The research followed a dual epistemological position influenced by the positivist and constructivist positions; the question and purpose of the research required such direction. By studying the national cultural dimensions (Hofstede, 1980) and the knowledge transfer process within an SME in southern China from the perspective of involving the millennial generation, it was prescribed to follow a mixed approach . The first element required a positivist methodology to investigate the group and extract relevant data in the same way as that of the Hofstede Center (Hofstede, 2013b), which was the point of comparison. Studies on knowledge transfer and organizational learning emerged from the constructivist approach by trying to understand the behavior and interaction of people and structure creating organizational dynamics. It was crucial to respect the epistemological tradition of previous research to maintain the validity of the process.3.12 Research design and methods Appropriately designing the methods necessarily required following a logical development and maintaining the dichotomy expressed in the methodology. The combination of positivist and constructivist models within a mixed method framework required a pragmatic theoretical combination for the use of qualitative and quantitative procedures in gathering information (Tashakkori, Teddlie, 2010). The double extraction of data had to be nuanced to adequately answer the distinctive questions originally posed. There were many benefits to combining methods where quantitative methods provided the “if” and qualitative methods provided the “how and why” regarding the research objectives and questions (Terrell, 2012). However, this orientation required special attention on the part of the researcher...... middle of article...... dazzling and uncontested conclusion (Baker, Singleton and Veit, 2010, p40). Data analysis from these multiple collection methods was carried out through a triangulation process combining and comparing the results of the questionnaire and interviews. First, initial information was collected from the sample demonstrating the differences between the younger generation in terms of power distance and collectivist dimensions with previous generations. Second, the interviews aimed to expose the process of knowledge transfer within a real company and how the possible generation gap was actualized. Finally, by combining all these data, a conclusion was drawn about the possible ramifications of all elements in terms of influencing the knowledge transfer process and answering the five main questions stipulated at the beginning of the research..