Organisational learning is seen by many to be a key determinant of organisational performance. This is demonstrated by the growth of the 'learning company' concept (Pedler et al. 1991), and by the suggestion that the ability to learn faster than one's competitors is the only sustainable competitive advantage (DeGeus 1988). Consequently, organisations need to integrate and maximise the knowledge and learning of their individuals, and central to the learning process in firms is an effective means of transferring knowledge and learning between individuals and their organisation as a whole. Mental models (individual and shared) have been postulated as a mechanism through which this occurs (Senge 1990a; Kim 1993; Hayes and Allinson 1998). An individual mental model can be characterised as a simplification or representation of understanding of an idea, notion, process or system which provides the cognitive framework in which that individual's knowledge in respect of that issue is stored, whilst shared (group or organisational) mental models can be characterised as the common elements that exist between individual mental models. Both of these have been theoretically linked with individual and organisational learning. Literature in respect of individual and organisational learning, mental models and a third issue cognitive style is reviewed. Cognitive style represents the way individuals obtain, store and operationalise knowledge, and is included here as it is recognised as potentially affecting how learning and mental models interact (Hayes and Allinson 1998). A research model is posited which integrates key theory in respect of these three concepts, and research undertaken in two phases is presented. Phase One focused upon the representation of individual and shared mental models through semi-structured causal interviews with senior mangers in participant organisations, whilst Phase Two involved organisation wide surveys of these models, aspects of learning and cognitive style. Results obtained suggest that the complexities of an organisation, its environment, learning and mental models all mitigate against the identification of a simple relationship between these constructs. However some of the sources of these complexities are identified and suggested, and it is posited that the progression of work addressing organisational learning would best be served through a case study approach addressing the sources of complexity and effectiveness of learning in relation to specific mental models and within organisations.

The study examines knowledge transfer between firms by using the concept of stickiness to conceptualise problems with knowledge transfer. The concept of stickiness is sub-divided into “macro” and “micro” levels stickiness. As for “macro” level stickiness, the study uses literature in the field of innovation studies, in which governments have been identified as major contributors to macro level stickiness. The study uses literature in the economics of knowledge and evolutionary economics to develop the concept of “micro” level stickiness, which refers to firms’ contributions to stickiness. Four factors are used to examine micro stickiness: transfer mechanisms, types of transfer, knowledge barriers, and transfer contexts. After explaining the concept of stickiness and providing a background to technology parks policy, the study examines the perceptions of a variety of informants of stickiness in knowledge transfer among ICT firms in Malaysian technology parks. The study approached seven (out of eleven) Malaysian technology parks, over a period of three months in 2005 (May-July 2005) and a month in 2007 (August 2007). It interviewed fifty (50) informants, who included policy makers, government officers, and executives of ICT firms in Malaysian technology parks. With respect to “macro” level stickiness, policy makers and government confirmed that the government cannot exclude previous policy documents that contained three major elements: national unity, foreign direct investment and sound economic growth to formulate policy for Malaysian technology parks, which does not solely encourage knowledge transfer because the policy documents permitted short term profit taking by ICT firms. With respect to “micro” level stickiness, the results suggest that transfer mechanisms, types of transfer, knowledge barriers, and transfer contexts are costly; thus, impede ICT firms from participating actively in knowledge transfer between ICT firms. This study suggests that the government and ICT firms should work closely to facilitate knowledge transfer between ICT firms in Malaysian technology parks.

The transfer of knowledge between universities and industry has received considerable attention throughout the last 20 years. The study of knowledge and its relationship to commercial advantage and innovation is popular in management research. The majority of this research considers knowledge transfer at a society or company level, however, there is an absence of research that focuses at a project level and considers the day-today practices involved in transferring knowledge, back and forth, between universities and commercial organisations. This research focuses on this aspect of knowledge transfer by undertaking a range of theory-building activities to develop a new understanding of the practice of transferring knowledge in this context. Adopting an inductive methodological approach, aligned with a ‘social constructivist’ paradigm, the research develops a number of questions from the literature. The questions are then explored by reference to experienced participants from ‘real’ knowledge transfer projects, using participant enquiry methods. A number of practical frameworks are proposed. The appropriateness of these is further explored using participant interaction techniques – where research interventions are developed and applied in ‘live’ knowledge transfer projects. The results suggest that by raising participant’s awareness of the inherent properties of knowledge, the outcomes of knowledge transfer projects may be strengthened. By focussing on standardised frameworks for interaction and suggesting practical activities that can be carried out before and during knowledge transfer projects, a focus can be achieved on improving the outcomes of the projects respectively. The wider implication of this work could be in the development of policy interventions, practical management guidelines and knowledge transfer ‘best practice’. In addition, the practical tools and techniques developed could also form the basis for further evaluative research. This could be used to compare organisations’ competences and services, which could, in turn, advise the strategies of industrial organisations, universities and knowledge transfer intermediaries.

