PurposeThe aim of this study is to explore the role of social tie content in the interpersonal knowledge transfer process and to test the effects of different social ties, i.e. distinguishing instrumental tie and expressive tie, on knowledge transfer, using cognition‐ and affect‐based trust as the mediators.Design/methodology/approachA theoretical model was tested through a survey carried out on 152 MBA students of a university in east China, and structural equation modelling (SEM) was employed for data analysis.FindingsThis research proved that both instrumental and expressive ties will facilitate trust and knowledge transfer. Cognition‐based trust is not essential when low‐tacit, general knowledge is transferred, and the effect of the expressive tie becomes negative when trust is controlled. When transferring general knowledge the instrumental tie is more efficient. However, contrary to the hypothesis, it is found that the effect of the expressive tie is not significantly larger than that of the instrumental tie during the tacit knowledge transfer process.Research limitations/implicationsBesides tacitness, future research may consider involving more dimensions of knowledge into the theoretical model. Longitudinal and cross‐national studies are also needed.Practical implicationsThe paper suggests that managers can enhance knowledge transfer among co‐workers by enhancing their instrumental and expressive ties. However, overuse of the expressive tie is risky. The importance of trust construction in organizations is also underscored.Originality/valueThe study reminds scholars to pay attention to the role of tie content in knowledge transfer. The findings also help managers to know how to increase knowledge transfer through promoting intra‐organizational networking.

No abstract

No abstract

Aim/Purpose: It aimed at investigating the motives and challenges of 15 mature-aged doctoral students at two education faculties in Australian and Asian contexts. Background: This cross-border research collaboration investigated the first international higher-research forum between two education faculties in Hong Kong and Australia. Methodology: Interpretative Phenomenological Analysis (IPA) was used to explore partic-ipants’ self-reported experiences concerning the motivations and challeng-es of 15 mature-aged doctoral students. Contribution: The findings have important implications for global doctoral program de-velopment, international exchange forum organizations, intercultural capaci-ty building, academic enhancement and cross-border research collabora-tion. Findings: From interview data four overarching themes emerged: Taking calculated risks, Determination to succeed, Financial stress, and Balancing life and research. Recommendations for Practitioners: Recommendations include mentoring schemes, greater support for isolated students, and more opportunities for students to complete their PhD by publication. Recommendation for Researchers: More research is needed to investigate mature-aged students’ motives for embarking on study in diverse cultural contexts among different ethnic groups. Impact on Society: This study recognized the merits and potentials of mature students whose research contributes to their societies. Future Research: Future research directions include using multiple case study design, thus exploring diverse aspects of the existing sample in greater depth, as well as tapping into a new sample of students at risk of attrition at both faculties.