Knowledge Transfer Project Research Articles

Systemic failures in north–south climate change knowledge transfer: a case study of the Congo Basin

ABSTRACT Climate change cooperation projects in the Congo Basin are often rooted in a paradigm based on scientific knowledge transfer between north and south. Their outputs, however, have often been criticized by both policymakers and scientists in Central African countries who claim that the projects are not contributing to the development of the Congo Basin. This study used the Research-Integration-Utilization framework to identify and document how the combination of power imbalances and misalignment of actors’ incentives undermined the capacity building potential of a large, multi-year north–south knowledge transfer project. Using data from documents, interviews and participant observation, we found that, under the umbrella of a development project, experts from developed countries pushed the specific aims of research toward global modelling instead of focusing on local impacts on land use in the Congo Basin, which were the primary concerns of stakeholders in the area. Moreover, both the integration and utilization phases were undermined by the power imbalance and resulted in a product of little relevance or utility for Congo Basin countries. Key policy insights As currently conducted, north–south scientific climate change knowledge transfer is not substantially supporting either the development prospects or the capacity building needs of Congo Basin countries. The main cause of this problem lies in domination of the scientific climate change knowledge transfer process by power games, along with misalignment of actors’ incentives. Identifying the interests and agendas of all actors at the integration stage before the research stage would be a useful strategy for such projects moving forward.

Une recherche collaborative : l’accessibilité au loisir comme vecteur d’accueil et d’intégration en contexte interculturel

In partnership with the academic and leisure communities, La Maisonnée coordinated a research study on leisure and integration of immigrant families in Quebec. As this is a new research area in Quebec, the results identified the potential of leisure for social cohesion, documented and shared certain innovative and inspiring management practices for stakeholders in the leisure sector, and proposed recommendations in terms of knowledge transfer and research projects across Quebec on this issue.

Knowledge transfer strategies and practices for higher education institutions

PurposeThis study aims to identify effective strategies and practices for higher education institutions (HEIs) to enhance their knowledge recipients’ knowledge absorptive capacity.Design/methodology/approachQuestionnaire surveys and interviews were conducted to examine the effectiveness of a knowledge transfer (KT) project and these were administered by HEIs in Hong Kong. Pre- and post-test questionnaire surveys with t-tests were used to evaluate changes in the knowledge absorptive capacity of 1,014 participants from 20 schools. Qualitative interviews were conducted to investigate school leaders’ perception of the effectiveness of the KT strategies.FindingsResults revealed significant differences between the pre- and post-tests in all the elements of absorptive capacity. The processes of knowledge acquisition, contextualisation, internalisation and externalisation in a closed-loop mechanism were identified as effective KT strategies. Conducting training programmes, workshops, consultations, work-based studies and presentation seminars were found to be effective KT practices to support the recipients in acquiring, contextualising, internalising and externalising knowledge.Practical implicationsHEIs should provide consultative support to recipients by conducting work-based studies and presentations to enhance their knowledge absorptive capacities.Originality/valueThis study contributes empirical evidence to validate the application of Liyanage et al.’s (2009) KT model to HEIs’ KT model for the purpose of designing KT activities and enhancing the absorption capacities of the recipients. This research contributes an empirical closed-loop KT model, effective KT strategies and practices for HEIs to support their knowledge recipients so that they can internalise the acquired knowledge.

Media Selection in Knowledge Transfer

Managing knowledge transfer is a complex issue: when firms attempt to accelerate knowledge transfer at a rational cost, there is often a byproduct of knowledge spillover which harms the firms' competitive advantages. As the channel of knowledge transfer, media play a vital role for the success of knowledge transfer. However, the extant literature offers neither comprehensive framework nor a decision method to guide firms' media selection in knowledge transfer. This article develops a framework of media selection from the perspectives of performance, cost, and risk of knowledge spillover, and proposes a decision model of media selection in knowledge transfer based on analytic hierarchy process (AHP). Finally, this article applies the model to a case study to verify its effectiveness in practice. The framework is helpful to guide firms' media selection, and the decision model is valuable to facilitate firms' media selection in big knowledge transfer projects.

Round table: International capacity building to boost public health: Can we join forces and share know-how?

