This study was aimed at achieving an understanding of the role of knowledge and commitment in the process of innovation. To do that, the study confronted several intractable problems of innovation research that have created barriers to knowledge accumulation. Theoretical models were developed based on organizational knowledge and commitments and aimed at overcoming the shortcomings of the traditional research models. Theoretical models of organizational change were investigated through multiple case studies of innovation projects that compared organizations of different types and size, and change processes of both technological and administrative character. A conclusion from this research is that innovation research should learn to live with the dialectic that innovation is unrelated to knowledge or outcomes. This would help to focus research attention on the means by which knowledge is transformed into action, the central problem of the management of innovation. / Doctor of Philosophy (PhD)

As the traditional sources of competitive advantage can no longer provide a sustainable edge for business; the contemporary approach to global business strategy point to core competencies, invisible assets, and organizational capabilities as key factors influencing MNC¡¦s long-term success in global markets. An organization¡¦s intellectual assets are said to be a pack of knowledge under that firm¡¦s ownership or control, through services and the embodiment in firm¡¦s outputs to flow over time period. Knowledge especially has become the most strategically important resource and the potential to compete for advantages among MNCs to advance themselves in the information-driven societies. Derived from theoretical origins of resource-based view and behavioral perspective, an integrative framework from a sample set of 129 further concludes six determinants that enable MNC to build layers of knowledge-based global competence to compete and sustain advantages globally using structural equation modeling (SEM). Human interface, ISO, and parent innovation are found to have direct effect to firm¡¦s knowledge-based global competence, while IT, transnational innovation, and substantial investment in human capital are found to link indirectly through mediating effect of learning culture. From the resource perspective of the firm, as emerging country in its early phase of internationalization as Taiwan, local capabilities for knowledge innovation at host await to be developed over time and hence focal units rely on knowledge inflows from parent to assist their needs. Such interdependence between globally linked and locally leveraged for innovation makes externalized knowledge important for effective knowledge diffusion across network of subsidiaries aside from use of personnel flows for transferring implicit knowledge, IT for transferring explicit knowledge, and ISO for transferring codified knowledge, each requires good integration mechanisms to keep culture, language, and communication barriers to the minimum in cross-cultural settings. Investment in human capital and implementation of learning culture can benefit company enormously from movement of people either horizontally or vertically in terms of learning and sharing through socialization, and building a network of cross-functional interdependence for transferring knowledge, expertise, and sets of common goals and values for synergy.

The importance of universities as knowledge hubs is increasing due to knowledge production via research and teaching. An emerging aspect of knowledge management literature is the study of the knowledge requirements of universities. In particular, the transformation from knowledge creation to knowledge sharing has proved to be important in the university context and is subject to cultural differences. For example, previous research has indicated that a physician’s Tacit Knowledge Capacity (TKC) is affected by social software and social media. This creates opportunities to carry out new research on different occupations that have an intense TKC. As part of this research, a survey was conducted in order to assess the TKC of lecturers in both Germany and North Cyprus. These are two countries that have universities providing knowledge management programmes. The research determined the TKC in both countries and compared the two in order to determine if cultural factors affect the TKC of the profession. Through this research, the authors aimed to contribute to the ongoing research on the knowledge requirements of universities that will enable them to be knowledge intensive institutions. The Faculty of Economics and Administrative Sciences at Near East University, which has 2200 students and 20 chairs, was compared with the Faculty of Business and Economics at the Technische Universität Dresden, which has 2800 students and 23 chairs. The study was carried out to provide an intercultural comparison, which is currently lacking in the Knowledge Management field. The research findings have highlighted the factors influencing the transfer and the accumulation of tacit knowledge.