Knowledge Integration within Multinational Corporations and Organizational Performance

Eon-Seong Lee(이언승) 대한경영학회 2016 大韓經營學會誌 Vol.29 No.6

융합수업의 학습환경 설계와 ‘지식’의 의미에 관한 실천적 해석

김선미(Kim, SeonMee) 연세대학교 교육연구소 2021 미래교육학연구 Vol.34 No.3

본 연구는 융합수업 설계 과정에서 교과 지식 재구성에 관한 문제로부터 출발하여, 교사들이 지식을 어떻게 이해하고 수업 설계에 적용해야 하는지 논의하고자 하였다. 먼저 지식에 관한 다양한 견해들 을 종합적으로 살펴보고, 지식의 유형들이 융합수업에서 갖는 의미들을 고찰하였다. 구성주의 학습 의 관점에서 볼 때, 다양한 유형의 지식들의 의미와 그 형성과정이 융합수업 설계에 반영되어야 하 며, 교사의 전통적인 지식관에 따른 관점의 변화가 아울러 이루어져야 함을 논의하였다. 융합수업 설계는 교과서의 명제적인 지식의 융합과 재구성을 넘어서, 실천적 지식과 내러티브 지식, 암묵적 지식, 절차적 지식, 근경적 지식 등의 다양한 지식의 유형들과 연계된 학습 경험이 수업의 전 과정 속에 분산, 배치, 형성될 수 있는 수업의 학습환경 설계에 초점을 두어야 함을 강조하였다. 교사의 융합수업 설계는 교과 지식과 학습자의 교과 융합적인 경험의 가교 역할을 하기 위한 것이며, 학습 자에게서 융합적 사고의 경험이 일어나도록 지원할 수 있는 학습환경 설계이어야 함을 논의하였다. This study started with the problem of structuring knowledge for integrated curriculum, and tried to figure out how teachers needed to understand various meaning of knowledge. It is tried to comprehensively survey various types of knowledge and to interpret the meaning of them on the integrated classroom. From a constructivist point of view, it is discussed the types of knowledge should be reflected during the knowledge organization and a change of teacher’s traditional point of view on knowledge should be made. The teacher s integrated class design needs to go beyond the integration and reconstruction of declarative knowledge. The knowledge integration should be placed on the design of a classroom environment in that various types of knowledge can be dispersed, arranged, and formed in the entire process of students’ learning experience, such as practical knowledge and narrative knowledge, tacit knowledge and procedural knowledge, and rhizome knowledge. It is emphasized that designing integrated curriculum should not be restricted in fusion and documentation, but rather in constructing a integrated class environment that supports learners to take place integrated thinking experiences.

