This document outlines the development of a Design Log Instrument (DLI) intended for use in identifying moments of abstraction as evidence of STEM content knowledge transfer. Many theoretical approaches to explaining knowledge transfer are rooted in a belief that transfer occurs through knowledge abstraction (Reed, Ernst, & Banerji, 1974; Gick & Holyoak, 1980, 1983). The DLI prompts participants to be reflective during technological/engineering design activities. During the development of this instrument, a three-phase multiple case: embedded design was used. Three distinct Phases accommodated the collection and analysis of data necessary for this investigation: Phase 1: Pilot Case Study, Phase 2: Establishing Content Validity, and Phase 3: Establishing Construct Validity. During Phase 3, data from the DLI was collected at each of seven work sessions from two design teams each working through different engineering problems. At the end of Phase 3, a comparison of abstractions found in DLI responses and observation data (Audio/Video transcripts) indicated the extent to which the DLI independently reflected those abstractions revealed in observations (Audio/Video transcripts). Results of this comparison showed that the DLI has the potential to be 68% reliable to reveal abstracted knowledge. Further analysis of these findings showed ancillary correlations between the percent abstractions found per DLI reflective prompt and the percent abstractions found per T/E design phase. Specifically, DLI Reflective Prompts 2 and 3 correlate with T/E Design Phases 3 and 4 (58% and 76% respectively of the total abstractions) which deal with design issues related to investigating the problem and developing alternate solutions. DLI Reflective Prompts 4 and 5 correlate with T/E Design Phases 5 and 6 (22% and 24% respectively of total abstractions) which deal with design issues related to choosing a solution and developing a prototype. Findings also indicate that there are highs and lows of abstraction throughout the T/E design process. The implications of these highs and lows are that specific phases of the T/E design process can be targeted for research and instruction. By targeting specific T/E design phases, a researcher or instructor can increase the likelihood of fostering abstractions as evidence of STEM content knowledge transfer. / Ph. D.

This dissertation looks at the role narratives play in addressing organizational challenges by facilitating a collective assignment of meaning to those challenges that allows for problem solving, or at least a way to cope with the challenges. Specifically, the research examines how informal knowledge is embedded in organizations in the form of narratives, and how narratives are used to transfer knowledge across the organization. The dissertation develops the concept of narrative, and the qualities of the narratives used in this dissertation, focused on events, focused on people, focused on values, and it develops an understanding of knowledge transfer as the collective assignment of meaning to challenges that are constantly emerging. In this case study, three means, or tools emerge as facilitating the assignment of meaning. These tools are superstars, indexing, and knowledge objects. This research will enrich the public administration and nonprofit literature by utilizing narrative inquiry to examine the transfer of knowledge in a nonprofit social service organization that serves a vital public purpose under contracts with various levels of government. / Ph. D.

No / The chapter interrogates the teaching and application of management consultancy as part of an MBA and examines its relevance in management education. Mature and experienced students, many with impressive CVs recording multiple career successes, demand that the core experience of their MBA programmes provide opportunities apply theoretical knowledge in real-life situations. The further opportunity to work with blue-chip clients on projects of strategic importance to the client offers further opportunities to test management thinking and consultancy practise in a robust and challenging manner. Students often have experience of working with consultants previously, but most have little experience of managing and delivering projects for clients within a consultancy framework. The pedagogical challenge is to teach students the true value proposition in consultancy beyond the transactional relationship inherent in answering a question set by the client. The basic process approach moves students from considering consultancy as a phenomenon that ‘happens’ to a client with a solution magically appearing upon project conclusion, to a position where students recognise consultants as a true ‘change agent’, unfreezing clients from previous positions and realising new capabilities (Lewin, 1951). There is an examination of ensuring the relevance of the management consultancy approach to students as part of their MBA journey as well as relevance to the client companies in engaging with the University. There is discussion on how teaching the right approach to management consultancy project management and research-orientated methodology retains the focus on the performance of the client organisation (Applebaum and Steed, 2005). There is consideration of how true impact on client companies is achieved by ensuring legacy forms part of expectation management (Kirk, 2000) with client companies keen to reengage with future MBA student teams. The chapter concludes with a reflection on future development of consultancy within management education, including syllabus co-design with consultancy clients.

