thesis_Daniela Noethen_print final - Jacobs University

Outline
Outline
The core of the present dissertation consists of three research papers that were written to be
published in scientific journals and that have been slightly adapted for the present format. The
three articles are linked by a red thread, and, together, draw a picture of knowledge transfer as
a path to the prevention of knowledge loss. As there are some basic terminologies and
concepts that all three articles build upon, an introductory chapter is added to explain these
common grounds. All three empirical chapters describe the respective theoretical background,
the methods used, and results obtained, and wrap up with a discussion of the specific results.
A concluding chapter is then devoted to the discussion of the results of the dissertation as
such. References and appendices are provided for each chapter separately.
In chapter one, the main terms and concepts revolving around knowledge are clarified
and explained, including knowledge, knowledge management, and knowledge transfer. This
is followed by a brief discussion of implications of the given definitions for the study of
knowledge loss. Moreover, a brief overview of knowledge management as a discipline will be
given and the present work will be positioned within this broader context.
Chapter two consists of the first research paper and describes the first study, which
formed part of the “demopass”-project and examined predictors of knowledge transfer
between employees. There is a considerable amount of literature on predictors of knowledge
transfer, but due to inconclusive and inconsistent results as well as the large variety of
possible predictors proposed and studied, there is as yet no clear understanding of the
underpinnings of knowledge transfer (Argote, 1999; Ko, Kirsch, & King, 2005; van Wijk et
al., 2008). Thus, I propose and test two important differentiations which can help disentangle
predictor effects: the distinction between individual and team level effects of predictors, and
the distinction between the effects on two different knowledge transfer behaviors, namely
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