구성원의 지식통합능력과 혁신행동 간의 관계에 관한 실증연구: 지식통합능력의 영향요인과 폐기학습의 조절효과

허명숙,천면중 한국기업경영학회 2015 기업경영연구 Vol.22 No.4

An innovation-based economy, as we have today in the consistently changing customer needs and hyper-competitive environmental change, requires the innovation of employees’ behaviors as well as organizational behaviors. Through employees’ involving innovative behaviors and exercising their abilities organizations are able to be aware of and agilely respond to the new customer needs and environmental change, enhance work performance, and maintain a competitive advantage. And organizations trying to strengthen their competitiveness and consistently perform better work performance strive to change employees’ behaviors through organizational change management. However, employees’ behavioral change and innovative behaviors require to explore new knowledge and exploit knowledge consistently. The purpose of this study is to examine the impact of learning goal orientation, IT resource use, commitment to change, and unlearning on the relationship between knowledge integration capabilities(knowledge exploration and knowledge exploitation) and innovative behaviors of employees in organizations. The research collects data from a sample of 293 employees from 32 companies and analyzes the collected data using SPSS 22.0 and smartPLS 2.0 to test hypotheses of the research. Major findings are as follows. First, the impact of knowledge integration capabilities on innovative behavior is positively significant(β=.572, t=11.157, p<.000). The result indicates that knowledge integration capabilities are a driving force leading to innovative behavior. Second, the influence of learning goal orientation on innovative behavior is also positively significant(β=.366, t=6.684, p<.000). The result implies that the higher learning goal orientation employees have, the better they explore new knowledge and exploit knowledge consistently. Third, the impact of IT resource use on knowledge integration capabilities is also positively significant(β=.382, t=7.209, p<.000). The result indicates that IT resource use of employees plays an important role to integrate their knowledge. Forth, the influence of commitment to change on knowledge integration capabilities is also significant(β=.102, t=2.172, p<.03). The result implies that when employees have positive attitudes on organizational change, they perform knowledge activities to explore and exploit job-related new knowledge. Finally, the relationship between knowledge integration capabilities and innovative behavior turns out to be moderated by unlearning. The comparison of the slope(β=.88, t=10.235, p<.000) of a regression coefficient in case of higher unlearning of employees(+1 SD) with the slope(β=.60, t=8.097, p<.000) of a regression coefficient in case of lower unlearning of employees(-1 SD) is found to be statistically significant. The results indicates that employees with higher unlearning rather than lower unlearning reinforce the relationship between knowledge integration capabilities and innovative behavior. Thus, the study provides researchers and practitioners with a matter of primary interest in unlearning as a driving force leading to the strong relationship between knowledge integration capabilities and innovative behaviors of employees. By finding out antecedent factors affecting knowledge integration capabilities, the research provides organizations trying to make innovations through organizational change management with practical implications. Limitations arisen in the course of the research and suggestions for future research directions are also discussed. 본 연구는 구성원의 지식통합능력과 혁신행동 간의 관계에서 학습목표지향, IT자원 활용, 변화몰입, 폐기학습 등이 어떠한 영향을 미치는지를 조사하였다. 연구모형의 다양한 관계들은 SPSS 22.0과 smartPLS 2.0을 사용하여 검증되었다. 분석 결과, 첫째, 지식통합능력은 혁신행동에 정(+)의 영향을 미치는 것으로 나타났다. 이는 구성원의 지식통합능력이 혁신행동을 이끄는 원동력임을 나타낸다. 둘째, 학습목표지향은 지식통합능력에 정(+)의 영향을 미치는 것으로 나타났으며, 구성원의 학습목표지향이 높을수록 지식통합능력이 향상되는 것을 의미한다. 셋째, IT자원의 활용은 지식통합능력에 정(+)의 영향을 미치는 것으로 나타났다. 따라서 IT자원의 활용은 구성원의 지식통합 활동에 여전히 중요한 역할을 한다. 넷째, 변화몰입은 지식통합능력과 정(+)의 영향을 미치는 것으로 나타났다. 이는 구성원이 조직변화에 호의적인 태도를 보일수록 업무와 관련된 새로운 지식을 탐색하고 활용하는 활동이 증대됨을 나타낸다. 다섯째, 폐기학습은 지식통합능력과 혁신행동 간의 관계를 조절하는 것으로 나타났다. 이는 폐기학습이 높은 구성원일수록 지식통합능력에 따른 혁신행동이 더 강화되는 것을 의미한다.