Generalist elementary school teachers have little time to develop enacted pedagogical content knowledge (ePCK) in all content areas. Therefore, the transfer of ePCK from one content area to another, such as between math and science, can help generalist teachers build their knowledge needed for teaching regardless of their content area strengths. This self-study examines the ePCK components and their elements present in both math and science instruction. I am a fifth-grade teacher in Utah County who has been teaching for 4 years. Math is taught daily, and science is taught approximately three times a week. The self-study includes six video observations of my instruction—three for math and three for science—as well as a journal of my thoughts on my ePCK after each lesson and a guided discussion with a colleague while reviewing the video observations. Each data source aims to identify ePCK while noting the similarities and differences in the way it presents in each content area. The data analysis reflected this goal through the coding process. Through analysis, each ePCK component—subject matter knowledge, knowledge of students, and pedagogical knowledge—was observed in both math and science instruction. For subject matter knowledge, the presence is different in math and science, implying that this component was not transferred between the two content areas. Regarding knowledge of students, the presence is similar in both math and science, implying that this component transfers between content areas. The elements of pedagogical knowledge that transfer include knowledge of the importance of and ways to establish classroom structures and knowledge of student thinking about content as a key component to learning. These findings suggest that ePCK is a development of past enacted knowledge. Therefore, the more knowledge that is enacted, the more it develops. ePCK transfers between content areas if the presence of components is both present and are similar. If ePCK is transferred from one content area to another, generalist elementary teachers can use the strengths of their ePCK in one content area to improve that of another. With so few studies conducted on this topic, more research needs to be done to further understand ePCK transfer, especially at an elementary level and in the action of teaching.

This research aims to understand the contributions of inter-organisational knowledge transfer to innovation in SMEs from a social network perspective. The main objective is to identify the impact of the network characteristics on company’s innovation performance. Organisations are embedded in a network of relationships with other companies. They must make the best use of all available resources in order to survive and thrive in today’s competitive environment. However, most of the previous network studies focus on large organisations and studying network effects in the context of SMEs is not well explored. This study sheds light on the relationships between different network characteristics and two different types of innovation performance in High Tech SMEs. In this study inter-organisational knowledge transfer networks were investigated from ego-network perspective. Radical and incremental innovation was identified as specific types of innovation. More specifically this research studied the impact of the structural, relational and nodal properties of inter-organisational knowledge transfer network on radical and incremental innovation performance. In addition to network characteristics, internal capabilities of companies were also identified important. Pentathlon framework was used to capture firms’ innovation management capabilities. A survey instrument was used to collect data from a sample of UK Small to Medium size Enterprises (SMEs). A new innovation measurement instrument was developed to measure different types of innovation from companies’ and customers’ perspectives. The SMEs were chosen randomly from IT and Chemical industry. Inter-organisational relationships were mapped using social network techniques. Path analysis techniques including PLS were used to test the hypotheses of the study. In addition to the statistical method, Fuzzy set Qualitative Comparative Analysis was used to shed light on different combinations (various configurations) of factors that impact on radical and incremental innovation. This study has made theoretical contributions by identifying research gaps through review and synthesis of literature in innovation and inter-organisational relationships and social network theories. Moreover, a new framework was developed based on the concepts identified in social network and innovation literature. The integration of theories and concepts regarding inter-organisational relationships, innovation and social networks with a view of better understanding of the impact of network characteristics on specific types of innovation is another contribution of this study. This research shows how different network properties can help companies to achieve ambidextrousness, which is vital for organisations’ competitive advantages and long term survival. Moreover, this study reveals that the internal capabilities (innovation management practices) of a firm play a significant role in enabling the company to benefit from its network resources. It shows how different configuration of the internal capabilities and network resources can lead to a better radical/incremental innovation performance. Findings from this research can help managers to adapt their network resources according to their strategies and the level of the innovation that they want to achieve.

The learning using privileged information paradigm has allowed support vector machine models to incorporate privileged information, variables available in the training set but not in the test set, to improve predictive ability. The consequent introduction of the knowledge transfer method has enabled a practical application of support vector machine models utilizing privileged information. This thesis describes a modified knowledge transfer method inspired by cross-validation, which unlike the current standard knowledge transfer method does not create the knowledge transfer function and the approximated privileged features used in the support vector machines on the same observations. The modified method, the robust knowledge transfer, is described and evaluated versus the standard knowledge transfer method and is shown to be able to improve the predictive performance of the support vector machines for both binary classification and regression.

There is a paradox in the literature where the amount of cross-border M&As are increasing, even though there is a high volume of unsuccessful cross-border M&As. According to researchers, it can be due to lack of knowledge regarding the knowledge transfer process. Therefore, this study aims to grasp the technological knowledge transfer process and how enablers and constraints influence it during the post-acquisition phase. To fulfil the aim, data was collected through a qualitative case study where eight interviews were held with managersand non-managerial employees that had an important role in the studied technological knowledge transfer process. In addition, case documents were provided by the case company and a site visit was conducted. The results indicate that the technological knowledge transfer process is complex and dynamic, making it difficult to distinguish different phases as they overlap. The results also show that the technological knowledge transfer process is influencedby certain enablers and constraints, which in turn either facilitate or challenge the process. However, the enablers and constraints can vary depending on if the perspective of the senderor receiver of knowledge is applied.

The construction industry's environment is continually changing. Employees are now more geographically widespread and diverse, both culturally and educationally, than ever before. A great deal of research has been carried out on knowledge acquisition and storage, but there is still a distinct lack of research into knowledge presentation and communication. Information and knowledge presentation play a significant role in daily decision-making processes, when inappropriate decisions may result from inaccurate or poorly communicated information. The simplified, filtered coherent presentation of explicit knowledge can be instrumental to a successful, profitable and safety conscious business. Wates Construction is a major construction company and employs around 1300 people directly, as well as various subcontractors on different projects. Their current turn over is around £1billion, they are based in the UK and have branches in Ireland and Abu Dhabi. Wates realised their existing information system was inefficiently conveying information to its employees and the need to provide a simplified system, to assist staff's decision-making processes. Earlier IT professionals' attempts to make the system more usable had made no significant difference to its performance.

