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Few studies have explored how multinational firms (MNCs) use their experience when expanding abroad. According to the “knowledge projection” model of the MNC, appropriately disseminating industry experience, country experience and mode experience can a priori increase the chances of success of new subsidiaries. However, with inconsistent findings, prior research is of limited assistance in understanding this relationship. We argue that this situation can be explained by a focus on firm’s potential for experience accumulation, rather than on the actual transfer of experience. Deploying expatriate managers enable MNCs to apply organizational experience in foreign markets. It should also have an impact on foreign subsidiary’s chances of success and survival. Therefore, this paper examines how the use of expatriates to transfer experience can affect subsidiary survival.

Employees, as the most important assets of an organization, acquire a great deal of experience, skills and knowledge throughout the time period they work for the organization. If their skills and technical knowledge are not documented properly, these will be lost once the employees leave the organization. Therefore, documentation is necessary for preserving this invaluable knowledge, avoiding duplication and preventing repeated mistakes that occurred in the past and, providing the junior staff with experiences gained by their predecessors. Thus, this research aims to elaborate on the role of organizational knowledge management (KM) as an essential tool for turning tacit knowledge into explicit knowledge and sharing the gained experiences with others.

This research is developmental applied research with qualitative approach and it was conducted using thematic analysis method. This method includes a semi-structured interview with 18 researchers conducting research projects at the Satellite Research Institute under the supervision of the Iran Space Agency.

The projects contain knowledge that is a combination of “know why”, “know what”, “know who” and “know how”. A large amount of this knowledge is, indeed, the tacit knowledge. Most of this tacit knowledge is not reflected in the project documents. Generally, the documents contain results only and they do not include experience, technical details, methodology, analysis and mistakes that were made during research activities. Documentation challenges fall into three major types: technical, human resources and administrative.

Considering the necessity of documentation within the knowledge transfer process and its important role in KM; and, with respect to the lack of technical knowledge and experience transfer observed in the documents of Satellite Research Institute, this research proposes some steps that need to be taken to turn the knowledge sharing into an organizational culture.

Supporting community college transfer students represents a critical strategy for broadening participation in STEM. In addition to being a racially diverse group, students who pursue STEM degrees by way of community college report frequent interests in graduate study and academic careers. Thus, supporting and expanding transfer students’ PhD interests can help to diversify the STEM professoriate. This study aims to identify the experiences that predict PhD interests among students who transferred into the computer science major from a community college.

Relying on longitudinal survey data from over 150 community college transfer students throughout their first year at their receiving four-year university, we used regression analysis to identify the post-transfer college experiences that predict early interest in PhDs.

We found that receiving information about PhDs from a professor strongly predicted PhD interest among transfer students. Relationships with other variables indicate that the provision of information about graduate school was more likely to occur for students who participated in undergraduate research experiences than for those participating in internships. Descriptive data document inequities in who has access to these types of experiences.

This paper provides new insight into how STEM departments can develop targeted efforts to ensure that information about PhD training is equitably available to all transfer students. Working to ensure that faculty equitably communicate with students about PhD opportunities may go a long way in countering potential deterrents among transfer students who may be interested in such pathways.

Internal knowledge transfer is crucial for firms to improve their employees’ abilities and improve their work performance. However, there is still a gap in the knowledge management field regarding whether internal knowledge transfer can leverage employee personality traits and service performance in service-oriented organizations. To address this gap, this study aims to validate a multilevel model of the mediating (i.e. internal knowledge transfer as a mediator) and moderating (i.e. task interdependence as a moderator) mechanisms underlying personality traits and employee service performance.

Multilevel structural equation modeling was applied for model validation using an original data set from 45 team leaders and 333 employees working in Chinese hotels.

Internal knowledge transfer mediated the link between extraversion and employee service performance and the link between openness to experience and employee service performance. Task interdependence played a moderating role that strengthened both the impacts of extraversion and openness to experience on internal knowledge transfer.

Through the use of an original data set, this study advances the knowledge management discipline by investigating the mediating impact of internal knowledge transfer between personality traits and employee service performance and revealing the moderating impact of task interdependence that underlies the links between personality traits and internal knowledge transfer.

The aim of this paper is to examine literature related to transfer students and students in transition through three interrelated lenses: student demographics and experiences, considerations encountered by institutions of higher education working to support these students and academic libraries’ interactions with this growing population.

Library and information science and education databases were searched for articles related to transfer student experiences and initiatives. Educational research and policy centers were also investigated for supplemental data and definitions.

Several key considerations for academic libraries interested in supporting transfer students emerged, including the growth and diversity of this population; academic, social and procedural experiences encountered during and after students’ transition; commonalities and differences with native first-year students; and the value of partnerships in fostering student success.

This review contextualizes conversations regarding transfer student experiences, providing a resource for librarians to understand this population from multiple perspectives and to use these perspectives to develop and enhance initiatives, resources and services.

Despite an increased emphasis on transfer students across higher education, there is little literature regarding libraries’ involvement with this population. This literature review also seeks to expand upon existing conversations by examining transfer student experiences beyond the library that could inform both their interactions with the library and the ways in which libraries connect and communicate with these students.

This paper aims to discuss a 2015-2016 University of Washington Libraries project focused on understanding the needs and challenges of transfer students on the Seattle campus and developing innovative ways to support transfer student success.

The study uses design thinking methods, including interviews and rapid iterative prototyping and feedback, to understand and emphasize the user experience.

