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The purpose of the paper is to shed light on the output of project management (PM) dynamic capabilities Specifically, the study investigates what effect PM dynamic capabilities have on company performance, both directly and indirectly, through the mediation effect of project and portfolio performance. Additionally, it tests whether program performance might also mediate the relationship.

The hypotheses were tested using partial least squares with a sample of 63 international firms that engage in projects globally.

The main finding of this research is that PM dynamic capabilities do not influence firm performance directly but do so indirectly by increasing firms' performance in projects, programs and portfolios. Both project and portfolio performance have a mediation effect on the relationship between dynamic capabilities and firm performance, but portfolio performance absorbs all this effect when the two performances are in the model.

This paper sheds light on the link between dynamic capabilities and firm performance. It tests the real outcome of dynamic capabilities by making an explicit distinction between firm performance at three intermediate levels (project, program and portfolio) and overall firm performance. Moreover, it opens the black box of dynamic capabilities and empirically operationalizes the theoretical model of sensing-seizing-transforming as the three constituting routines of dynamic capabilities.

This paper aims to examine how the different dimensions of project members’ intra-organizational social capital – cognitive, affective and relational – facilitate knowledge integration in project-based organizations, and how knowledge integration, in turn, impacts explorative and exploitative learning.

Based on an analysis of 129 R&D Spanish organizations, the study analyzes the interconnections between the different dimensions of social capital and how they affect to knowledge integration as antecedent of explorative and exploitative learning in project-based organizations.

Results confirm that knowledge integration is beneficial for both exploratory and exploitive learning and thus that R&D organizations may be thus ambidextrous in their knowledge management. Related to the three dimensions of social capital, only the cognitive dimension (shared vision) has a significant impact on knowledge integration. However, the analysis confirms the interconnections between the three dimensions of social capital: the relational dimension (social interaction ties) and the cognitive dimension (shared vision) have significant effect on the relational one (trust), and the relational dimension also has an influence on the cognitive dimension. The model proposed in this study thus shows an acceptable capacity to discern the different influence of the dimensions of internal social capital on knowledge integration and, subsequently, ambidextrous learning.

This paper examines the importance of intra-organizational social capital, in terms of their cognitive (shared vision), relational (trust) and structural (social interaction ties) dimensions, for explorative and exploitative learning in project-based organizations. The analysis takes the baton of previous literature where is suggested that the three dimensions of social capital are interlocked and not just need to be considered simultaneously.

This paper aims to explain the development of an online training curriculum to enable students to acquire the transversal competences needed to work on smart cities projects. In this curriculum, a modern approach to the teaching-learning process was applied, suitable for the interdisciplinary and multinational learning challenges that smart cities impose, but within the framework of a university-industry European partnership.

To develop the curriculum, the competences needed for smart cities, common to all disciplines and fields, had to be researched. In addition, real smart cities projects also had to be selected for work following a project-based learning methodology. For both, this study applied the Delphi method, selecting the most relevant ones based on the data obtained by performing a multi-criteria decision analysis.

The procedure followed for the identification of transversal competences in a field, the design of an innovative online training program and the results of the first edition of the program are discussed.

The processes that were developed, both to detect the most relevant transversal competences and to design the online training program, could be extrapolated to other areas. Moreover, it is very likely that the competences detected in this work could also be extrapolated, for the most part, to interdisciplinary teams.

To date, there is no European initiative addressing the challenges of smart cities that requires a major adjustment in higher education, in the relationship between universities and all the mechanisms of lifelong learning with the industry related to smart cities. This work is a pioneer in this regard.

The purpose of this article is to provide a comprehensive understanding of the roots of family firms' competitive advantages by defining and testing the familiness learning mechanisms that emerge from the interaction between family and firm. Because family members are economically, emotionally and socially attached to the firm, family firms are expected to be able to develop unique and difficult to imitate learning mechanisms related to family firm value creation.

This study operationalizes and tests the concept of the familiness learning mechanism using a sample of nonlisted Spanish family firms. The sample is analyzed using the structural equation modeling method.

Results show that family firms' ability to accumulate internal and external knowledge, integrate social knowledge, as well as create and retain socioemotional knowledge forms the concept of the familiness learning mechanism, and the authors show what implications it might have for family firm value creation.

By using the dynamic capabilities approach, this article highlights the importance of the knowledge and learning derived from family involvement in the firm. The creation of learning mechanisms occurs because of the close relationships between family members and their simultaneous participation in the family and in the company systems, which creates a unique context wherein knowledge and learning emerge in an idiosyncratic manner.

The purpose of this paper is to assess the relative importance of intrinsic and extrinsic rewards as determinants of affective commitment and the influence of employees’ affective commitment on knowledge transfer in the context of a Spanish social firm.

Using data from a sample of 227 employees working for a Spanish social firm, this study employs the partial least squares approach to test the research hypotheses.

The research findings show that contrary to the findings of prior empirical studies, reward systems do not influence knowledge transfer in a direct way. Rather, reward systems act indirectly through the development of affective commitment, which is required to increase employees’ loyalty, reduce their turnover levels and improve their willingness to transfer their knowledge.

This research focuses on a Spanish social firm, and recommendations to other organizations should, therefore, be made with caution. However, this study provides interesting empirical insights, linking rewards systems and knowledge transfer by means of affective commitment in the context of a social firm.