지식경영을 활용한 기업인수 후 합병후 통합(PMI): 한일은행과 상업은행의 합병 사례를 중심으로

제갈정웅 ( Jeong Oung Jekarl ),최도성 ( Do Soung Choi ) 한국지식경영학회 2008 지식경영연구 Vol.9 No.1

The purpose of this study lies in examining how knowledge management was applied to PMI(Post Merger Integration) in bank merger. Individuals and organizations in Korea have experienced a lot of changes since the 1997 foreign exchange crisis. In such a situation, individuals came to think the only thing to rely on was personal knowledge. Since organizations had to lay off workers in order of their birth year, not based on whether or not individuals had the knowledge necessary for the organizations, they needed to have such a system that could use their explicit knowledge and even outside knowledge or customers` knowledge as IT developed by changing individuals` tacit knowledge into explicit knowledge as needed in order to continue to maintain their competitiveness and for their own development. Thus, each firm started to pitch for the introduction of knowledge management. Individuals started to store their own experience and knowledge in their homepages or blogs. It was Woori Bank, the merged bank of Hanil Bank and Commercial Bank of Korea, that introduced the knowledge management system and Shared Service Center, in which knowledge creation is available, for the first time in the banking business. Its previous name was Hanbit Bank. Hanbit Bank wanted to construct an advanced bank system, bringing in their chief information officer(CIO) from a foreign bank and introducing an IT software used in Spanish banks to adjust all banking processes to it. However, they could not help giving up the plan in the middle of the road since there was a great difference between Spain and Korea in the financial system and more than 30% of software package had to be changed. In this situation, PMI was delayed, and customer inconvenience continued, which made the integration of organizational cultures slow down. As a breakthrough in this situation, knowledge management was introduced. To integrate knowledge of two organizations in the process of PMI is an important job for all merger candidates. This study aims at presenting the successful results from using knowledge management as a means to PMI ahead of other financial institutions so they can apply them to their organizations. PMI was not achieved properly after the two banks had been merged as Hanbit, but entering the era of Woori Bank, workers were integrated under one standard organization following the organizational and knowledge integration, and knowledge management was introduced for an efficient sharing of knowledge among members. A great number of mergers have occurred up to now, but Woori Bank is the first case that used knowledge management as a means to both PMI and competitiveness enhancement. Probably it was an appropriate time when Woori Bank introduced knowledge management as it was organized. Since Hanil Bank and Commercial Bank of Korea had not introduced knowledge management until then, it could use knowledge management as a means to PMI. Using knowledge management, it could create a new organizational culture and increase competitiveness in the banking industry.

WHAT DO ACQUIRING FIRMS DO WITH ACQUIRED KNOWLEDGE? THE IMPLICATION OF EXPLOITATION AND EXPLORATION FOR KNOWLEDGE LEVERAGE BEHAVIORS IN TECHNOLOGY ACQUISITIONS

Seungho Choi,Gerry McNamara 한국인사ㆍ조직학회 2013 한국인사ㆍ조직학회 발표논문집 Vol.2013 No.1

Obtaining knowledge through acquisitions is an important avenue with which firms can build a competitive advantage. However, to fully exploit the value associated with technology acquisitions, acquiring firms must effectively leverage knowledge acquired from these acquisitions. This study examines what firms do with acquired knowledge and how they create values by utilizing acquired knowledge in post acquisition. In particular, this paper identifies two distinct types of knowledge leverage behaviors by acquiring firms, knowledge integration and knowledge detachment, and it investigates how the previous innovation patterns of acquiring firms (exploitation vs. exploration) influence the modes of knowledge leverage behaviors in post acquisition. We find that exploration of acquiring firms tend to separate acquired knowledge of target firms from their prior knowledge so as to generate innovation in post acquisition. In addition, this paper finds that knowledge relatedness between acquiring and target firms moderates the relationship between previous innovation pattern of acquiring firms and their knowledge leverage mode.

