Learning orientation, firm innovation capability, and firm performance

Contemporary organizations require a strong learning orientation to gain competitive advantage. Based on in-depth interviews with senior executives and a review of the literature, the present investigation delineates four components of learning orientation: commitment to learning, shared vision, open-mindedness, and intraorganizational knowledge sharing. A framework is tested using data from a broad spectrum of US industries. Learning orientation is conceptualized as a second-order construct. Its effect on firm innovativeness, which in turn affects firm performance, is examined. The results generally support theoretical predictions, and some interesting findings emerge.     

Sparking self-sustained learning: report on a design experiment to build technological fluency and bridge divides

In this article we report assessment results from two studies in an ongoing design experiment intended to provide a single school system with a sequence of secondary school level (ages 14–18) computer technology courses. In our first study, we share data on students’ learning as a function of the required introductory course and their pre-course history of technological experience. In order to go beyond traditional assessments of learning we assessed two aspects of students’ “learning ecologies”: their use of a variety of learning resources and the extent to which they share their knowledge about technology with others. In our second study we present patterns of course taking by male and female students who have almost completed their secondary schooling. In addition, we share case studies of students who elected to take more technology classes and leveraged their course experiences for internships, further education, and jobs. The quantitative and qualitative data are consistent with our hypothesis that students would become more technologically fluent and that their learning ecologies would diversify as a result of their project-based experiences.     

Understanding salespeople's learning experiences through blogging: A social learning approach

Social media has changed the way many salespeople work and interact with their customers and coworkers. We examined 200 salespeople's blogs using netnography method. Drawing on social learning theory and real salespeople's blogs, we illustrate how and why salespeople can learn by reading and writing blogs. Our findings show that writing and reading blogs can be a helpful learning tool for many salespeople and the findings also suggest that companies should consider using blogging as a sales training tool. Our research contributes to marketing and sales literature two ways. First, our study provides a theoretical foundation for future work on social learning theory and online learning in areas of marketing, sales, and business education. Second, our study confirms the importance and usefulness of netnography method beyond its current usage in marketing and sales management. We conclude our paper with avenues for future research.     

A contextual theory of organizational learning from failures and successes: A study of acquisition completion in the global newspaper industry, 1981–2008

This study develops and tests theory about the context‐specificity and outcome‐dependence of experiential learning in acquisition processes. First, we investigate whether learning from experience gained in different acquisition contexts is limited to influencing subsequent outcomes of same‐context transactions. Second, we analyze whether learning patterns in response to prior successes and failures differ across acquisition contexts, depending on two properties of these contexts—the degree of structural variance and the level of stimulation of deliberate learning. Learning is assessed with respect to an underexplored organizational goal variable in acquisitions: completion of a publicly announced transaction. An analysis of 4,973 acquisition attempts in the newspaper industry in 1981–2008 largely supports our theory. Copyright © 2012 John Wiley & Sons, Ltd.     

Progression in Technology Education in New Zealand: Components of Practice as a Way Forward

Understanding and undertaking technological practice is fundamental to student learning in technology education in New Zealand, and the enhancement of student technological literacy. The implementation of technology into New Zealand’s core curriculum has reached the stage where it has become critical that learning programmes are based on student progression to allow for a seamless education in technology from early primary to senior secondary. For this to occur, teachers and students need to focus learning on key features of technology education. This paper is based on research initiated in 2001 which explored the nature of progression of student learning in technology. It draws on findings from research undertaken in New Zealand classrooms in 1999–2000 that resulted in the development of the technology assessment framework (TAF), (as reported in detail Compton & Harwood 2003). The 1999–2001 research was funded by the New Zealand Ministry of Education. Findings from the 2001 research allowed for the identification of key features of technology education that are relevant across all age groups, contexts and technological areas. These key features were collectively termed components of practice. The three components of practice established to date are brief development, planning for practice, and outcome development and evaluation. This paper discusses the development of progression matrices for each of these and provides illustrative examples of student work levelled against the matrix indicators of progression for brief development.     