Abstract Background European Universities are increasingly running or participating in capacity building in higher education in non-EU countries. These projects are funded by EC, US National Institutes of Health (NIH), governments, universities or private sector. Capacity building provides a way to build global bridges between public health communities; it increases cultural understanding, develops resources in the neighboring countries and prevents public health problems spreading to Europe. For the collaborating countries it empowers communities and enhances equity and solidarity. To pool together the expertise and lessons learnt by the universities delivering this kind of education, a roundtable discussion at EUPHA offers a good forum. Aim To create a forum where public health academics, adult pedagogic experts, policymakers and practitioners gather to share experiences, interests and ideas for potential collaboration to facilitate the export of public health training across countries and cultures. Based on this, the round table will increase sharing knowledge and transparency of results of international capacity building interventions and will contribute to the transcultural fertilization of the interventions, with a special focus on solidarity in health. We will present specific ways of how to do knowhow transfer from EU countries to some other parts of the world (Northern Africa, Arabian Peninsula and the Caucasus region). Program An introduction to the roundtable is given by Professor of Public Health Arja R Aro (SDU, Denmark). She will describe recent developments and multiple lines of funding options for international capacity building projects. Professor Razvan Chereches (BBU, Romania) will talk on the lessons learned in an ongoing public health capacity building project among medical faculty staff funded by EC Erasmus+ program in Tunisia. Dr Diana Dulf will present the lessons learned in capacity building projects funded by NIH in Armenia and Georgia in the area of injury prevention. Arja R Aro will tell about the recent and ongoing knowledge transfer and education export projects among undergraduates and health professionals in Saudi Arabia funded by local universities. Pedagogical expert Anne Leena Ikonen will reflect on the pedagogic challenges in capacity building across cultures, using the Saudi Arabian context as an example. After that the panel will discuss the main lessons learnt and challenges encountered, and the audience is invited to ask questions, to share their experiences and interests. The roundtable will finish by discussing options to get organized as a network or interest group around international capacity building in public health, potentially under EUPHA. Key messages Pooling lessons learnt will help towards better and cost-effective planning of the future training. Network or interest group can offer a platform for collaboration and enhancement of European public health training and export.

Experiences and pedagogical considerations of training the trainers in Saudi Arabia

Abstract Introduction A student-centered teaching method engages the student to take responsibility for his/her own learning. In this pedagogical approach, the role of the teacher has become to be a supportive coach rather than an authority and one-way superior knowledge provider. A teacher with good teaching skills actively involves and engages students in the learning process. Qualified teacheŕs competence consists of the substance of the subject taught, pedagogical skills as well as of the teaching experience gained after teacher training. Lessons learnt In our case we organized a 9-day workshop to enhance the teaching skills of teachers in one department of our collaborator university in Saudi Arabia (KSA). The workshop included lectures on-site and individual and group assignments such as integrating active learning methods into teaching. The pedagogical workshop was a part of the cross-cultural knowledge transfer project between SDU and (case 1) university in KSA in the Bachelor level education in 2013-2017. The project disclosed the cultural differences in teaching and learning and the different traditions of education. We found that there was a strong tradition of memorizing among students in KSA, which reflected into the attitudes of both teachers and students. This workshop was the first pedagogical training for the most of participants and it revealed that they lacked theoretical knowledge on teaching, e.g. the concepts of student-centered teaching were new to the participants. However, they had extensive teaching experience and strong knowledge of the content of the subjects taught. The acquired knowledge of the basic approaches of student-centered teaching expanded participantś thoughts on how they could better interact with students instead of one-way lecturing. In the workshop, dialogue was used as a teaching method, and participants found the sharing of learning experiences in a peer group a useful and new way to learn at work.

Evaluating knowledge transfer at the interface between science and society

In view of the global grand challenges, fundamental research institutions are increasingly being asked to provide context for the application of their research findings and to incorporate transdisciplinary forms of knowledge production. But how can the involvement of stakeholders from outside academia be captured and evaluated within the research process? And how can they be engaged in meaningful science-stakeholder dialogue? “Good” processes are a prerequisite for meeting these changing requirements and for ensuring a successful knowledge transfer at the interface between science and society.Societal challenges are increasing on a global scale, requiring an intensification of knowledge transfer (KT) between scientific and societal actors on multiple levels. These transfers bring up new demands regarding the way in which knowledge is produced and transferred, which mechanisms are utilized to ensure the quality of these knowledge interactions, and how such interactions can be evaluated. Capturing and evaluating KT, however, also opens up new reflections about what a meaningful “impact” is and how KTs are shaped and driven. The results presented here were reached by means of a formative and summative evaluation approach, and include an accompanying research effort that aimed to capture central KT processes from start to “finish” by a tailored KT process assessment framework. This framework was applied to the ongoing activities of twelve in-house KT projects (from 2014 to 2017) that were conducted in a fundamental natural science research institution within the field of earth system science. Our findings indicate that, among other things, the continuous assessment of the underlying processes of KT allows for processes and outcomes to be directly influenced, while also providing scope for institutional learning. Better insights into the definition of “societal relevance” may in fact not start with the result, but rather with the question of how the research will be conducted and for whom.