Deleuze와 Guattari의 지식론이 통합교육과정에 주는 시사점 고찰

조상연 ( Sang Yeon Jo ) 한국통합교육과정학회 2008 통합교육과정연구 Vol.2 No.2

이 연구는 수목적(arboreous) 지식과 근경(rhizome)적 지식으로 나누어 사유한 Deleuze와 Guattari의 지식론의 관점에서 통합교육과정을 구성하는 내용(지식)의 성격을 고찰하였다. 이를 위해 다음과 같은 순서로 살펴보았다. 우선 Deleuze와 Guattari의 지식론을 개괄하고 그 중 특히 근경적 지식의 교육적 의미를 살펴보았다. 다음으로 지식의 상대적인 관점과 구성적인 관점을 강조하는 통합교육과정에서 특히 요구되는 지식의 다양성과 상대성의 필요성을 근경적 지식의 관점에서 탐색하였다. 이 글의 논의 결과, 통합교육과정은 학습된 결과로서의 지식보다는 학습하는 과정으로서의 지식을 지향하고, 지식 자체와 구조나 가치보다는 학습자의 지식에 대한 해석과 그 과정에서 새롭게 구성되는 지식에 주목한다. 따라서 통합교육과정을 구성하는 내용 지식은 다양한 창조와 변이가 가능한 지식을 지향하고 사유의 `매끄러운 공간`을 자유롭게 여행하는 근경적 지식으로 구성되어야 한다. This thesis reflected the characteristics of Knowledge as the contents in the integrated curriculum by Deleuze and Guattari`s the method of classifying the knowledge. This researcher reflected like down below. First, summarized Deleuze and Guattari`s theory of knowledge, specially searched educational means of `rhizomorphous knowledge`. In afterwords, tried to observe necessity of variety and relativity which is demanded specially from integrated curriculum that is from viewpoint of rhizomorphous knowledge. Discussion result of this writing, the integrated curriculum aims emphasizes the relativity of knowledge instead of absoluteness, and the learners` interpreting instead of the value of knowledge itself. Moreover, it puts more values on the learners` interpreting than the structured knowledges & moves toward to the knowledge as the process, not as results of learning So the knowledge that is regarded as the forming contents of integrated curriculum should aim the knowledges which would be able to create and mutate. And that should be composed with `rhizomorphous knowledge` which travels `smooth space of reason` freely.

글쓰기 내용지식 구성의 세분화에 관한 탐색적 연구 - 대학 글쓰기교재 분석을 중심으로 -

이란 한국콘텐츠학회 2022 한국콘텐츠학회논문지 Vol.22 No.7

The aim of this study was to subdivide and present the units and the standards of knowledge integration in creating the students’ integrated knowledge from content knowledge in college writing classes. For these, it analyzed three typical writing textbooks being used in colleges and examined the ways of presentation on forming integrated knowledge by text qualitative analysis methods. The analysis procedure and the presentation followed Creswell’s spiral analysis model It is a method model which repeats the procedure from material collection and analysis to presentation circularly. This examination illustrates three dimensions of the units in forming content knowledge. Also, it suggested those should be all treated for the more systematic education: the units of the whole text, the paragraphs, and the sentences. In the next chapter, the standards and contents of knowledge integration were suggested in each process. For the process of knowledge selection, the suitability and the contradictoriness between the text materials and author’s thesis were proposed as the standards and contents. For the process of organization and integration, the corresponsive integration, contradictive integration, background integration, synthetic integration were suggested. Finally the procedure knowledge such as correct expression and spelling, source indication were shown for the process of expression and citation. Furthermore, it showed, in terms of expression, the process of paraphrasing frequently practiced in writing textbooks needs to be exercised in the three dimensions including summarization, connection, and interpretation(or transformation). This result, however, calls for the further study about the subdividing processes to enhance the adequateness to writing textbooks in the level of universities and for a more refined syllabus on the systematic knowledge integration. Accordingly, it suggested the tasks mentioned above for further study. 본 연구의 목적은 대학 글쓰기 수업에서 내용지식으로부터 학생의 통합지식을 구성함에 있어 지식통합의 단위와 기준을 세분화하여 제시하는 것이다. 이를 위하여 전형성 있는 대학 글쓰기 교재 세 권을 분석하고 내용지식의 구성에 대한 제시방법을 텍스트 질적 분석방법을 통해 살폈다. 분석 절차와 제시방법은 Creswell의 질적 연구에서의 나선형 분석 모델을 따랐다. 이는 자료 수집부터 분석, 제시까지 순환적으로 반복되는 자료 분석 방법이다. 이를 통해 내용지식 구성단위에는 글 전체 단위, 단락 단위, 문장 단위의 세 가지 차원이 있음을 발견하였다. 또한 내용지식 구성의 체계화된 교육을 위해서 이 세 가지 단위 차원을 모두 다루는 것이 바람직함을 제시하였다. 다음으로 지식통합의 과정별 기준과 교육내용을 제안하였다. 지식의 선별 과정에서는 논지와의 적합성과 보충성의 기준을, 지식의 조직과 통합과정에서는 통일적 통합, 모순적 통합, 배경적 통합, 종합적 통합 등의 기준과 내용을, 지식의 표현과 인용 과정에서는 정확한 표현과 표기법, 출처표시 등의 절차 지식을 제안하였다. 나아가 표현의 차원에서 일반 글쓰기 교재에서 빈번하게 연습되는 ‘바꿔 말하기’ 과정도 ‘요약, 연계, 해석과 변용’이라는 세 가지 차원에서 연습될 필요가 있음을 제안하였다. 그러나 이러한 결과는 몇 차례 더 세분화의 과정을 거쳐야 대학 수준의 글쓰기 교재에 활용하기 적합하고 체계화된 지식통합의 요목들을 정련할 수 있을 것으로 보이며 이를 추후 연구의 과제로 남긴다.