Besides the importance of promoting knowledge transfer through the creation of a suitable climate in the organization, the authors recommend that managers cultivate employees’ affective commitment by means of reward systems, especially intrinsic rewards. Employees with increased affective commitment are more prone to transfer the knowledge that they possess, and consequently, the potential loss of tacit knowledge for the organization is reduced if these employees leave the organization. Also, the authors suggest that managers make an effort to create a balanced reward system, so that extrinsic and intrinsic rewards can act as complementary processes to develop a high level of affective commitment among employees.

Few empirical studies have analyzed the influence of affective commitment on knowledge transfer, especially in the context of a social firm, even though this type of firms play and increasingly important economic and social role in society.

The purpose of this paper is to examine how organizational design – particularly, delegation, and extrinsic and intrinsic reward systems – impacts employees' knowledge transfer in the context of Spanish small nonprofit organizations.

A quantitative analysis using data from a sample of 105 Spanish small nonprofit organizations obtained by means of a postal survey was performed using the partial least squares (PLS) approach, in order to test the research hypotheses.

The research findings show that delegation involves a greater use of rewards and these, in turn, improve knowledge transfer. Considering the results obtained it is possible to conclude that, due to lack of technical knowledge, managers of these nonprofit organizations must delegate decision rights to qualified employees and that they should use a higher degree of rewards, both intrinsic and extrinsic, especially the intrinsic ones, to motivate employees to mutually transfer knowledge efficiently.

This research is focused on Spanish small nonprofit organizations, and recommendations to other nonprofit organizations must, therefore, be very cautious. However, this study provides empirical insights, linking organizational design and knowledge transfer in the nonprofit context.

Besides the importance of promoting knowledge transfer through an efficient and effective organizational design in nonprofit organizations, the authors recommend managers design mechanisms to convert tacit knowledge into explicit knowledge, to guarantee that knowledge remains in the organization. Also, the authors consider that managers should make an effort to create an appropriate environment – by means of reward systems, especially intrinsic rewards – so that employees are committed to the mission and objectives of the organization.

Few empirical studies have analyzed the influence of organizational design on knowledge transfer in the context of nonprofit organizations, even though the nonprofit sector has reached a great importance for their economical and social role in society.

The objective of this paper is to evaluate dynamically those transactive memory processes that help to improve team results. Thus, the paper analyzes the processes by which transactive memory systems are created and we evaluate their effect on team results.

To reach this objective, a quasi‐experiment was conducted with 167 students from the School of Business in a Spanish University during 2004‐2005. This experiment consisted of a business game where students had to make decisions in 44 teams.

Transactive memory can help to understand differences in team results.

The limitations of our analysis are related to the short period of the quasi‐experiment.

For courses which involve team learning, teachers would promote some specific practices and ways to work.

The purpose of this paper is to examine the effect of intrinsic and extrinsic motivation as determinants of the employees' knowledge transfer in the context of a Spanish non‐profit organization (named Asprona).

A case study method was used to analyze a Spanish non‐profit organization (Asprona). In this context, a qualitative and quantitative analysis with a sample of 76 people was performed using the partial least squares approach (PLS), in order to test the research hypotheses.

The research findings show that, in Asprona, knowledge transfer improves through intrinsic motivation, however extrinsic motivation is not significant on knowledge transfer. This result is interesting bearing in mind that people are involved with a non‐profit organization due to intrinsic reasons rather than for financial rewards.

This research is focused on one organization – Asprona's assistance area – and recommendations to other non‐profit organizations must, therefore, be very cautious.

Besides the importance to promote knowledge transfer through intrinsic motivation in non‐profit organizations, the authors recommend managers to design the mechanisms to convert tacit knowledge into explicit knowledge, to guarantee that knowledge remains in the organization. Also, the authors consider that managers in profit organizations can find these suggestions useful in their context, due to the organization's commitment that is created by means of intrinsic motivation.

Few empirical studies have been developed in the non‐profit sector, even though it has an important economical and social role in society.

This paper attempts to shed light on the effect of educational programmes aimed at entrepreneurs on innovation and business success.

We use as theoretical framework the theory of planned behaviour. We use a sample of 354 entrepreneurs from Castile and Leon, Spain. To estimate the model we use a path analysis (AMOS 7).

Individuals who are concerned about further management education and entrepreneurship education show themselves to be more innovative. Moreover, indirectly, by means of the relationship between innovation and success, specific entrepreneurship education contributes to obtaining better business results. However, to have reached high levels of formal education makes entrepreneurs less conformist regarding the activity of innovation. The existence of a direct effect of innovative behaviour on business success is confirmed.

The limitations which our study presents are principally related to the measurement of the variables. Some of the characteristics of education should be studied more deeply.

The results obtained lead us to recommend that the educational centres and institutions which organise the programmes should give preference to specialised education and less to entrepreneurship education when seeking to reinforce the innovative spirit of the entrepreneurs.

The debate concerning the effectiveness of entrepreneurship educational programmes is still undecided, so much so that both supporters and detractors of entrepreneurship education exist. For that reason, this paper aims to shed some light on the effects of the educational programmes aimed at the entrepreneur.