A Temporal Perspective on Boundary Spanning: Engagement Dynamics and Implications for Knowledge Transfer

This study adopts a temporal perspective to investigate how boundary spanners can increase the inflow of external knowledge by engaging with both external and internal parties. We add to prior work on knowledge transfer by shifting the focus from engagement levels to investigating engagement dynamics, especially the degree of switching between external and internal engagement across consecutive time periods. Drawing from a cognitive perspective, we argue that switching strongly between engagement types is associated with a segmented knowledge structure that enables quick and efficient categorical processing when knowledge can simply be “channeled” from source to recipient units. In contrast, weak or no switching is associated with a blended knowledge structure and more reflective processing, which is particularly helpful when knowledge transfer requires more translation and transformation. Correspondingly, we adopt a contingency perspective and theorize that the cognitive advantages associated with stronger versus weaker switching weigh differently, contingent on the stickiness of knowledge to be transferred and the nature of boundary-spanning activities that vary in importance over time. Fixed effects models of eight waves of original survey data reveal that, in line with our theorizing, the association between switching and knowledge transfer becomes increasingly negative (1) the more boundary spanners access knowledge that is transspecialist in nature, (2) the greater the organizational distance between source and recipient units, and (3) in later phases of the boundary-spanning process. Funding: This work was supported by the Swiss Competence Center for Energy Research–Competence Center for Research in Energy, Society and Transition (SCCER CREST) [Grant 1155000154]. The work was also financially supported by a seed grant from the Bits and Watts Initiative within the Precourt Institute for Energy at Stanford University. Supplemental Material: The online appendix is available at https://doi.org/10.1287/orsc.2023.1677 .