I learned more than I taught: the hidden dimension of learning in intercultural knowledge transfer

Abstract

Purpose -Although knowledge transfer is generally conceived as a two-way process in which knowledge is transferred to and from the knowledge source, research has tended to focus on the first part of the process and neglect the second part. This study aims to examine the feedback loop and how knowledge is transferred from the knowledge receiver to the knowledge source. Design/methodology/approach -The paper relies on interviews and archival records to conduct an in-depth case study of cross-border knowledge transfer work carried out by a Canadian non-profit organization. Findings -The paper finds that by learning about receivers' knowledge, background and learning styles, as well as their social context or learning environment, such as language, culture, tradition and history, "source" persons are in fact able to acquire for themselves valuable new knowledge. This in turn assists both the source and receiver to establish shared understandings, thereby facilitating a more effective knowledge transfer thus enhancing learning for both the source and receiver. Research limitations/implications -Given that this is a case study of one organization, the findings of this study may not be readily generalizable to other organizations, or settings. Despite this limitation, the study raises some important questions for further investigation and contributes to existing research on intercultural knowledge transfer. Practical implications -Individuals involved in knowledge transfer who pay attention to the feedback loop can better perform their roles and also improve their knowledge. Originality/value -It has been acknowledged in the literature that expatriates engage in extensive learning while transferring knowledge in their overseas assignments. However, little research has examined what they have learned, how they learn, and the benefits of such learning. This research suggests that knowledge sources can enhance their own knowledge as well as improve knowledge transfer to recipients by nurturing feedback loops.

A Novel NGO Approach to Facilitate the Adoption of Sustainable Innovations in Low-Income Countries: Lessons from Small-scale Farms in Nicaragua

“…Whereas centrist/instructionist approaches that train people via a one-way transfer of knowledge may seem efficient and may be effective in some situations (Brunsson et al, 2012; Rogers, 1995), past experience demonstrates that it is ineffective when facilitating sustainable innovations like CA among small-scale farmers in low-income countries (Dyck et al, 2000; Silvestre & Silva Neto, 2014b). An emphasis on two-way learning promises to enhance the experience of both parties and improve overall learning, adoption, and diffusion (Chen, Bapuji, Dyck, & Wang, 2012) and is associated with increasing the self-esteem and dignity of farmers (Shivarajan & Srinivasan, 2013). In particular, our findings point to the folly of a centrist “west knows best” view.…”

The international transfer of individual career capital: exploring and developing a model of the underlying factors

“…Moreover, developing, widening and maintaining social networks in the host country can help to transfer knowing-how developed in the home country to those people more effectively (Choi and Johanson, 2012;Reiche, 2011;Sitar and Miheli c, 2018). Chen et al (2012) also suggest that learning more about the knowledge recipient's existing knowledge, experiences, background and learning styles can help to transfer knowledge more effectively as in this way individuals learn of the best way to transfer the knowledge to a particular person. Knowledge transfer can be positively affected by a sense of belonging to the organization, as well as the ability, motivation and opportunity seeking to transfer knowledge.…”

The Mutual Impact of Global Strategy and Organizational Learning: Current Themes and Future Directions

“…A number of papers take a more optimistic line, reporting on successful examples of intercultural knowledge transfer (Chen et al ,. ). The idea of cultural intelligence is developed by Li, Mobley, and Kelly (), and the idea of cultural metacognition is seen as a generic skill that enables people to develop ‘affective closeness and creative collaboration’ in intercultural relationships (Mor, Morris, and Joh, : 493).…”