초등 영어 어휘 학습에서 지식 중심 학습과 지식·기능 통합 학습의 효과 연구

김진영(Kim Jin young),김정렬(Kim Jeong ryeol) 한국초등영어교육학회 2016 초등영어교육 Vol.22 No.4

This study aims to suggest an effective way to teach vocabulary for enhancing communicative competence. For this purpose, knowledge-focused learning activities and knowledge and skill integrative learning activities were implemented in the 6th grade Elementary English classes. To see the effects of the two methods, the average scores and changes were measured by a pre-test, a post-test, and a retention test. The intra-group data were analyzed in terms of vocabulary knowledge of sound, spelling, and core meaning as well as the level of receptive skill achievement, productive skill achievement, and retention. Also, a survey was given to check students awareness of learning process. Both activities had effects on vocabulary learning. However, the results showed different aspects of learning vocabulary knowledge and language skills. Significantly, the integrative method showed much more enhancement in level of retention in all aspects, knowledge of sound, spelling, meaning and the level of achievement of receptive and productive skills. Also the integrative activities more increased students motivation, awareness of vocabulary learning, and involvement in the learning process along with lowering students difficulty during engagement. The results imply that knowledge and skill learning are both needed to enhance communicative competence. Knowledge learning without performing language skills can not induce performance competence and learner s awareness for their learning. Also, skill learning is inseparable from knowledge learning since it is knowledge-based. Therefore, the knowledge and skills integrative learning and teaching method might be an effective alternative approach and needs to be introduced in English class.

상이한 지식체계 간의 지식통합 과정 고찰 : 경영자 학습자의 이론화와 응용화 메커니즘을 중심으로

박헌준(Hun-Joon Park),김나정(Najung Kim),강승완(Seung-Wan Kang),김상준(Sang-Joon Kim) 한국인사조직학회 2020 인사조직연구 Vol.28 No.3