Syftet med studien var att öka förståelsen för hur två byggföretag förhåller sig till miljöcertifieringar, samt hur de arbetar med att implementera miljökraven från en sådan certifiering i termer av kunskapsöverföring. Empirisk data har samlats in genom intervjuer av utvalda respondenter samt dokumentanalys av certifieringsdokumenten. Insamlad data har därefter tematiserats med utgångspunkt i studiens syfte och frågeställningar. Studiens resultat pekar på att det tydligaste incitamentet för företagen att bli certifierade inom miljö är att det lyfter deras varumärke, vilket leder till att de lättare får nya uppdrag och ökade intäkter. Vidare framgick det i studien att certifikatet i sig inte var den huvudsakligt styrande kraften för företagens miljöarbete. Det visade sig istället vara kunderna och de interna miljökraven som avgjorde vilka satsningar som gjordes på miljöarbetet. Resultatet visar även att certifikatet reglerade vilka områden inom miljö där förbättringsplaner behövde arbetas fram inom företagen. Däremot reglerade inte certifikatet i vilken utsträckning förbättring skulle ske inom sådana områden. Implementering skedde genom att certifieringskraven arbetades in i företagens verksamhetssystem, med avsikt att skapa ett samlat systematiskt arbetssätt som alla kunde komma åt i företagen. Resultatet i denna studie indikerar att mottagaren av kunskap, organisationsstrukturen och företagskulturen alla var faktorer med inverkan på hur kunskap överfördes i organisationerna. / The purpose of this paper was to study which approach two construction companies take on in relation to environmental certifications, and how they implement the requirements of such certifications with a knowledge transfer approach. The empirical data in this study has been collected through interviews and analysis of the documents provided within the certifications.  To analyse the data obtained, a thematised analysis was applied based on the aim of this study and the research questions. The results indicate that the foremost reason to implement an environmental certificate is to improve the corporate image, which attracts customers and enhances profit. Furthermore, the results highlight that the certificate itself was not the main controlling force in how the companies deal with environmental issues. Instead, the demands of the customers, as well as the companies own environmental regulations, is suggested as main driving forces that govern how the companies invest in the environmental field. Moreover, the certifications control which areas within the environmental field that the companies had to emphasize, but not the proportions of the investments. With regards to implementation of the requirements from the certifications, they were incorporated in the operating systems to create an accessible and systematic way of working with environmental issues thorough the companies. The result from this study point towards that the recipient of knowledge, the structure of the organization, and the culture within the organization all were factors that had an impact on how knowledge was transmitted throughout the organizations.

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Experiential learning has been empirically confirmed to enhance performance of project organisations. This research investigates the literature and included field surveys to get insights into the barriers (and by default any enablers) relating to project related knowledge transfer in project orientated organisations. It seeks to explore the reality and perceptions related to experiential learning within an international group of organisations to confirm expected obstacles to learning.The research follows a quantitative approach in the form of a field survey and includes qualitative insights gained from a secondary data review. It seeks to test the validity of propositions articulating suspected barriers to learning as it is experienced or perceived to exist within the selected sample of organisations.This study is unique as, although it build on previous research, it introduces a new dimension in that experiential learning aspects as experienced by international organisations are measured simultaneously with conditions within related local organisations. The results confirmed a similar outcome between the two groups in terms of the research propositions and must be used by project orientated organisations to create management awareness in terms of the reality of specific barriers so as to guide implementation of suitable corrective measures. / Dissertation (MBA)--University of Pretoria, 2012. / Gordon Institute of Business Science (GIBS) / unrestricted

The study aims to investigate project managers 'and project participants' experience of communication in connection with knowledge transfer in and between projects within the school system and academia. This essay is based on the question of what affects communication in knowledge transfer in and between projects. The essay is based on semi-structured interviews with 12 respondents, both project managers and project participants in compulsory school, upper secondary school, and college and university. The collected data has been processed and compiled through thematic analysis and is presented thematically in the results section by answering the question. The emerging themes in the study are how leadership affects communication, the need for communication of previous experiences and knowledge, the content of communication and how it is conveyed, why motivation is important for communication, the impact of psychological barriers on communication and how access to time affects communication. The result of the study shows that the experience of communication in knowledge transfer in and between projects depends on many different factors that depends on both personal and organizational reasons. The conclusion shows that communication in knowledge transfer in and between projects is largely made possible by the social climate that prevails within and between project groups, which depends on the leadership but also the project participants' personal characteristics and abilities.