Diversification in the venture capital industry: leveraging knowledge under uncertainty

This study contributes to the research on the effect of diversification on performance under conditions of uncertainty. More specifically, we examine diversification in the context of venture capital firms. Drawing on the knowledge and organizational learning literature, we hypothesize that firms benefit from either low levels of diversification because of efficiencies in processing knowledge or high levels of diversification because of access to broad information that facilitates solving complex problems and the ability to direct a portfolio company down different trajectories. Consistent with our hypotheses, we find a U‐shaped relationship. Firms benefit from either low or high levels of diversification; moderate levels yield the poorest results. When uncertainty is highest (i.e., early stage investing, no coinvestors), the effects are most pronounced. Copyright © 2011 John Wiley & Sons, Ltd.     

Data analytic trends and training in strategic management

Data analysis is a key element of the research process. Accordingly, appropriate doctoral training in data analysis is vital to the strategic management field's future. We used a two‐study design to evaluate quantitative data analysis trends and doctoral training. An analysis of Strategic Management Journal articles from 1980 to 2001 reveals that, contrary to some predictions, the use of general linear model techniques such as regression has increased over time. However, the use of more specialized techniques, including those suitable for examining longitudinal data, discrete events, and causal structure, has also grown substantially. A survey of recent doctoral graduates shows that, although skilled with general linear models, many are ill prepared to use specialized techniques. Based on our findings, we offer suggestions aimed at bridging gaps between what doctoral students (and other researchers) know and what they need to know about data analysis. Copyright © 2003 John Wiley & Sons, Ltd.     

Assessment is for learning: supporting feedback

This paper describes an action research, school situated project conducted with partnership funding from Learning and Teaching Scotland, Scottish Qualifications Authority and Becta, the UK government’s agency for communications technology in education. Based on e-scape (e-solutions for creative assessment in portfolio environments), developed by Goldsmiths, University of London, the Scottish project focussed on integrating innovative methods of capturing evidence of creative performance with providing formative feedback to learners. Classroom trials were conducted with Primary 7 through to Secondary 3 learners (10–15 year olds) in 2 different local education authorities. Learner and teacher thoughts were recorded through blogs, e-forums and interviews; the authored design challenges were shared through the web-based e-scape authoring system and e-folios reviewed by participant teachers and researchers. This paper provides a summary of the reactions and responses from teacher practitioner, learner and researcher perspectives based on their experiences and the results of the classroom trials. It discusses the potential contribution in terms of supporting learning, teaching and assessment within the framework of Scotland’s Curriculum for Excellence (2004) Technologies (2009) learning area. It is hoped that e-scape scotland supports pedagogies which enable the capture of creative thinking in real time for authentic and formative assessment and addresses some of the issues for classroom practice and practitioners.     

Financial resource availability and corporate social responsibility expenditures in a sub‐Saharan economy: The institutional difference hypothesis

Studies done in developed economies have demonstrated a positive relationship between financial resource availability and CSR. Arguments that we term the Institutional Difference Hypothesis (IDH) drawn from the institutional literature, however, suggest that institutional differences between developed and developing economies are likely to result in different CSR implications. Integrating the logic of IDH with insights from slack resources theory, we argue that there exists a negative relationship between financial resource availability and CSR expenditures for firms in Ghana, a sub‐Saharan African emerging economy. We use lagged data from the Ghana Investment Promotion Centre and find that Return on Sales, Return on Equity, and Net Profitability were consistently associated with lower CSR expenditures. We highlight the implications of our findings for research and managers. Copyright © 2013 John Wiley & Sons, Ltd.     

From core to periphery and back: A study on the deliberate shaping of knowledge flows in interfirm dyads and networks

We study 892 Italian motorcycle industry projects carried out via 184 different buyer–supplier and supplier‐supplier relationships to provide evidence on the knowledge dynamics occurring in dyads and networks and to understand the underexplored but important (perhaps even dominant) leading role that some firms play in the evolution of networks and interfirm learning processes. We develop a multiphase model which, from a multilevel perspective addressing different relational subsets, suggests how firms can best organize to generate and exchange knowledge efficiently. We argue that extant theoretical perspectives can profitably draw on our findings to strengthen their dynamic components and help them explain the widely diffused ‘exploring through partner’ strategies more effectively. Copyright © 2013 John Wiley & Sons, Ltd.     