본 연구는, 경영자들이 실무를 통해 체득한 경영 지식들이 경영학자들이 구성해놓은 경영 관련 지식과는 지식축적과정에 차이가 있음을 주지하고, 이러한 이질적인 지식체계 간의 지식통합 과정이 어떻게 이루어지는지 구체화하였다. 기존의 지식통합 문헌이 내용적인 면에서의 지식의 이질성을 주로 다루었다면, 본 연구는 현상학적 관점에서, 지식통합을 시도하려는 양자에게 축적되어 있는 지식체계가 서로 이질적인 경우 어떻게 지식통합이 이루어질 수 있을까에 대한 답을 찾아내고자 한다. 각 개인에게 있어서 지식체계는 자신이 생애를 살아오면서 자신의 방식으로 환경과의 상호작용을 통해서 형성해 나온 결과물이기 때문에 자신과 다른 지식체계를 받아들이기가 쉽지 않다. 만약 그러한 상황에 봉착하게 되는 경우, 사람들은 다양한 메커니즘을 통해서 지식체계 간의 통합을 시도하게 되는데, 본 연구에서는 경영자 교육 프로그램의 맥락에서 지식체계 간의 통합과정을 고찰한다. 경영자 교육 프로그램은 실무중심의 지식체계를 가진 학습자(즉 경영자 학습자)로 하여금 이론중심의 지식체계에서 비롯된 경영관련 지식을 통합하는 장(場)이 되므로, 상이한 지식체계 간 지식통합이 어떻게 이루어질 수 있을까를 알아볼 수 있는 중요한 맥락의 기초를 제공한다. 따라서 본 연구에서는 이러한 이질적인 지식체계가 마주하는 상황 하에서 경영자 학습자들은 어떻게 교육 프로그램의 내용을 자신의 것으로 내면화하는지 살펴보고자 하였다. 이에 2017년과 2018년간 고위 경영자 교육 프로그램을 수강한 경영자 학습자들의 심층 인터뷰를 통해서, 경영자 학습자의 관점에서 이질적인 지식체계 간 통합이 이루어지는 과정을 구체화하였다. 현상학적 접근법과 근거이론을 결합하여 수집된 질적 자료를 수집한 결과, 경영자 학습자들은 교육 프로그램 과정에서 상이한 지식체계를 인지하고 있었고, 그러한 상황에서 이론화와 응용화 메커니즘을 통해서 지식통합이 이루어지고 있음을 발견하였다. 구체적으로 이론화 메커니즘은 단순화, 재구성, 탈맥락화의 하부유형으로 구체화되어 나타났고, 응용화 메커니즘은 대입, 연상, 확장의 유형으로 구분되었다. 본 연구 결과는 어떻게 서로 다른 양자 혹은 서로 다른 지식체계 간 지식통합이 보다 실질적이고 효과적으로 이루어질 수 있을까에 대한 이론적 실무적 함의를 제공한다. This study specifies how one incorporates knowledge from incompatible knowledge structures into their knowledge structure. Given that knowledge integration can be understood as an action that is typified through negotiating, exchanging, and sharing meanings among social actors, we identify the microfoundations of knowledge integration. To answer our research question, as an empirical setting, we consider how corporate executives internalize knowledge gained from business education programs (especially knowledge conveyed by professors). Corporate executives have internalized experiential knowledge based on what they have done in business settings (such as manufacturing, operations, budgeting, etc.), whereas they may be perplexed with actual business-related theories (such as institutional theory, social capital theory, etc.) because these theories are not explicitly used in real business situations. This occurs in business education programs where, upon taking a business course, corporate executives are situated in acquiring academia-driven knowledge and thus integrate it into their practice-induced knowledge. For this study, we participated in two sessions of one business course opened in 2017 and 2018, respectively, and conducted in-depth focus-group interviews with the executives after each semester. Our findings reveal that the integration process between incompatible knowledge structures is driven by two underlying mechanisms: theorization and translation. Based on these findings, we can expand our understanding of knowledge integration by specifying how these knowledge structures can be integrated through the two mechanisms. Additionally, we further discuss how individuals can cope with the incompatibility of others’ knowledge structures.