In brief, the motivation for conducting this study has been the societal changes brought upon the Covid-19 pandemic from a socio-economic perspective. The outbreak of the pandemic has resulted in that companies faced major organizational challenges to adapt to the virtual working setting in terms of communicating and transferring knowledge. Hence, the purpose of this study is to investigate whether firms that adopt new technologies for communication (e.g. Microsoft Teams or Zoom) and adapt to virtual working settings are positively or negatively affected in terms of barriers to knowledge transfer. Thus, the focus of has been on finding potential benefits and/or drawbacks of transferring knowledge in a virtual setting. The following research question has been answered to cover this: How is digital transformation, in terms of increased adoption of novel communication technologies driven by Covid-19, affecting barriers to knowledge transfer in an intra-unit setting in multinational corporations (MNCs)? In order to study this, the authors conducted 10 semi-structured interviews with participants from one department at Ernst & Young (EY). The empirical data have been analyzed with a conceptual framework that the authors have developed themselves. Based on the exploratory investigation, the authors draw the conclusion that knowledge-related barriers have decreased due to the increased adoption of novel technologies, while relational barriers have increased overall. Yet, we suggest that the relational barriers could be further mitigated, by incorporating an approach similar to EY’s hybrid model into the firm’s organizational routine.

Submitted by JOSIANE SANTOS DE OLIVEIRA (josianeso) on 2017-06-28T12:14:54Z No. of bitstreams: 1 Fernanda Cristina de Souza Giusti_.pdf: 1641716 bytes, checksum: 6ba4180184a656e5ba60f0433de5fa69 (MD5) / Made available in DSpace on 2017-06-28T12:14:54Z (GMT). No. of bitstreams: 1 Fernanda Cristina de Souza Giusti_.pdf: 1641716 bytes, checksum: 6ba4180184a656e5ba60f0433de5fa69 (MD5) Previous issue date: 2017-04-27 / Nenhuma / O conhecimento é uma importante fonte de vantagem competitiva e a principal razão para a internacionalização de empresas. Com a intensificação do interesse das empresas multinacionais (EMNs) pelos países em desenvolvimento, evidenciado pelo aumento do Investimento Direto Estrangeiro (IDE) em nações emergentes, as subsidiárias adquiridas aumentam sua importância estratégica na rede da multinacional, pois detém conhecimentos que oportunizam a criação de vantagens competitivas. (ANDERSSON; DELLESTRAND; PEDERSEN, 2014). Contudo, a transferência reversa de conhecimento, cujo fluxo ocorre no sentido da subsidiária para a matriz, ainda apresenta desafios singulares na gestão das EMNs. (FOSS; HUSTED; MICHAILOVA, 2010). No presente estudo buscou-se analisar o processo de transferência reversa de um conhecimento gerado em uma subsidiária brasileira e transferido para a matriz de uma corporação norte americana. Por meio de um estudo de caso único, os dados foram coletados em análise documental, observação in loco e entrevistas com diversos gestores nos Estados Unidos e nas subsidiárias do Brasil e do México. Após, os dados foram triangulados com a técnica de análise de conteúdo. Os resultados indicam a existência de transferência reversa de conhecimento de forma não explícita, corroborando os estudos nesta área. Entretanto, durante o mapeamento dos processos, perceberam-se singularidades no caso estudado, como a motivação e o esforço da subsidiária para ser reconhecida pelo conhecimento gerado e a caracterização de atores envolvidos no processo que não são abordados na literatura. / Knowledge is an important source of competitive advantage and the main reason for the internationalization of companies. With the increasing interest of multinational companies (MNEs) in developing countries, evidenced by the increase in Foreign Direct Investment (FDI) in emerging nations, the acquired subsidiaries increase their strategic importance in the network of the multinational, since it has knowledge that allows the creation of competitive advantages. (ANDERSSON; DELLESTRAND; PEDERSEN, 2014). However, the reverse knowledge transfer, which flows from the subsidiary to the parent company, still presents unique challenges in the management of MNCs. (FOSS; HUSTED; MICHAILOVA, 2010). The present study aimed to analyze the process of reverse transfer of a knowledge generated in a Brazilian subsidiary and transferred to headquarter of a North American corporation. Through a single case study, the data were collected in documentary analysis, in situ observation and interviews with several managers in the United States headquarter and in the Brazilian and Mexican subsidiaries. Afterwards, the data were triangulated with the technique of content analysis. The results indicate the existence of a reverse transfer of knowledge in a non-explicit way, corroborating the studies in this area. However, during the process mapping, singularities were perceived in the case studied, such as the motivation and effort of the subsidiary to be recognized by the knowledge generated and the characterization of actors involved in the process that are not addressed in the literature.