The research followed a dual epistemological orientation influenced by the positivist and constructivist positions; the question and purpose of the research required this direction. When studying national cultural dimensions (Hofstede, 1980) and the knowledge transfer process within a Southern Chinese SME from the perspective of engaging the Millennial generation, a mixed approach was prescribed. The first element required a positivist methodology to examine the group and extract relevant data in a similar way to that of the Hofstede Center (Hofstede, 2013b), which was the point of comparison. Studies on knowledge transfer and organizational learning were emerging from the constructivist approach in an attempt to understand the behavior and interaction of people and structure creating organizational dynamics. It was essential to respect the epistemological tradition of previous research to maintain the validity of the process. 3.12 Research design and methods Properly designing the mandatory methods required following a logical development and maintaining the dichotomy expressed in the methodology. Combining the positivist and constructivist model through the mixed method framework required a pragmatic theoretical combination for using qualitative and quantitative procedures in collecting information (Tashakkori, Teddlie, 2010). The double data extraction had to be qualified to adequately answer the peculiar questions posed at the origin. There were many benefits to combining methods where the quantitative provided the “if” and the qualitative provided the “how and why” on the research objectives and questions (Terrell, 2012). However, this direction required special attention from the researcher in… half of the article… rant and undisputed conclusion (Baker, Singleton, & Veit, 2010, p40). Analysis of the data from these multiple collection methods was carried out through a triangulation process by combining and comparing the results of the questionnaire and interviews. First, initial information was collected from the sample demonstrating differences from younger generations on power distance and collectivist dimensions compared to previous generations. Secondly, the interviews were intended to expose the process of knowledge transfer within a real company and how possible generational differences were actualized. Finally, by combining all this data, a conclusion was drawn on the possible ramifications of all elements in terms of influencing the knowledge transfer process and answering the five main questions established at the beginning of the research.