Exploring the Dynamics of Organizational Knowledge Transfer: Insights using Agent-Based Modelling on Individual Absorptive Capacity
- Publication Type:
- Thesis
- Issue Date:
- 2024
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Knowledge transfer is important. Among the different barriers, recipient absorptive capacity is the dynamic capability to absorb knowledge and is a common barrier that has no clear solution. An organisation’s absorptive capacity is not simply the sum of the absorptive capacity of its members. Individuals absorb knowledge at different rates and time plays an important role in the application of knowledge. The research gap is that there is currently no method to simulate knowledge transfer based on individual absorptive capacity or other characteristics. Agent-based modelling is a simulation method that takes into account an individual’s heterogeneity, and simulation is a mixed research method that allows for experimental design that can be executed at a fast time scale without affecting the real world. Experimental design is used to observe how different values in parameters or variables affect a system. This thesis undertakes the tasks of modelling knowledge transfer using agent-based modelling. The first experiment models knowledge transfer using individuals’ absorptive capacity experimenting with knowledge spillover. The results show that when knowledge is systematically being transferred individuals can never fully exploit knowledge. The second experiment maps affective states which is a framework for emotions of individuals’ process of absorbing knowledge while experimenting with empathy. The results show that empathy spreads negativity and deactivation. Finally, the third experiment attempts to model the diffusion of information disorder. It experiments with agreeableness which is a personality trait also known as “loving” person. The results show that agreeableness reduces malinformation which is to use the truth to hurt someone. Ultimately, this thesis provides a process and a tool to model knowledge transfer using agent-based modelling allowing for visualisation. This would be beneficial to everyone including pedagogues who currently rely on waiting on students’ failure to apply a remedial strategy. As with most novel research, this thesis has had to make assumptions due to its limitations, however, advances in research and technology will further improve this thesis’ contribution.
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