| This thesis explores and integrates the social, economic and cognitive factors of knowledge transfer using a theory that is grounded in the nature and dynamics of interactions among knowledge workers. At the individual level, learning must be accessible and collaborative in order to facilitate the production and transfer of new knowledge. At the macro level, organizations are required to provide access to information and knowledge sharing, and to be open to collaboration across their own boundaries. An important theoretical contribution of this study is the recognition of the interrelationships among factors that expand learning capabilities and perceptions of professional and personal development in the context of work.;A web-based survey of employees in selected firms in the electronics sector in Canada and Mexico is used to test the model of learning and social interaction. There are two reasons for selecting the electronics industry: continuous learning has been a significant feature of this industry in which rapid technological changes are demanding constant skill upgrades and knowledge transfer, and the role of information technology in learning dynamics, and more specifically in social interaction, is broadly recognized in technology-driven firms as a factor for success, but how access to information can affect personal quality of life is unclear.;The model developed in this thesis represents an attempt to test an integrated theory of learning dynamics and social capital. Results suggest that social interaction in the workplace plays a key role in enhancing learning by creating opportunities for a wider range of activities through which knowledge is shared and implicit implications for personal development are expected. |