Systems thinking and CMM for continuous improvement in the construction industry

PurposeThe purpose of this paper is to present a capability maturity model (CMM) developed to implement continuous improvement in small and medium scale construction companies (SMSCC) in Nigeria.Design/methodology/approachA multi-strategy approach involving qualitative studies of SMSCC in Nigeria was conducted. Semi-structured interviews were conducted with purposively selected construction experts in Nigeria to identify variables essential for continuous improvement in SMSCC. Data collected were thematically analysed using NVIVO. Subsequently, a system thinking approach is employed to design and develop the CMM for implementing continuous improvement SMSCC, by exploring possible relationships between the variables established.FindingsCMM provided a five-level approach for the inclusion of investigated variables such as team performance; culture; structure; post-project reviews, financial risk management, waste management policy and cost control. These variables are factors leading to continuous improvement in SMSCC, implementable within a six to seven and a half years’ timeline.Practical implicationsThe system thinking model revealed cogent archetypes in the form of reinforcing loops that can be applied in developing the performance of SMSCC. Continuous improvement is feasible. However, it takes time to implement. Further longitudinal studies on the cost of implementing continuous improvement through CMM a knowledge transfer project can be initiated.Originality/valueA methodical strategy for enhancing the effectiveness and operations of SMSCC in developing countries can be extracted from the causal loop diagram and the CMM.

Exploring the Micro Foundations of Absorptive Capacity in Knowledge Transfer Projects: an Operations Management Perspective

Exploring the Micro Foundations of Absorptive Capacity in Knowledge Transfer Projects: an Operations Management Perspective

A holistic model for inter-plant knowledge transfer within an international manufacturing network

PurposeThis paper aims to provide a holistic view to support the choice of appropriate strategy for conducting a knowledge transfer (KT) project in an international manufacturing network (IMN) environment. It proposes a model that includes multiple aspects of a KT project along with guidelines on each aspect.Design/methodology/approachTo achieve the research goals, multiple case study method was adopted. Data have been collected by conducting semi-structured interviews regarding five KT projects in three multinational corporations. Data were triangulated by means of comparisons to complementary data acquired through observations and archival documents.FindingsThe results of this paper detail the key issues of five KT projects. Furthermore, the paper proposes an aggregated model comprising the main aspects and strategies for a KT project within an IMN.Research limitations/implicationsDespite the abundant research on KT area, not many research projects provide holistic views on KT process. The focus has rather been sectional and concentrated on each specific aspect within the KT.Practical implicationsThe paper guides practitioners to identify multiple aspects in KT that will eventually increase the odds for successfully performing such projects.Originality/valueThe proposed learning network model improves the performance of KT projects by providing a holistic view including several factors that the organization should emphasize to succeed with inter-plant KT.

Forecast quality improvement with Action Research: A success story at PharmaCo

There is a gap in the forecasting research surrounding the theory of integrating and improving forecasting in practice. The number of academically affiliated consultancies and knowledge transfer projects that there are around, due to a need for improvements in forecast quality, would suggest that many interventions and actions are taking place. However, the problems that surround practitioner understanding, learning and usage are rarely documented. This article takes the first step toward trying to rectify this situation by using the specific case study of a fully engaged company. A successful action research intervention in the Production Planning and Control work unit improved the use and understanding of the forecast function, contributing to substantial savings, enhanced communication and improved working practices.

A cross-Canada knowledge transfer and exchange workplace intervention targeting the adoption of sun safety programs and practices: Sun Safety at Work Canada

Outdoor workers have a higher risk for skin cancers and heat stress. Workplaces need solutions relevant to their needs, proven to be effective in the real-world, and trialed in workplace settings. This article examines a workplace-based knowledge transfer and exchange intervention project, called Sun Safety at Work Canada. The objective was to have sun exposure included as a hazard within the workplaces’ health and safety management systems. Knowledge brokers from the research team engaged intensively and supported workplaces in the municipal and electrical-utility sectors to enhance sun safety for their outdoor workers. They provided assessment and feedback, sun safety resources, and sun safety training. The adoption of sun safety programs and practices was evaluated three times, in 12 workplaces, across three Canadian provinces. The intervention, interview questions and analyses were based upon an Organization Implementation Model. This article focuses on the barriers and facilitators to the adoption of sun safety, elements of the knowledge transfer and exchange intervention, and influences from the external environment. Over 40 h of interview data with workplace champions and key informants were analyzed using matrix-based methods and thematic coding. Barriers and facilitators to adoption included: the priority given to sun exposure as an occupational hazard; the workplaces’ available resources; the ability to engage key supervisors and workers; aspects of the intervention; and assistance from the knowledge brokers. The lack of provincial occupational health and safety legislation specific to ultraviolet exposure, and the regional climate also affected adoption. This intervention process is applicable to other hazards in occupational settings.