Yes / Knowledge transfer (KT) has been identified as an essential element of innovation, driving competitive advantage in increasingly knowledge-driven economies and as a result recent UK Government reports have sought to increase awareness of the importance of KT within higher education institutions (HEIs). There is therefore a need for relevant empirical research that examines, from multiple perspectives, how KT policy is translated into practice within HEI contexts. This paper responds to this need by presenting an in-depth qualitative case study based on over 50 semi-structured interviews with university-based academic and non-academic participants and representatives of small firms involved in InfoLab21, a high profile `centre of excellence¿ for research, development and commercialisation of ICT in Northwest England, UK. The study considers what the key practices of KT are and what promotes and/or hinders their development. Four overarching themes are identified: i) motivation and reward mechanisms; ii) process management and evaluation; iii) clustering and brokerage; and iv) trust and bridge building. Each theme is considered from multiple perspectives and areas for further research are suggested.

In order to address the problem of newly hired teachers' failure to transfer technology integration knowledge and skills, this study used a developmental research approach in which, factors of knowledge transfer were operationalized through using The First Principles of Instructions (Merrill, 2002) to form a set of instructional considerations to promote the transfer of technology integration knowledge and skills from the learning setting to the application setting. A panel of expert reviewers from Kuwait and United states validated these considerations and led the revisions process. This study describes the development process of the instructional considerations, the expert review, and the revision of the final product. / Doctor of Philosophy / Newly hired teachers in the Kuwaiti context often fail to transfer knowledge and skills of technology integration from instructional technology courses to in classroom teaching. Research in knowledge transfer has identified factors that can promote the transfer of skills and knowledge from the learning context to the application context. These factors showed their effectiveness in technology integration literature. This study used a developmental research approach in which factors of knowledge transfer were operationalized through using The First Principles of Instructions (Merrill, 2002) to form a set of instructional considerations to promote the transfer of technology integration knowledge and skills from the learning setting to the application setting. A panel of expert reviewers from Kuwait and United states validated these considerations and led the revisions process. This study describes the development process of the instructional considerations, the expert review, and the revision of the final product.

Advance Vehicle Technology Competitions (AVTCs) have been around for 30 years. Since 1994, the Hybrid Electric Vehicle Team (HEVT) at Virginia Tech has participated in AVTCs to pursue hybrid technologies. HEVT participated in a four-year AVTC called EcoCAR 3. At the beginning of the competition, HEVT introduced an ultra-rapid onboarding process, the Independent Study (IS) program, to involve non-seniors with the team. Although the IS program provides an incredible experience to non-seniors, it lacks hands-on experience related to the actual work students do once they become full-fledged team members. The challenge is to introduce two hands-on supplemental projects: the energy storage system (ESS) and the motor system. Each project is considered low voltage (LV) for safety and simplicity, however high voltage techniques are used for learning purposes. The LV ESS is used to power up an LV motor system. To limit depletion of the battery energy, another LV motor system is used as a generator to recharge the LV ESS. The lead faculty advisor, Dr. Douglas Nelson, and the project manager, Andres Coello, are working in congruence to introduce a smooth transition of the projects into HEVT's IS program. The hands-on projects are expected to last one semester. The goals are to guide students in the design, construction and testing of both systems. The hands-on supplemental projects are also meant to aid the Applied Automotive Engineering (AAE) curriculum by filling important knowledge gaps current AAE modules are missing. / Master of Science / The Hybrid Electric Vehicle Team of Virginia Tech has participated in Advanced Vehicle Technology Competitions since its inception in 1994. These competitions challenge universities to reengineer and convert a vehicle into a hybrid vehicle. The goal is to train the next generation of automotive students by providing real world engineering experiences. The latest Advanced Vehicle Technology Competition is a four-year competition called EcoCAR 3. Due to complexity of the project, the Hybrid Electric Vehicle Team introduced an onboarding process to recruit and teach students the required knowledge of hybrid vehicles. To further improve the program, two projects are created to provide hands-on experience and visual learning about the electric layout of a hybrid vehicle. The first project is a low voltage battery pack and the second project is a low voltage motor dynamometer system. Both projects complement each other, meaning the battery pack acts as a power supply to the motor system. Overall, these projects are chosen to provide a good understanding to incoming students in the onboarding process about batteries and motors. Finally, practices used by the Hybrid Electric Vehicle Team are implemented in the project designs to improve the overall experience of students in the onboarding process and to improve knowledge transfer.