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PurposeThis study aims to investigate whether the absorptive capacity, learning intent of the recipient, the attractiveness of the knowledge source and the relationship quality between the recipient and the source in high-technology sectors in emerging markets influences the nature of the intra-organizational knowledge being transferred.Design/methodology/approachA total of 180 completed survey responses from all cellular network providers operating in Pakistan were analyzed. This study uses multiple regression analysis to empirically tests the above relationships using data from the cellular network sector in Pakistan.FindingsThe findings highlight how the highly educated workforce and the motivation to learn has an impact on the effective cross-border sharing of knowledge, both technological and marketing knowledge.Originality/valueThis study is one of the few to test the factors that influence the effective and efficient transfer of knowledge from developed to emerging markets.

Knowledge transfer can be facilitated through the judicious timing of transfer methods. Yet, extant research has neglected the impact of the timing of transfer methods. Departing from this observation, we theorize the existence of two knowledge transfer modes—“front-loading” and “back-loading”—based on whether the affordance for tacit knowledge exchange provided by the transfer methods used is higher during the initiation or during the implementation phase of a transfer. We suggest that the impact of front-loading and back-loading on transfer difficulty is contingent on the causal ambiguity of the knowledge being transferred and on the arduousness of the relationship between the source and the recipient of knowledge. We operationalize front-loading and back-loading and test our propositions using primary data on 2,711 instances of method use in 116 transfers of 37 organizational practices in 8 companies. We hypothesize and find empirical support for the claim that front-loading affordance for tacit knowledge exchange reduces transfer difficulty when the causal ambiguity of the knowledge to be transferred is high, whereas it increases difficulty when the relationship between the source and recipient of knowledge is arduous.

Vasilii P. Vasiliev, Russia’s leading 19th-century sinologist, claimed in 1866 that Islam was spreading in China. Declaring that it was only a question of time until China would become a truly Muslim country, Vasiliev presented the allegedly imminent fusion of Muslim and Chinese culture as an ultimate horror scenario. He predicted that if “Muslim fanaticism” and “Chinese intelligence” unite, they would inevitably threaten Christian Europe. Vasiliev’s forecast was met with restraint by Vasiliev’s colleagues in Russia, but it was more widely discussed in Western European academic circles. Until the eve of World War I, orientalists, sinologists, and scholars of religious studies discussed the likelihood of China becoming Muslim and the potential consequences of such a development. This paper tracks the course of this debate and argues that Vasiliev’s prediction transformed when it entered Western European discourse. Vasiliev himself probably did not believe in his forecast, he rather used it to draw public attention to his field of study. While Russian sinologists and orientalists consequently did not further debate this scenario, in Western Europe it was perceived as an academic treatise deserving of scholars’ attention. The history of this debate thus indicates that knowledge does not remain unchanged during its translation into a different cultural context but can take on new meanings.

Vasilii P. Vasiliev, Russia’s leading 19th-century sinologist, claimed in 1866 that Islam was spreading in China. Declaring that it was only a question of time until China would become a truly Muslim country, Vasiliev presented the allegedly imminent fusion of Muslim and Chinese culture as an ultimate horror scenario. He predicted that if “Muslim fanaticism” and “Chinese intelligence” unite, they would inevitably threaten Christian Europe. Vasiliev’s forecast was met with restraint by Vasiliev’s colleagues in Russia, but it was more widely discussed in Western European academic circles. Until the eve of World War I, orientalists, sinologists, and scholars of religious studies discussed the likelihood of China becoming Muslim and the potential consequences of such a development. This paper tracks the course of this debate and argues that Vasiliev’s prediction transformed when it entered Western European discourse. Vasiliev himself probably did not believe in his forecast, he rather used it to draw public attention to his field of study. While Russian sinologists and orientalists consequently did not further debate this scenario, in Western Europe it was perceived as an academic treatise deserving of scholars’ attention. The history of this debate thus indicates that knowledge does not remain unchanged during its translation into a different cultural context but can take on new meanings.

The new forms and practices of communication on the Internet open up an interdisciplinary field of research within which social media interaction is a central research area. In the first months after the outbreak of the Corona pandemic (2020), fake news has been spread massively via social media. Social media data allow the extraction of large amounts of data and can be used in a variety of ways, e.g., to detect side effects of drugs or to identify groups of people who are critical of certain treatments. Drawing on comments on the discussion platform Reddit, the article reveals the role of everyday experience in fixing knowledge about the placebo effect.

Purpose This study aims to examine the influence of absorptive capacity and learning motivation in the process of knowledge acquisition in students of higher education institutions and subsequently evaluate its effect on the transfer of knowledge in the companies where students work, and the possible moderating effect of students’ social skills and the level of work autonomy. Design/methodology/approach The research design is non-experimental, cross-sectional correlational-causal, with a quantitative approach and the data collected are from primary sources. The variables autonomy and social skills are used on the perceptions of students in continuing education in programs related to third- or fourth-level business and administration careers in universities in Ecuador. Findings With the results obtained, it can be concluded that knowledge absorption capacity and learning motivation, as reflective constructs, have a significant effect on knowledge acquisition, and knowledge acquisition has a significant effect on transfer of knowledge, in part-time students, of the administrative area, studying in higher education institutions in Ecuador and working full time. Originality/value This study identifies the significant relationship between the variables of job autonomy and social skills and between the acquisition and transfer of knowledge. In addition, it is evident that the variables of job autonomy and social skills are significantly related.