AN EMPIRICAL EVIDENCE OF THE RELATIONSHIP BETWEEN GRADUATE INTERNS’ CAPABILITIES ON THE SUCCESSFUL OF KNOWLEDGE TRANSFER PROGRAMME IN MALAYSIA

is a prerequisite for a success of knowledge transfer programme initiatives. The effort provides a platform for exchange of ideas either tangible or intangible, expertise, explicit or implicit knowledge and skills among parties involved. Companies are now beginning to recognize the fundamental value of knowledge transfer mechanism on how it is acquired, used and shared which contribute to their core competencies and in making sound strategic decisions to maintain the competitive advantage in today’s business environment. As to promote the ideas of knowledge transfer, the Ministry of Education (MOE) Malaysia has underlined the graduate interns’ capability as one of the areas under the critical agenda which need to be addressed in portraying the success of the knowledge transfer programme (KTP). Therefore, in order to obtain deeper insights of the issue, this project attempts to examine the contribution of graduate intern capabilities towards the success of KTP project in Malaysia. This study has employed a questionnaire that has been distributed to academics in the public universities in Malaysia who have obtained KTP grants from the government. The study has revealed that graduate interns’ capabilities contribute significantly to the implementation of knowledge transfer projects. Thus, higher education institutions must then address and review its present teaching and learning delivery to enhance students’ capabilities in dealing with the industry as well as with community.
 Keywords: knowledge transfer, graduate interns’ capability, tacit knowledge, implicit knowledge, explicit knowledge, knowledge transfer mechanism

Community of practices, knowledge transfer, and ERP project (ERPP)

In this research, we are interested in ERP systems which are common information repositories that are aimed at matching the knowledge, practices, and skills that drive the organization in the best possible way. Can the cognitive and hierarchical models coexist within the same project? What is the impact of ERP on the interconnection between communities? To answer these questions, we rely in particular on the work of Levina and Vaast (MIS Quarterly 29(2):335–363, 2005), which underlines that the modes of interaction between CPs must be mediated by the activation of boundary objects and/or the mobilization of boundary spanners. Finally, this leads us to discriminate between two types of ERPPs (hierarchical/cognitive) and to underline the role of the switch in the ERPP success.

Sun Safety at Work Canada: Baseline evaluation of outdoor workplaces recruited to participate in a sun safety knowledge transfer and exchange intervention

PurposeIn 2014, an estimated 7000 skin cancer cases were attributed to occupational solar ultraviolet (UV) exposure in Canada (CAREX Canada, 2015). A knowledge transfer and exchange intervention project was initiated in three Canadian provinces to enhance sun safety in 14 workplaces with outdoor workers in two industry sectors – municipalities and electrical utilities. This manuscript is a detailed description of the method used for, and results from, the pre-intervention, developmental evaluation that was conducted in the first year of this two-year project. Design/methodologyA theory-based conceptual model helped direct a cross-case analysis of 22hours of interview and focus group data. The deductive and inductive analysis helped explore the workplace characteristics that emerged as potentially significant for the adoption of sun safety by participating workplaces, and helped evolve a project-specific conceptual model. FindingsThe electrical utilities (the utilities) and municipalities differed in their organizational structure, organizational safety culture, and readiness to change. These variables have been identified as being potentially predictive of a workplace’s engagement in implementing sun safety policies and practices. Originality/valueThe study is a knowledge transfer and exchange (KTE) intervention looking to enhance sun safety in 14 outdoor workplaces across Canada, which span the public and private sectors, while working within different legislative frameworks. The cross-case analysis methodology facilitated comparisons within and between cases to understand the factors that may lead to successful uptake of occupational sun safety knowledge and practice.