Reconceptualizing entrepreneurial orientation

Entrepreneurial orientation (EO)—a firm's strategic posture towards entrepreneurship—has become the predominant construct of interest in strategic entrepreneurship research. Despite the ever‐increasing volume of nomological research on EO, there remain ongoing conversations regarding its ontology. Drawing from measurement theory, we outline an EO reconceptualization addressing the likely prevalence of Type II nomological error in the EO literature stemming from measurement model misspecification. Focusing on the question of whether EO is an attitudinal construct, a behavioral construct, or both, we propose a formative construction of EO viewing the exhibition of entrepreneurial behaviors and of managerial attitude towards risk as jointly necessary dimensions that collectively form the higher‐order EO construct. We present an empirical illustration of our reconceptualization followed by a discussion of future research opportunities. Copyright © 2014 John Wiley & Sons, Ltd.     

Research into the postaudit of capital projects in UK SME organizations

The main research objectives are to ascertain the state of the art of the postauditing practices of UK small/medium enterprises (SMEs) to fill a gap in the literature and to offer a sound empirical base for future discussion. We show that the reality of those that undertake postaudits differs from the perceptions of those that do not and may therefore present a learning opportunity. The level of importance of the three key objectives (control, learning, and evaluation) of a postaudit appears to be influenced by organizational structure. The reasons for not undertaking a postaudit and difficulties encountered are clearly evidenced.     

Realising the Potential – and Lost Opportunities – for Peer Collaboration in D&T Setting

This paper follows up our theoretical discussion of the potential for collaborative problem solving in Design and Technology (Hennessy and Murphy, 1999). In this paper we report our empirical investigation of peer collaboration in a setting where we identified the presence of significant pre-conditions for productive collaboration. The study investigated the participation of two boys aged 13 who worked together with their teacher over 8 weeks in designing and making an aid for a child with a disability. We analysed their participation using a framework of key features derived from the research literature. Our analyses yielded evidence of effective collaboration in the early design stage, but the students' collaboration and their progress were subsequently undermined. The reasons related to the students' ability to collaborate and the tension for the teacher between students' learning needs and client needs within an authentic activity. The outcome was a successful product but a wealth of lost opportunities – and lack of support – for the students' collaborative problem solving and Design and Technology (D&T) learning. Our observations confirm that despite little evidence of collaboration in D&T, this setting offers extensive resources for supporting collaboration in joint design, planning and problem-solving activities. We also identify impediments to collaboration as a learning mechanism. This revised version was published online in July 2006 with corrections to the Cover Date.     

Overcoming localization of knowledge — the role of professional service firms

The literature on organizational learning asserts that external learning is often limited geographically and technologically. We scrutinize to what extent organizations acquire external knowledge by accessing external knowledge repositories. We argue that professional service firms (PSFs) grant access to nonlocalized knowledge repositories and thereby not only facilitate external learning but also help to overcome localization. Focusing on patent law firms, we test our predictions using a unique dataset of 544,820 pairs of European patent applications. Analyzing patterns of knowledge flows captured in patent citations, we find that accessing a PSF's repository facilitates the acquisition of external knowledge. As the effect is more pronounced for knowledge that is distant to a focal organization, we conclude that having access to a knowledge repository compensates for localization disadvantages. Copyright © 2013 John Wiley & Sons, Ltd.     

Emerging Assessment Practices in an Emergent Curriculum: Implications for Technology

This paper reports on detailed case studies into emerging assessment practices in technology in two New Zealand primary schools (Years 1–6) with nine teachers. This research is part of the two year Research in Assessment of Primary Technology (RAPT) project and formed the basis for the one year New Zealand Ministry of Education funded Learning in Technology Education (Assessment) project.Emerging classroom assessment practices in technology, a new subject area in the national curriculum, are discussed. It was found that the existing subcultures in schools, teachers' subject expertise and the school wide policies impacted on the teachers' assessment practices. Assessment was often seen in terms of social and managerial aspects such as team work, turn taking and information skills, rather than procedural and conceptual aspects. Therefore teachers' formative interactions with students distorted the learning away from procedural and conceptual aspects of the subject, and the learning and the formative assessment interactions focused on generic skills rather than student technological understanding.The importance of developing teacher expertise in three dimensions of knowledge about the subject, knowledge in the subject and general pedagogical knowledge is highlighted. Thus the findings from this research have implications for thinking about teaching, learning and assessment in technology.     

