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The research followed a dual epistemological stance influenced by positivist and constructivist position; the question and the aim of the research demanded such a direction. In studying the national cultural dimensions (Hofstede, 1980) and the knowledge transfer process inside a South Chinese SME in the perspective of the implication of the millennial generation it was prescribed to follow a mixed approach. The first element demanded a positivist methodology to survey the group and extract pertinent data in a similar fashion as one by the Hofstede Centre (Hofstede, 2013b), which was the point of comparison. Knowledge transfer and organizational learning studies were emerging from the constructivist approach in trying to comprehend the behaviour and interaction of people and structure creating an organizational dynamics. It was crucial to respect the epistemological tradition of previous research for maintaining the validity of the process. 3.12 Research design and methods Appropriately designing the methods compulsory necessitated to follow a logical development and maintaining the dichotomy expressed in the methodology. Combining positivist and constructivist model through the realm of a mixed method demanded a pragmatic theoretical combination for the utilization of qualitative and quantitative procedures in harvesting the information (Tashakkori, Teddlie, 2010). Dual data extraction had to be qualified to suitably respond to the distinctive questions posted at the origin. There were many advantages coalescing methods where quantitative provided the “if” and qualitative supplied the “how and why” about the research aims and questions (Terrell, 2012). However, this direction required particular attention from the researcher in ... ... middle of paper ... ...rant and undisputed conclusion (Baker, Singleton and Veit, 2010, p40). Analyzing the data from those multiple collection methods was done through a triangulation process combining and comparing the results of the questionnaire and the interviews. First, the initial information was collected from the sample demonstrating the differences from the younger generation on the power distance and collectivist dimensions with the previous generations. Second, the interviews were aimed at exposing the process of knowledge transfer inside an actual enterprise and how the possible difference in generation were being actualized. Finally, combining all of this data a conclusion was drawn into the possible ramifications of all the elements in term of the influence on the knowledge transfer process and answering the five mains question stipulated at the beginning of the research.

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