The Effectiveness of Pair Programming: Software Professionals' Perceptions

Researchers surveyed software professionals on their views regarding the effectiveness of pair programming compared to traditional solo programming. The survey produced three main findings. First, the respondents believed that project complexity and pair composition (the individual programmers' expertise and pair-programming experience) affect pair programming's effectiveness in terms of the effort, defect rate, knowledge transfer, and overall project cost. Second, respondents with pair-programming experience viewed pair programming more positively than those without it. Finally, the more pair-programming experience the respondents had, the more favorably they viewed pair programming.

A novel approach to antibiofilm susceptibility testing using a thermo-reversible matrix.

Biofilm microorganisms are known to have a much higher tolerance to antimicrobials compared to their planktonic equivalents. Therefore, traditional antimicrobial susceptibility testing may not extrapolate to clinical treatment of infections of biofilm origin, and as a result, there is a need to not only develop antimicrobials with antibiofilm activity, but also suitable in vitro testing methods for their evaluation. In this study, we report on a novel method of antibiofilm testing using a thermo-reversible matrix (poloxamer 407), coupled with live/dead staining of bacteria cultured from the matrix. Pseudomonas aeruginosa (NCIMB 8626) was cultured in medium containing poloxamer 407 at 37°C for 24 hours to generate biofilms. The preparation was cooled to liquefy the poloxamer and allow recovery of the biofilm cells, which were then stained with SYTO9 to determine viability following exposure to four antimicrobials: polyhexanide, octenadine dihydrochloride, povidone-iodine and silver carbonate. Over an 8-minute time period, fluorescence levels were spectrophotometrically measured and compared with bacterial controls, cultured in the absence of poloxamer and without antimicrobial. Untreated cells showed no reduction in viability over this period. Importantly, planktonic cells were more susceptible to test agents compared with those of a 'biofilm' phenotype cultured in poloxamer. Antibiofilm activity was evident for all of the test agents, with highest relative activity seen with octenadine dihydrochloride. In summary, a novel and relatively rapid approach to screen compounds for antibiofilm activity has been described. The method uses standard laboratory equipment and can be readily adapted to test a wide range of microorganisms and other antibiofilm compounds. This research was, in part, supported by Advanced Medical Solutions in the form of a Knowledge Transfer Project. Mr J. Nosworthy was employed by Advanced Medical Solutions. There are no other conflicts of interests to declare.

Unpacking Interunit Knowledge Transfer in Multinational Enterprises

We examine the success of knowledge transfer within an MNE network by unpacking aggregate knowledge flows into individual projects. We assess knowledge transfer performance along two dimensions: utilization of transferred knowledge and transfer cost. We argue that the substitutive versus complementary nature of subunits' activities is a key determinant of knowledge utilization at the target subunit. Further, we posit that headquarters' incentives and monitoring are crucial factors affecting both the utilization and transfer cost dimensions. Our empirical results, based on 141 individual intersubunit knowledge transfer projects involving 49 subunits in 12 European countries largely support our arguments. Our methodology highlights the fact that aggregate measures of interunit knowledge flows can be misleading since they may include individual projects with widely differing levels of success.

In the Right Place at the Right Time!: The Influence of Knowledge Governance Tools on Knowledge Transfer and Utilization in MNEs

This article examines the utilization of knowledge transferred between sending and receiving subsidiaries within multinational enterprises. A model was developed and tested on 169 specific knowledge transfer projects. The model explains the utilization of knowledge subject to transfer in terms of hierarchical governance tool efficacy and lateral relationships within the multinational enterprise. The results show that headquarters' involvement during knowledge development does not have any significant impact on subsequent knowledge utilization in the receiving units and, in fact, hierarchical governance forms have a negative impact on knowledge utilization. However, lateral relationships are positive stimuli to building subsidiary capabilities in the knowledge transfer process that enhance receiving unit knowledge utilization.

Data Analysis and Design Optimization in Industrial Product Development: How to Bring Real-life into the Classroom

The transmission, improvement and knowledge transfer are the priority areas of University core activity. To achieve excellence in these areas, requires high levels of specialization and consequently the inter-relationships between academic and professionals worlds acquire special importance and mutual understanding of what we do in both areas is essential. Based on the experience in knowledge and technology transfer projects, and the information gathered from the literature (publications, regulations and rules), we have identify areas of interest, needs and constraints. Integrating this information, we have structured a proposal academic strength, which in contrast to the classic, differs significantly in approach but not in the program. According to a “route map” of the product design development process, we identified and defined process activities, established the objective, scope and sub-activities for each one and finally, we have set the sequence of activities. Trying to brought reality to the classroom (reducing bias caused by excessive basic research orientation) has allowed us to capture further the interest of the students and consequently improve academic outcomes.