Licensing Foreign Technology and the Moderating Role of Local R&D Collaboration: Extending the Relational View

The relational resource‐based view posits that performance differences among firms can be explained not only by the possession of internal resources but also by maintaining and developing relationships with external partners. However, studies in the extant literature usually address the separated roles of various external relationships of focal firms, but the literature has not addressed how relationships with different sets of knowledge partners are related to each other and influence focal firms' performance. Therefore, to fill this research gap, this study focuses on how technological resources acquired from one set of partners (licensing foreign technologies) may generate subsequent internal and relational rents in terms of technological innovation in the context of collaboration with an entirely different set of knowledge partners (local R&D partners). Specifically, we propose that local R&D collaborations need to be large in scale and broad in scope. The empirics are based on the analysis of a sample of 160 high‐tech Chinese firms observed from 2000 to 2011. Consistent with our predictions, our findings contribute to extending the relational view by addressing the relations among the relationships of focal firms.     

An examination into the causal logic of rent generation: contrasting Porter's competitive strategy framework and the resource‐based perspective

In this study we revisit some fundamental questions that are increasingly at the heart of current strategic management discourse regarding the relative impact of industry and firm‐specific factors on sustainable competitive advantage. We explore this issue by referring to respective assertions of two major perspectives that dominate the literature over the last two decades: the Porter framework of competitive strategy and the more recent resource‐based view of the firm. A composite model is proposed which elaborates upon both perspectives' divergent causal logic with respect to the conditions relevant for firm success. Empirical findings suggest that industry and firm specific effects are both important but explain different dimensions of performance. Where industry forces influence market performance and profitability, firm assets act upon accomplishments in the market arena (i.e., market performance), and via the latter, to profitability. The paper concludes with directions for future research that will seek to integrate both content and process aspects of firm behavior. Copyright © 2001 John Wiley & Sons, Ltd.     

Ambidextrous balance and channel innovation ability in Chinese business circles: The mediating effect of knowledge inertia and guanxi inertia

Drawing on organizational learning theory and literature on guanxi, this study examines how and why ambidextrous learning balance influences firm innovation capability in Chinese business circles. We propose a U-shaped relation between ambidextrous learning balance and firm innovation capability which is mediated by guanxi inertia and knowledge inertia in different ways. Specifically, ambidextrous learning balance has an inverted U-shaped impact on guanxi inertia and further influences firm innovation capability. Whereas, ambidextrous learning balance has a linear positive influence on innovation capability through a decreased level of knowledge inertia. Based on survey data collected from, The results obtained from a sample of 197 Chinese channel enterprises using SEMs analysis provide strong support for our hypotheses. In addition, the findings based on firms with unbalanced ambidextrous learning indicate that as opposed to exploratory learning, higher level of exploitative learning leads to an increase in guanxi inertia and a decrease in knowledge inertia. These conclusions reveal how ambidextrous learning balance influence innovation capability for a firm with inherent learning preference which is not discussed by the extant research. At the same time, this study fills the gap of ambidextrous learning balance by considering the influence of culture. Our work also informs foreign practitioners of the optimal ways of learning for innovation in China.     

Curvilinearity in the diversification–performance linkage: an examination of over three decades of research

While an extensive literature examines the diversification‐performance relationship, little agreement exists concerning the nature of this relationship. Both theoretical and empirical disagreements abound. This study synthesizes findings from three decades of research to address major theoretical issues that remain open to debate. We derive three competing models from the literature and empirically assess these using meta‐analytic data drawn from 55 previously published studies. The results of our tests indicate that moderate levels of diversification yield higher levels of performance than either limited or extensive diversification. Thus, we provide support for the curvilinear model; that is, performance increases as firms shift from single‐business strategies to related diversification, but performance decreases as firms change from related diversification to unrelated diversification. The results also indicate major effects from variation in diversification and performance operationalizations. Copyright © 2000 John Wiley & Sons, Ltd.