일학습병행에서의 지식전이 메커니즘에 관한 탐색적 연구

안세화 한독경상학회 2022 經商論叢 Vol.40 No.3

Quality vocational education and training depends on how effectively knowledge transfer to apprentices is performed in a given learning environment. In a dual apprenticeship system where on-the-job training in companies and off-the-job training in educational institutions are linked, knowledge transfer goes through a more complex process. The purpose of this study is to find an alternative that can increase the qualitative performance of dual apprenticeships by exploring the mechanism of knowledge transfer through the lens of knowledge transfer. Firstly, by reviewing previous domestic and foreign studies discussing learning and knowledge transfer in the context of vocational training, three key topics for analyzing the attributes of knowledge transfer in dual apprenticeships are identified: i) contextualization and re-contextualization, ii) learner’s reflection, and iii) knowledge integration. Based on this, the determinants of knowledge transfer are derived from the three categories of organizational level, context level, and individual level. By synthesizing the above discussion, a conceptual framework and a knowledge transfer model are presented so as to understand the knowledge transfer mechanism in dual apprenticeships. This knowledge transfer model shows that three main factors affect the knowledge transfer of apprentices: the vocational context consisting of environmental elements in companies, educational context consisting of environmental elements in educational institutions, and knowledge integration of apprentices. Here, the importance of reflection and knowledge integration capability is emphasized so that the knowledge transfer mechanism can operate dynamically and effectively. In other words, knowledge transfer is completed in the process of integrating knowledge and experience through contextualization and reflection by apprentices crossing the boundaries between different learning environments at school and work. This study provides a new perspective to improve the performance of dual apprenticeships, even though it is an exploratory analysis to investigate the mechanism of knowledge transfer in the context of a dual system. At the end of the paper, useful implications are presented to major stakeholders such as companies and educational institutions. 양질의 직업교육훈련은 주어진 학습환경에서 훈련생에게 얼마나 효과적으로 지식전이가 이루어지느냐에 달려있다. 일학습병행과 같이 기업 내 현장훈련과 교육기관에서의 현장 외 교육이 연계된 이원화 시스템에서의 지식전이는 더욱 복잡한 과정을 거치게 된다. 본 연구의 목적은 지식전이라는 렌즈를 통해 일학습병행 학습근로자들의 지식전이 메커니즘을 포착함으로써 일학습병행의 질적 성과를 높일 수 있는 대안을 모색하는데 있다. 우선 직업교육훈련 맥락에서 학습과 지식전이에 대해 논의한 국내외 선행연구를 검토함으로써 이원화 직업교육에서 지식전이의 속성을 분석하기 위한 세 가지의 핵심주제를 파악하였다. 즉 맥락화와 재맥락화, 학습자 성찰, 그리고 지식통합이 그것이다. 이를 토대로 조직 수준, 맥락 수준, 그리고 개인 수준의 세 가지 범주에서 지식전이의 결정요인을 도출하였다. 이러한 논의를 종합하여 학습병행에서의 지식전이 메커니즘을 이해하기 위한 개념적 틀과 지식전이 모델을 제시하였다. 이 지식전이 모델에서는 기업 내 현장훈련의 환경요소로 구성되는 직무적 맥락, 현장 외 이론교육의 환경요소로 구성되는 교육적 맥락, 그리고 학습근로자의 지식통합 등 세 가지의 주된 요인이 학습근로자의 지식전이에 영향을 미치고 있음을 보여준다. 여기에서 지식전이의 메커니즘이 역동적이고 효과적으로 작동되기 위해서는 학습근로자의 자기성찰과 지식통합능력의 중요성이 강조된다. 즉 지식전이는 학습근로자가 학교와 직장의 서로 다른 학습환경의 경계를 넘나들며 맥락화와 성찰을 통해 지식과 경험을 통합하는 과정을 거쳐 완성된다. 본 연구는 일학습병행의 맥락에서 지식전이의 메커니즘을 규명하려는 탐색적 분석임에도 불구하고 이원화된 직업교육 시스템에서 질적 성과를 높일 수 있는 새로운 시각을 제공한다. 끝으로 일학습병행의 주요 이해관계자인 기업과 교육기관에 유용한 시사점을 제시한다.