stepwise linear regression to identify significant and potential associated factors of knowledge transfer. By combining eye-tracking predictors and brain network predictors, a multivariate linear discriminant analysis (LDA) significantly differentiated between participants in near-transferred and far-transferred states, achieving an accuracy of 91.16% using leave-one-out cross-validation. The 'basic-supplementary-target task' method effectively improved the knowledge transfer performance by 27.6%. Our findings demonstrate the efficacy of the proposed multimodal approach in facilitating knowledge transfer in engineering design activities. [ABSTRACT FROM AUTHOR]

Objectives: This study combined qualitative and quantitative sequential exploratory mixed-method approaches to identify the success factors of knowledge transfer effectiveness with software project managers and investigate how these factors impacted knowledge transfer effectiveness. Methods/Analysis: The qualitative research component included twelve senior and junior project managers, while the quantitative component involved a cross-sectional survey of 212 completed responses from software project managers. Findings: The results suggested that two influential factors as knowledge providers and knowledge transfer environment had a significant effect on knowledge transfer effectiveness. Novelty/Improvement: The research results enhance the operational capability of software project supervision and contribute to the improvement of knowledge transfer for software project managers operating in teams. Doi: 10.28991/HEF-2024-05-03-06 Full Text: PDF

This study seeks to find out the main achievements of a cross-border cooperation project (INESPO III) in terms of innovation and university-firm knowledge transfer in a region situated in the central region of Portugal and Castile and León, Spain. To achieve this aim, research of a qualitative and exploratory nature was chosen., that is, case study method. Data collection was based on seven interviews with several project actors, and content analysis was also used. Through interviews with project beneficiaries, empirical evidence suggests that this type of cooperation allows access to new sources of external knowledge, with the network benefiting globally from each partner's type of specialization. This study makes an important contribution to the literature on cross-border cooperation by extending its field of research to knowledge transfer and innovation, analysing a project that has produced good results. It can be determinant for government institutions responsible for administering cross-border incentive systems, and for partner networks in drawing process of similar projects for benefit of their own regions, besides the clear academic interest in business cooperation networks. Final results and main contributions of the project are also presented. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic is unarguably one of the most disastrous events whose detriment to the normalcy of the education and training sectors will never be forgotten. To salvage the academic year, the Department of Basic Education (DBE) encouraged historically disadvantaged schools to explore rotational learning. This was supplemented by mobile learning, with WhatsApp Messenger as the schools' most preferred application. However, in the face of the concerns that were raised by education commentators, student bodies and teacher unions about the lack of public schools' readiness for mobile learning, this social constructivist-oriented qualitative study adopted the technology acceptance model (TAM) as a lens to investigate educators' perceptions of WhatsApp Messenger as a supplementary tool for curriculum knowledge transfer and acquisition during the stricter COVID 19 lockdown at three historically disadvantaged schools in South Africa. This study drew on 12 educators' diverse and convergent views. The participants generally deposited positive feedback regarding the benefit of using WhatsApp Messenger to engender curriculum knowledge transfer and acquisition. However, they also detailed a few negative aspects of this pursuit, primarily on how the financially needy learners were excluded from participating in this process. Also, educators admitted that while going beyond the call of duty was necessary during the pandemic, the adoption of WhatsApp-mediated teaching consumed most of their leisure time. According to them, this was compounded by poor internet connectivity due to the country's power crisis. In some instances, this adversely affected the productivity of WhatsApp Messenger-mediated curriculum knowledge transfer and acquisition processes during the COVID-19 stricter lockdown regulations.

he effectiveness of knowledge transfer activities in a large organization, such as a university or research institute, can be significantly improved by paying attention to a few key factors. One such factor could be the so-called scouting activity. The knowledge transfer process does not necessarily start with the submission of the invention disclosure. Scouting is the activity of identifying those elements of knowledge within the institution that can be used to start a new knowledge transfer process. Another factor could be to broaden the scope of knowledge elements, i.e. to focus not only on technologies but also on non-technological innovations or know-how-type intellectual properties. All this can significantly broaden the range of knowledge that can be transferred, generating more and better potential outcomes for the institution. In this article, we explore the possible applications of these types of factors and activities.