Determining the Improvement Strategies of Knowledge Transfer Effectiveness Within International Construction Projects: A Qualitative Comparative Analysis

In the fiercely competitive global contracting market, effective knowledge transfer is paramount for the success of international construction projects (ICPs). However, the unique confluence of high cultural distance, temporary team structures, and knowledge hoarding within ICPs creates profound causal complexity, rendering traditional, net-effect analyses insufficient for developing actionable strategies. Existing research broadly identifies influencing factors but fails to delineate the specific, interconnected configurations of interventions necessary to achieve high knowledge transfer effectiveness (KTE) in this high-stakes context. To address this gap, this study analyzes data from 353 practitioners involved in ICPs using fuzzy-set Qualitative Comparative Analysis (fsQCA 3.0), a methodology uniquely suited to unpack complex causal recipes, to determine the combination strategies that drive superior KTE within ICPs. Drawing on a conceptual model validated through expert interviews and historical case analysis, this research examines a range of transfer subjects, relationship, context, and activity conditions. The configurational analysis yields three distinct, yet equally effective, strategic pathways for maximizing KTE: intercultural-driven, learning-driven, and combined-driven configurations. This research produces two significant contributions. Theoretically, it pioneers the use of configurational theory to structure the antecedent framework of knowledge transfer in ICPs, moving beyond single-factor causality. Practically, it furnishes project managers and business leaders with evidence-based strategic blueprints, enabling targeted resource allocation to achieve optimal KTE amidst the inherent complexity of international projects.