Summary of chapter and their contributions
| Author (*) (Part. Chapter) | Methodology | Level of analysis | Country coverage | Organization learning analyzed | Key insights and contributions |
|---|---|---|---|---|---|
| Hong, Snell and Rowley(I.1) | Descriptive | Multi- level | N/A | Summary | Debate on Organizational Leaning based on context-free or context-specificDiscussion about Asia as a Research contextSummary of contributions to the chapters |
| Zhao(I.2) | Conceptual | Countries | China, Japan and India | Cultural and institutional contextAdaptationLearning in networks | Institutional voids and subsequent government intervention are key features of Asian market economiesOL occurs when foreign and local firms find substitutes for such institutional voids through formation of distinctive business networks |
| Yeo and Dopson(II.3) | Case Study | Teams | Saudi Arabia | Knowledge sharingUnlearningExperimentationBoundary objects | Knowledge sharing encourages individuals to engage in meaningful dialog and constructive and reflective inquiry into complex works challenges“Wicked” problems serve as boundary objects for facilitation of deeper inquiry into contexts and paradigms, promoting self-transcendenceNegative and positive feedback trigger unlearning in different ways |
| Nguyen and Pham(II.4) | Survey | Firms | Vietnam | Personalization, codification, imitation, innovation and knowledge management | Role of imitation in early stages of development and use of codification and personalization strategies in pursuing innovationImplication for how firms engage in innovation in the absence of institutional support and with sparse resources |
| Cuervo(III.5) | Conceptual | Firms | China and India | Entrepreneurial LearningLearning by experienceReverse knowledge transfer | Draw on the Ownership, Location and Internalization paradigm and a dynamic model of effectuation to develop two parallel levels of entrepreneurial learningEnabling mechanisms proposed for reverse-transferring learning from foreign affiliates in developing markets in Asia to the firms’ respective headquarters in developed economies |
| Mac and Evangelista(III.6) | Survey | Firms | China | Learning capabilityLearning orientationLearning mechanisms | Internalization induces enhancement of export performance through cultivation of market learning capabilitySystematic learning routines can help acquire and retain market knowledge to guide product adaptation and positioning decisions for particular export markets, thereby constituting an enduring competence |
| Antonio and Feng(III.7) | Case Study | Alliances | China | Knowledge transferTacit knowledgeCooperative learning | Success of cooperative learning depends on process of knowledge transfer, governed and monitors by legal systemIndividual initiative should be fully mobilized to facilitate flow of knowledge and enhance inter-organizational knowledge transfer |
| Orthenblad(IV.8) | Conceptual | Multi-level | N/A | ContextUniversalismPractical theory | Develops guidelines for how to conduct critical an applicability examination of particular models of OLArgues that different models of OL, relevant for different industry, cultural and institutional contexts, needs to be sculpted |
| Hong, Snell and Rowley(IV.9) | Conceptual | Multi-level | N/A | Institutional contextCross-border knowledge and Context | Challenges for OL related to a variety of perspectives and foci based on the chaptersDirections for future research, such as:Role of institutional voids and of resource deficiencies in shaping and inspiring unique and effective models OLRecognition of the importance of local knowledge in contributing to OL in MNC’sOL in Asia requires understanding at multiple levels of analysis |
| Author (*) (Part. Chapter) | Methodology | Level of analysis | Country coverage | Organization learning analyzed | Key insights and contributions |
|---|---|---|---|---|---|
| Hong, Snell and Rowley(I.1) | Descriptive | Multi- level | N/A | Summary | Debate on Organizational Leaning based on context-free or context-specificDiscussion about Asia as a Research contextSummary of contributions to the chapters |
| Zhao(I.2) | Conceptual | Countries | China, Japan and India | Cultural and institutional contextAdaptationLearning in networks | Institutional voids and subsequent government intervention are key features of Asian market economiesOL occurs when foreign and local firms find substitutes for such institutional voids through formation of distinctive business networks |
| Yeo and Dopson(II.3) | Case Study | Teams | Saudi Arabia | Knowledge sharingUnlearningExperimentationBoundary objects | Knowledge sharing encourages individuals to engage in meaningful dialog and constructive and reflective inquiry into complex works challenges“Wicked” problems serve as boundary objects for facilitation of deeper inquiry into contexts and paradigms, promoting self-transcendenceNegative and positive feedback trigger unlearning in different ways |
| Nguyen and Pham(II.4) | Survey | Firms | Vietnam | Personalization, codification, imitation, innovation and knowledge management | Role of imitation in early stages of development and use of codification and personalization strategies in pursuing innovationImplication for how firms engage in innovation in the absence of institutional support and with sparse resources |
| Cuervo(III.5) | Conceptual | Firms | China and India | Entrepreneurial LearningLearning by experienceReverse knowledge transfer | Draw on the Ownership, Location and Internalization paradigm and a dynamic model of effectuation to develop two parallel levels of entrepreneurial learningEnabling mechanisms proposed for reverse-transferring learning from foreign affiliates in developing markets in Asia to the firms’ respective headquarters in developed economies |
| Mac and Evangelista(III.6) | Survey | Firms | China | Learning capabilityLearning orientationLearning mechanisms | Internalization induces enhancement of export performance through cultivation of market learning capabilitySystematic learning routines can help acquire and retain market knowledge to guide product adaptation and positioning decisions for particular export markets, thereby constituting an enduring competence |
| Antonio and Feng(III.7) | Case Study | Alliances | China | Knowledge transferTacit knowledgeCooperative learning | Success of cooperative learning depends on process of knowledge transfer, governed and monitors by legal systemIndividual initiative should be fully mobilized to facilitate flow of knowledge and enhance inter-organizational knowledge transfer |
| Orthenblad(IV.8) | Conceptual | Multi-level | N/A | ContextUniversalismPractical theory | Develops guidelines for how to conduct critical an applicability examination of particular models of OLArgues that different models of OL, relevant for different industry, cultural and institutional contexts, needs to be sculpted |
| Hong, Snell and Rowley(IV.9) | Conceptual | Multi-level | N/A | Institutional contextCross-border knowledge and Context | Challenges for OL related to a variety of perspectives and foci based on the chaptersDirections for future research, such as:Role of institutional voids and of resource deficiencies in shaping and inspiring unique and effective models OLRecognition of the importance of local knowledge in contributing to OL in MNC’sOL in Asia requires understanding at multiple levels of analysis |
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