This thesis studies how knowledge is shared and transferred within the directorate for European Territorial Cooperation (ETC) at the Ministry of European Affairs in Montenegro. The study is approached through a Work Integrated Learning perspective (WIL) and looks at how formal institutional structures work alongside informal ways of exchanging knowledge in the setting of public administration.

The purpose is to identify both the factors that help and the factors that limit the successful transfer of knowledge in projects and activities related to cross border cooperation.

The research uses a qualitative and exploratory approach. It combines several methods including interviews, questionnaires, analysis of official documents and reflections from internship logbooks. The theoretical background is based on knowledge management theory by Davenport and Prusak, the concept of Communities of Practice by Wenger and experiential learning theories by Raelin, Tynjälä and Argyris and Schön.

The analysis analyses six main themes which are gaps in documentation, informal flows of knowledge, limitations in digital tools, lack of unified coordination, the role of trust within the organization and the importance of inclusive learning environments. The results show that useful knowledge transfer depends on the combination of formal systems and socially rooted practices. The study also points out that WIL supports learning through reflection and direct experience by making it possible to apply academic knowledge in real governance situations.