The document discusses a study examining factors that influence the transfer of knowledge from business schools to business organizations through in-service training students. The study developed a theoretical model using the AMO framework that suggests intrinsic motivation, acquired knowledge, and innovative culture impact knowledge transfer. A two-phase study was conducted with Vietnamese business students, including interviews and surveys, to test the model and hypotheses. Structural equation modeling and fuzzy set qualitative comparative analysis were used to validate measures and analyze the data. The goal was to identify key factors that determine if knowledge is successfully transferred from business schools to companies via students in work-study programs.

1. Can knowledge be transferred from business schools
to business organizations through in-service training
students? EM and fsQCA findings
Nguyen Dinh Tho, Nguyen Thi Mai Trang (2015). Can
knowledge be transferred from business schools to business
organizations through in-service training students? SEM and
fsQCA findings.Journal of Business Research, 68, 1332–
1340

2. Group 5:
1.Trần Nha Ghi
2.Đinh Tấn Hữu
3.Phạm Minh Luân
4.Hàng Nhật Quang
5.Hà Kiên Tân
6.Lê Hồng Trân

3. Table of content:
1.Research gap
2.Literature review and hypotheses
3.Purpose of research
4.Research questions
5.Research methods

4. 1.Research gap:
 Research on this type of knowledge
transfer can be classified into four main
categories(Agrawal, 2001):
1) Firm characteristics,
2) University characteristics,
3) Relationships between firms and universities,
4) Channels of knowledge transfer.

5.  The focus of this study is on the transfer of
knowledge from business schools to business
organizations through in-service training students.
 This type of knowledge transfer relates to three
main parties:
 Business schools,
 Business organizations
 In-service training business students.

6.  In-service training business students play a role
of a channel of knowledge transfer.
 They are working for business organizations
and, in the same time, are studying at business
schools.
 Knowledge and skills that students acquire from
business schools are to be transferred to their
business organizations during their daily work

7. Although the literature on knowledge transfer from
universities to industry has emphasized the role of
channels in university–industry knowledge transfer
(Agrawal, 2001; Bekkers & Freitas, 2008), The
question of what determines the transfer of
knowledge from business schools to business
organizations through in-service training students
still remains unanswered.

8. 2. Literature review
The AMO model posits that the interaction of ability,
motivation, and opportunity are determinants of job
performance (Blumberg & Pringle,1982; Waldman &
Spangler, 1989):
 Ability (the knowledge and skills to perform a
task)
 Motivation (the willingness to perform the task)
 Opportunity (resources required for performing
the task) are determinants of successful work
performance.

9. 2. Literature review
Applying the AMO model into the transfer of
knowledge from business schools to business
organizations, the following theoretical model is
proposed:

10. Conceptual Model

11.  Knowledge transfer:
 Knowledge transfer takes place between a source and a
recipient, the success of knowledge transfer depends on
the characteristics of both the source and the recipient
(Chang, Gong, & Peng, 2012; Ko et al., 2005).
 The source of knowledge transfer is the business school
and the recipient of knowledge transfer is the business
organization.
 The degree of knowledge and skills acquired
from business schools represents their ability for
knowledge transfer

12. Intrinsic motivation:
The choice of intrinsic motivation due to the
transfer of knowledge and skills acquired from
business schools to business organizations by in-
service training students may be undertaken for
their self sustained (Osterloh & Frey, 2000)
Knowledge is transferred when the source and
recipient are intrinsically motivated (Ko et al., 2005)

13. High intrinsic motivated in-service training
students are more likely to:
H1. Intrinsic motivation has a positive impact on
knowledge transfer

14. Acquired knowledge:
During their study time, in-service training
students obtain knowledge and skills from their
business schools.
Students with high levels of intrinsic motivation
tend to recognize and evaluate the knowledge
and skills provided by their business schools for
application to their current jobs.
H2. Intrinsic motivation has a positive impact on
acquired knowledge.

15. The belief of students on the knowledge and skills
they acquire is important for the effectiveness of
knowledge transfer by business schools (Ginns,
Prosser, & Barrie, 2007).
The acquired knowledge and skills reflect the
ability of students.
H3. Acquired knowledge has a positive impact on
knowledge transfer

16. Innovative culture:
Innovative culture refers to the belief of
employees regarding innovative culture of the
business organization they are working for.
An organization's innovative culture will make its
employees to believe that the organization
supports new knowledgeand ideas, giving rise to
their application of new knowledge and skills
acquired from business schools to their job.
H4. Innovative culture has a positive impact on
knowledge transfer.

17. Innovative culture motivates employees to apply
their new knowledge and skills into their job to
improve their performance (Tharenou & Harker,
1984; Waldman & Spangler, 1989).
Innovative culture stimulates the motivation of in-
service training students to transfer their new
knowledge and skills obtained from business
schools to their business organizations.
H5. Innovative culture has a positive impact on
intrinsic motivation

18. Innovative culture emphasizes innovation and
cultivates capabilities of members in an
organization to adopt new ideas, processes, or
new ways of performing tasks (O'Cass & Ngo,
2007). As such, innovative culture provides an
opportunity for in-service training students to
acquire more knowledge and skills from business
schools to improve their capabilities.
H6. Innovative culture has a positive impact on
acquired knowledge.

19. 3. Purpose of Research
Examining some main factors affecting
knowledge transfer from business schools to
business organizations through in-service
training students

20. 4. Research questions
What do a main factors affect to knowledge
transfer from business schools to business
organizations through in-service training
students?

21. 5. Research method
This study comprised two phases: a pilot study
and a main survey. The pilot study included a
qualitative study and a quantitative survey:
The pilot qualitative study was undertaken using
in-depth interviews with 12 in-service training
students in the University of Economics, HCM
City. The purpose of this study was to modify the
measures of the constructs in the mode

22.  The quantitative pilot study was undertaken by
using face-to-face interviews with 129 in-
service training students at the University of
Economics, HCM City to refine the scales.
Cronbach's alpha reliability and exploratory
analysis (EFA) were used to preliminarily
assess the scales factor

23. The main survey was also undertaken by using face-to-
face interviews. A convenience sample of 843 students at
the University of Economics, HCM City and the University
of Economics and Law, Vietnam National University,
HCM City was interviewed in this survey. The purpose of
this main survey was to validate the measures and to test
the structural model.
First, confirmatory factor analysis (CFA) was utilized to
assess the measures.
Then, structural equation modeling (SEM) was employed to
test the theoretical model and hypotheses.
Finally, fsQCA (fuzzy-set qualitative comparative analysis)
was employed to reanalyze the data

24. Thank you for listening