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This chapter outlines four specific challenges that graduates of higher education face as they transition from school to work in the new millennium: (1) The myth of a linear connection between studies and career options; (2) the purported gap between the skills and knowledge learned in school and the skills and knowledge needed in the workplace; (3) the challenge of preparing for multiple careers over a lifetime; (4) the need for lifelong learning. Learning how to transfer skills and knowledge across multiple contexts, and the ability for effective self-direction, are proposed as two important ways that job seekers themselves can effectively respond to these challenges. Higher education institutions are challenged to explicitly incorporate more reflection and other metacognitive practices into their curricula. They are also challenged to provide many (and varied) opportunities for students to transfer what they know and can do across multiple contexts, both in and outside of the classroom. Learners are encouraged to engage in greater self-direction of their academic and career trajectories and more fully understand how to create and find work by mobilizing their transferable skills in a variety of contexts, beyond those that are traditionally affiliated with their studies.

Knowledge transfer is an important global leader (GL) competency, given their role as knowledge brokers and capacity builders. However, knowledge transfer skills and the transfer process itself have received scant attention from both global mobility and leadership scholars. Similarly, multinationals have seldom systematically collected and utilized repatriate knowledge, despite the competitive advantage it represents in a global knowledge economy. To fill this gap, an exploratory qualitative study employing critical incidents and interviews with a multi-country sample of 47 German, Japanese, and US repatriates identified variables that facilitate knowledge transfer attempts to the work unit. Our findings corroborate the proposed variables in a conceptual model of the transfer process and articulate the transfer skills that help explain their ability to transfer. Most importantly, our findings introduce an interactive transfer model that explicates the microprocess of transfer in the repatriate–work unit relationship. We conclude with implications for global leadership research and HRM practice.

The inter-organizational transfer of competence is a subject that presents several interesting perspectives for research. This article proposes elements for defining a model for its analysis. The model is based on three main groups of constructs: transfer level and state of the knowledge transferred; objectives of the transfer; transfer mechanisms. Through the study of the method developed by Renault in Brazil in order to transfer logistical skills, capabilities and competencies to its local suppliers, the applicability of the model is assessed. The case study is also used to develop the model through three propositions.

This paper investigates, theoretically and empirically, differences between blacks and whites in the United States concerning the intergenerational transmission of occupational skills and the effects on sons’ earnings. The father–son skill correlation is measured by the correlation coefficient (or cosine of the angle) between the father’s skill vector and the son’s skill vector. The skill vector comprises an individual’s occupational characteristics from the Dictionary of Occupational Titles (DOT). According to data from the U.S. National Longitudinal Survey of Youth (NLSY79), white sons earn higher wages in occupations that require skills similar to those of their fathers, whereas black sons in such circumstances incur a wage loss. A large portion of the racial wage gap is explained by the father–son skill correlation. However, a significant unexplained racial wage gap remains at the lower tail of the wage distribution.

This chapter outlines potential steps to take in designing active learning experiences based on several theories underlying the learning process. The chapter examines theories of learning and instruction including information processing, schema acquisition, and cognitive load theory. Next follows an explanation of how these theories support problem-centered learning as well as a rationale for the need to help learners develop domain-general, flexible problem-solving skills that will transfer to future needs and contexts. The second half of the chapter focuses on designing active learning experiences based on the selection of real-world problems as the foundation for learning, activating prior knowledge, demonstration of the process or concept, multiple opportunities for practice with relevant scaffolding, and the chance to integrate that knowledge into the learners’ own context based on M. D. Merrill’s (2002) First Principles of Instruction. Examples of assessments, strategies, and activities to foster active, problem-centered learning drawn from the literature are also provided.

This chapter considers the role of technology transfer intermediaries (TTIs) in the processes of innovation in networks involving universities, research and development centres, and business firms from an international perspective. A diversity of types of TTIs is recognised in terms of their particular interests in the operation of innovation processes and the conditions they impose in transactions involving intellectual property. It will identify the various objectives of sponsoring stakeholders as differentiating the missions and accountabilities and, in turn, determining the focus and roles of different types of TTIs and the interactions and networking between them, both formal and informal.

In discussion, the chapter will propose that the significance of systemic influence on the processes of technology transfer and innovation should be researched at two levels. At the micro-level of personal interactions, examining how systemic influences shape tacit knowledge transfer between and learning by individuals engaged in research and innovation processes. Second, at the level of national cultures, examining the ways in which the cultural context institutionalises patterns of innovation and technology transfer networking.

This paper presents a model of resources refinement for systematically and comprehensively deriving competence-based competitive advantages. Competence-based competitive advantages support market-based strategies. They reinforce the overall market-based advantages of low costs, product differentiation and minimal cost differentiation at the business unit level and of carrying out tasks jointly in a performance compound at the corporate level. Competence-based competitive advantages also support resource-based strategies by reinforcing the advantages of product innovation skills at the business unit level and transfer of core competences in a performance compound at the corporate level.

Over the years, there have been calls for the integration of the Igbo Traditional Business School (I-TBS) into the contemporary entrepreneurship space, especially in Africa, to scale up entrepreneurial activities. The I-TBS model has demonstrated prominence in influencing entrepreneurial culture, skills transfer, start-up support mechanisms, enterprise success and sustainability; however, its reliability and replicability are often questioned. Among a myriad of issues, lack of comprehensive documentation that isolates the merits as well as demerits, is a concern. An understanding of I-TBS’ validity, reliability, replicability and compatibility are others. As a result, it has been difficult to accord the model the needed recognition. This desktop review chapter, is an effort to contribute to the improvement of the model, synthesise its strengths, weaknesses, opportunities, and threats with specific reference to the Igba-Boi entrepreneurship scheme. The Atlas-ti v8 software was used in the synthesis. Based on the review, attributes such as togetherness and solidarity in business, free transfer of skills, upholding entrepreneurial culture which are passed from generation to generation and building family/social ties were key strengths of the model. The weaknesses come in the form of lack of regulations to monitor irregularities, inappropriate contractual method and the abuse of mentees. Openings for interested individual to access training, assurance for start-up capital and partnership/collaboration options were key opportunities. False accusations of mentees, breaching settlement agreement, unfair dismissal of mentee, and lack of solid ground for justice, are the major threats. It is expected that these findings will form the basis for further research and policy actions to improve the model.