Managing multiple knowledge transfers between headquarters and subsidiaries, among subsidiaries, and also within each of these units is crucial for multinational corporations' (MNCs) survival. Therefore, this article aims to uncover the main factors influencing internal knowledge transfers in MNCs-including intra-unit knowledge transfers and transfers between units, namely, conventional, horizontal, and reverse knowledge transfers. To achieve this goal, a systematic literature review (SLR) was conducted to synthesize the content of 85 articles. From a set of 1439 papers, only 85 related to knowledge transfer and knowledge sharing were considered. Based on an inductive thematic approach, eight different research categories and 97 topics were identified. Four different internal knowledge transfers (intra knowledge transfer (IKT), horizontal knowledge transfer (HKT), conventional knowledge transfer (CKT), and reverse knowledge transfer (RKT)) are compared across eight thematic categories and 97 topics. According to the results obtained, the depth of the topics analyzed varies, as does the variety of categories, with RKT being more deeply analyzed than IKT. There is a clear dominance of vertical knowledge transfer (CKT + RHT) over HKT. The exercise of power (e.g., size, knowledge base) still dominates CKT and RKT in most of the studies analyzed, which are traditionally affected by the characteristics of MNCs, HQs and subsidiaries. The debate on HKT is affected by the classical perspectives of power-based relations (e.g., expatriates, size, knowledge base) among subsidiaries. Although important, intra-unit knowledge transfer is greatly influenced by characteristics.

Virtual environments are increasingly being used for training. It is not fully understood what elements of virtual environments have the most impact and how the virtual training is integrated by the brain on the sought-after skill transference to the real environment. In virtual training, we analyzed how the task level of abstraction modulates the brain activity and the subsequent ability to execute it in the real environment and how this learning generalizes to other tasks. The training of a task under a low level of abstraction should lead to a higher transfer of skills in similar tasks, but the generalization of learning would be compromised, whereas a higher level of abstraction facilitates generalization of learning to different tasks but compromising specific effectiveness. A total of 25 participants were trained and subsequently evaluated on a cognitive and a motor task following four training regimes, considering real vs. virtual training and low vs. high task abstraction. Performance scores, cognitive load, and electroencephalography signals were recorded. Transfer of knowledge was assessed by comparing performance scores in the virtual vs. real environment. The performance to transfer the trained skills showed higher scores in the same task under low abstraction, but the ability to generalize the trained skills was manifested by higher scores under high level of abstraction in agreement with our hypothesis. Spatiotemporal analysis of the electroencephalography revealed higher initial demands of brain resources which decreased as skills were acquired. Our results suggest that task abstraction during virtual training influences how skills are assimilated at the brain level and modulates its manifestation at the behavioral level. We expect this research to provide supporting evidence to improve the design of virtual training tasks.

Higher education has complex roles in society, the economy, and politics; it helps to transmit culture, transfer knowledge, and develop the personality of citizens. This diversity of roles is confronted with the limited resources that are related to the sources of financing, that is, students and their families, the national government, and local authorities, among others. The discussions related to the role of universities concern the economy of knowledge and the digital tools influencing education. The specific case of St. Petersburg universities simultaneously represents the impact of the deep socio-political transition from Soviet society to the liberal principles of a market economy, including the perception of higher education institutions as service sector companies. The services allowed by universities include research and training; however, from the consumer point of view, universities should create specific value: the increase of the intellectual components of human capital. These complex functions are interconnected. During 2017–2018, a survey in St. Petersburg was organised to ascertain the opinion of students, professors, and employers on the quality of education. The results of the survey demonstrate the impact of the exaggerated implementation of the liberal principles on education, both positive and negative. The positive effect is the renewing of content and innovative training techniques due to competition among universities. The negative impacts include the preference for popular disciplines and the opportunistic behavior of students that lose their passion for acquiring knowledge and choose instead the passive attitude of consumers of a competitive service. They are less interested in the sphere of their studies, in searching for a job, in the interaction with other social and economic actors, and even in the research and education options presented by the universities.

Purpose This study aims to analyze the effects of psychological capital on the transfer of knowledge from accounting students to business organizations. A descriptive study was carried out, with 210 students from the Accounting Sciences course of two universities of the Itajaí Valley, Santa Catarina, and a quantitative data approach. Design/methodology/approach To compose the sample, the academics who were attending from the third semester of the course and working in business organizations were exclusively selected. Data collection was carried out by means of a questionnaire. and the analysis was conducted with the aid of modeling of structural equations. Ten hypotheses were established to investigate the theoretical relations object of analysis and to reach the objective of the study, of which only three were refuted. Findings The results showed an indirect relation between psychological capital and knowledge transfer, mediated by the acquired knowledge and the absorptive capacity of the students. It has been found that accounting academics transfer knowledge to the business organizations in which they work, which indicates that their experiences, skills and knowledge gained from the studies, are put into practice in their workplace. This transfer of knowledge depends on the knowledge acquired, the students’ absorptive capacity and, indirectly, on their psychological capital. In general, it was verified that motivational factors can contribute to the transfer of knowledge. Originality/value In general, it was verified that motivational factors can contribute to the transfer of knowledge, however, unlike that found in other studies developed on the subject, these are not direct determinants to the transfer of knowledge, being elements predictors for it to occur learning through its acquisition, which will influence this transfer. Thus, in the sample investigated, the evidences found revealed that the motivation for learning indirectly influences the transfer of knowledge, through the acquired knowledge.