Sustainable Knowledge Transfer from Business Simulations to Working Environments: Correlational vs. Configurational Approach
Employing both a correlational and a configurational framework, this study proposes that engagement in business simulations, working environment culture, and acquired knowledge on business simulations are forerunners of sustainable knowledge transfer from business schools to organizations through bu...
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Online Access: | https://www.mdpi.com/2071-1050/13/4/2154 |
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doaj-ac52e62db2c64c57b71db7d57a8f46352021-02-18T00:05:34ZengMDPI AGSustainability2071-10502021-02-01132154215410.3390/su13042154Sustainable Knowledge Transfer from Business Simulations to Working Environments: Correlational vs. Configurational ApproachDaniel Lovin0Monica Raducan1Alexandru Capatina2Nicoleta Cristache3Department of Business Administration, Faculty of Economics and Business Administration, Dunarea de Jos University of Galati, 800001 Galati, RomaniaDepartment of Business Administration, Faculty of Economics and Business Administration, Dunarea de Jos University of Galati, 800001 Galati, RomaniaDepartment of Business Administration, Faculty of Economics and Business Administration, Dunarea de Jos University of Galati, 800001 Galati, RomaniaDepartment of Business Administration, Faculty of Economics and Business Administration, Dunarea de Jos University of Galati, 800001 Galati, RomaniaEmploying both a correlational and a configurational framework, this study proposes that engagement in business simulations, working environment culture, and acquired knowledge on business simulations are forerunners of sustainable knowledge transfer from business schools to organizations through business simulations training. Using a sample of 120 graduates from a Romanian business school, the results from configurational framework (based on regression analyses) reveal that knowledge transfer is explained by engagement in business simulations and working environment culture. However, findings highlight no correlation between acquired knowledge through business simulations and knowledge transfer. We have also employed fsQCA (fuzzy-set qualitative comparative analysis), which reveals that engagement in business simulations, working environment culture, and acquired knowledge on business simulations are adequate conditions for knowledge transfer. This study sheds light on a new research avenue of knowledge transfer from business schools to industry, less investigated by prior research.https://www.mdpi.com/2071-1050/13/4/2154business simulationknowledge acquisitionknowledge transferexperiential learning |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Daniel Lovin Monica Raducan Alexandru Capatina Nicoleta Cristache |
spellingShingle |
Daniel Lovin Monica Raducan Alexandru Capatina Nicoleta Cristache Sustainable Knowledge Transfer from Business Simulations to Working Environments: Correlational vs. Configurational Approach Sustainability business simulation knowledge acquisition knowledge transfer experiential learning |
author_facet |
Daniel Lovin Monica Raducan Alexandru Capatina Nicoleta Cristache |
author_sort |
Daniel Lovin |
title |
Sustainable Knowledge Transfer from Business Simulations to Working Environments: Correlational vs. Configurational Approach |
title_short |
Sustainable Knowledge Transfer from Business Simulations to Working Environments: Correlational vs. Configurational Approach |
title_full |
Sustainable Knowledge Transfer from Business Simulations to Working Environments: Correlational vs. Configurational Approach |
title_fullStr |
Sustainable Knowledge Transfer from Business Simulations to Working Environments: Correlational vs. Configurational Approach |
title_full_unstemmed |
Sustainable Knowledge Transfer from Business Simulations to Working Environments: Correlational vs. Configurational Approach |
title_sort |
sustainable knowledge transfer from business simulations to working environments: correlational vs. configurational approach |
publisher |
MDPI AG |
series |
Sustainability |
issn |
2071-1050 |
publishDate |
2021-02-01 |
description |
Employing both a correlational and a configurational framework, this study proposes that engagement in business simulations, working environment culture, and acquired knowledge on business simulations are forerunners of sustainable knowledge transfer from business schools to organizations through business simulations training. Using a sample of 120 graduates from a Romanian business school, the results from configurational framework (based on regression analyses) reveal that knowledge transfer is explained by engagement in business simulations and working environment culture. However, findings highlight no correlation between acquired knowledge through business simulations and knowledge transfer. We have also employed fsQCA (fuzzy-set qualitative comparative analysis), which reveals that engagement in business simulations, working environment culture, and acquired knowledge on business simulations are adequate conditions for knowledge transfer. This study sheds light on a new research avenue of knowledge transfer from business schools to industry, less investigated by prior research. |
topic |
business simulation knowledge acquisition knowledge transfer experiential learning |
url |
https://www.mdpi.com/2071-1050/13/4/2154 |
work_keys_str_mv |
AT daniellovin sustainableknowledgetransferfrombusinesssimulationstoworkingenvironmentscorrelationalvsconfigurationalapproach AT monicaraducan sustainableknowledgetransferfrombusinesssimulationstoworkingenvironmentscorrelationalvsconfigurationalapproach AT alexandrucapatina sustainableknowledgetransferfrombusinesssimulationstoworkingenvironmentscorrelationalvsconfigurationalapproach AT nicoletacristache sustainableknowledgetransferfrombusinesssimulationstoworkingenvironmentscorrelationalvsconfigurationalapproach |
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