Transfer students at the Seattle campus identify themselves as a unique group separate from other undergraduates because of their prior experience, shortened timeline at the university and their need to balance academic, work and family commitments. Because transfer students often have little time to learn about and effectively use campus resources, the authors found that working with campus partners to enrich transfer-specific student orientations and events with educational and practical content was the most effective means of supporting new students.

This pilot study was conducted over an 11-month period with a small number of participants, but the iterative nature of design thinking allowed the authors to gather new feedback from a variety of students and staff at each phase.

This study showcases how design thinking methods can increase understanding of transfer student and other user needs. The design thinking approach can also enable the rapid development of library and campus services, as well as outreach efforts, to meet user needs.

The purpose of this paper is to explore not only the academic measures such as grade point average of success of college-to-university transfer programs (Pathway Programs), but also the social-cultural facilitators and barriers throughout the students’ Pathway experience.

The experience of students and academic advisors moving between Queensdale College and North Star University (NSU) (pseudonyms) were analyzed using a mixed-methods approach including analysis of data from online surveys, secondary data (course performance), and focus group interviews.

Students who are able to enter the Pathway Programs at NSU perform on average better than their four-year traditional program peers. There remain a number of social-cultural barrier which need to be addressed to improve the overall experience of these transfer students.

The results from this study will assist the administrative decision makers in designing Pathways and their associated communication plans in order to meet the needs of the students with tools and supports that are both perceived by the students as valuable and are improving their Pathway experience and ultimately their academic performance.

The move to develop Pathway Programs in Ontario is a new phenomenon, even in provinces where this is more common, few studies exist which consider the social-cultural aspects of the student journey between the two institutions. This study moves beyond the standard academic performance data and provides insight into the critical role played by the social aspects in higher education experiences.

The literature has described knowledge transfer in terms of how companies advance their merger and acquisition activities through experience. This indicates a knowledge transfer from one acquisition to the next, with the acquiring party being the carrier of such knowledge. The present paper aims to add to this view through pointing out how knowledge on how to acquire and how to integrate, follows also from other parties and their experiences. The paper discusses and classifies sources, directions and outcomes of knowledge transfer on acquisitions from a stakeholder point of view. Focus is on external stakeholders and knowledge is divided between knowledge on acquiring and knowledge on integrating, thus dealing with the pre- and post-merger stages of acquisitions.

The paper adopts a multiple case study research design to illustrate its point. While the individual acquisitions are interconnected through the acquirer or acquired party being the same company, indications are that knowledge on how, when and what party to acquire and how to integrate (degree, direction, timing and function) follows from external stakeholders and their previous experiences.

The findings suggest that knowledge on acquiring follows from general knowledge on sector levels, while specific parties – including customers, competitors and the acquired party – are the sources of knowledge on integration. Knowledge on acquiring is imitative, while knowledge on integrating rests more on the external stakeholders’ failures.

The paper provides a research design contribution to acquisition studies, as most such studies adopt a quantitative, secondary data approach. The main contribution is though the focus on external stakeholders as sources of knowledge on acquiring and integrating. The previous literature seems to suggest that it is the experience accumulated through the acquirer’s previous acquisitions that provides the acquisition knowledge. The paper’s perspective, which includes several external stakeholders, provides a rather unique piece of research on stakeholders in mergers and acquisitions.

The ability to learn is an important organisational resource. The purpose of this paper is to identify issues involved in achieving transfer learning across large construction projects in the building sector. The focus is on linking experiences gained in the operation and maintenance phase of one project to the earlier construction phases in subsequent projects.

The paper presented is conceptual in nature.

Evidence from the construction industry clearly indicates that significant economic benefits can be realized by improving the experience transfer learning process across projects. Despite the industry's significant investments in computer‐based management systems, experience and research shows there are other factors that have a significant impact on this learning process. A framework for diagnosing an organisation's learning characteristics is identified. This framework includes both the structural dimension of the formal organisation and the cultural dimension of the social relationships within the organisation.

Improved feedback from the operative and maintenance phase has the potential to reduce total life cycle costs for future construction projects. Using Kim's OADI‐SMM model of organisational learning, this paper applies a diagnostic instrument that focuses on the organisation's structural and cultural characteristics to identify breakdowns in experience transfer and learning. Awareness of the factors that inhibit experience transfer and learning can contribute to improving industry performance.

The purpose of this research is to explore how knowledge source and knowledge recipient influence knowledge transfer performance through political skill and partnership quality, and in so doing to make up for the lack of research on the political skills of knowledge sources in the process of knowledge transfer.

This research used paired-sample questionnaires to conduct a survey. One direct supervisor was paired with 1–4 subordinates; 224 other-reported questionnaires were sent out to supervisors and 896 self-reported questionnaires to subordinates. A total of 171 valid supervisor questionnaires and 511 valid subordinate questionnaires were collected. Hierarchical regression analysis was used to analyze the data.

This empirical research demonstrated that knowledge sources with political skills can promote partnership quality and influence the success of knowledge transfer.

This study was a cross-sectional design. Therefore, in our future research, self-report and non-self-report data will be collected in the process of questionnaire administration, and a multi-group questionnaire method (time/field isolation method) will be adopted to avoid having the same source of data. Supervisors and employees will be divided into different groups to collect sources, and the results from two different sources will be used to reduce the negative impact of common method variance.

External knowledge sources with political skills can impact recipient' knowledge transfer performance in the workplace, which means that external knowledge sources can provide the organization with innovative ideas and implementation skills.

The study presents a valid model that comprises the antecedents (characteristics of the source of knowledge), mediators (partnership quality), moderators (political skill) and consequences of knowledge transfer performance of firms.