| Summary: | The objective of this study is to examine the moderating impact of lecturer support on the relationship between students' absorptive capacity and motivation, and knowledge transfer effectiveness involving academic underprepared students in community colleges. A total of 387 self-administered questionnaires were distributed to these students. The findings suggested that the independent variables have significant relationships with the dependent variable. However, lecturer support showed no statistically significant moderating impact on each of the relationship involving students' absorptive capacity and motivation. This study has provided insights into improving knowledge transfer effectiveness, one of it being the importance of right intervention. Finally, the implications of the findings on both theory and current practices are also discussed.
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