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Objective The goal of this paper is to study how transactive memory systems (TMS) facilitate the transfer and absorption of knowledge in the presence of Quality Management (QM) within a university research-development (R&D) environment. Design/methodology The data come from a simple random sampling of 257 Spanish university R&D groups in nine different areas of knowledge. To verify the hypotheses, we used multiple linear regression analysis with a moderating effect. Conclusions The conclusions show that the relationship between knowledge transfer (KT) and TMS is significant when QM practices are included as a moderating variable but that this is not the case for knowledge absorption (KA), which does not show any effect. Research limitations/implications The effects described were found in a sample composed of various R&D sectors taken from a single country and not distributed equally. Further, the perception analyzed represents the judgment of a single manager. Practical implications It is interesting to study this interaction in university R&D because of the important role R&D plays in the development of regions. Improving the internal processes Cabeza Puges, D. 2 of this research helps to make its results more competitive. Our study contributes information on non-business management and introduces university R&D to the use of QM practices. Originality/value We find no studies that test empirically the moderating effect of QM practices on the relationships studied in university R&D. Our results contribute information to help fill this gap and demonstrate once again that QM practices can be applied to any environment.

This paper studies the relationship between network ties (NT) and transactive memory systems (TMS), observed through three dimensions-specialization (TMSS), credibility (TMSCR), and coordination (TMSCO)-in the presence of leadership (LDR) as a moderating variable, in university research-and-development (R&D) groups. Design/methodology/approach The data are composed of 257 university R&D groups. To confirm the hypotheses, we use multiple linear regression analysis with a moderating effect. Findings The conclusions show that the relationships between NT and two of the three dimensions of TMS (TMSCR and TMSCO) are significant when LDR is included as a moderating variable. Although the effect of TMSS is positive, it is not significant. Including the interaction element enables better explanation of two of the dimensions of TMS in the sector analyzed. Thus, LDR is perfectly applicable to the university R&D environment. Research limitations/implications This research has several limitations that suggest further possibilities for empirical research. The limitations include the cross-sectional nature of the research and the judgment of a single manager as the basis of the perception analyzed for each group. Practical implications We provide several implications for R&D practitioners. The results of this study could be validated in other universities in other geographic areas, enabling better generalization and applicability of the results. The results described may serve as a guide for group leaders of university R&D. This research helps us to see the importance of leadership in forming internal research networks that help researchers to perform common projects in order to obtain better results in the group. Thus, the groups provided better results to society. Originality/value No studies have tested the moderating effect of LDR in university R&D empirically. Our results provide information to fill this gap and demonstrate the applicability of leadership as a key element in the organization, improvement, and cohesion of R&D groups.

Purpose Although most research considers organizational learning as an antecedent of innovation, the relationship is complex and could be reciprocal. Therefore, more research is needed on the profit gained from the learning and organization acquires from its innovation activities. Using the concept of fit, this paper aims to investigate whether organizational learning increases when an organization’s technical innovation level exceeds that of its competitors (positive misfit), theorizing the curvilinear effect of positive technical innovation misfit on organizational learning. Design/methodology/approach This paper uses regression analysis with survey data gathered from 202 European firms. Findings The findings support the argument that positive technical innovation misfit has an inverted-U shaped effect on organizational learning. Practical implications The findings obtained should orient firm managers to developing a work environment that enables optimal levels of technical innovation and learning – levels at which the technical innovation developed drives learning among the organization’s members but avoids becoming trapped in the organizational complexity involved in very high levels of positive technical innovation misfit. Originality/value This study resolves conflicting views of the relationship between organizational learning and technical innovation and adds to the existing literature that indicates that proactive innovative firms can fail when becoming learners.

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