3. Absorptive Capability and Organizational Learning Theory 27 4. Social network in Organizational Contexts 32 5. Entrepreneurial Orientation 35
2. 2. Learning-by-exporting: from export activities toward innovativeness 99 3. Research Design 100
Table 4. Absorptive capability (ACAP) and organizational learning OLER): ) a brief of main studies 30
supporters there are professors, fellow doctoral classmates, academic staff, friends, and of course, my family. To this special group,
I would like to give a heartfelt, special thanks to all professors of the Business Economics department of the Universitat Autã noma de Barcelona.
being a Ph d. student. Special thanks to Yanina, Matias, Veronica, Any, Pedro, Felipe Moraes, Renan, Laura, Gabriel, Jeroen, Yoly, Clemens and Carlos. I extend my thanks
Learning Theory Research design 9 Quantitative study 9 Survey from 121 Spanish SMES 9 Multiple regression analysis
strategic learning from failure firm size, and firm age Lumpkin and Dess 1996 Dynamism, munificence
3. Absorptive Capability and Organizational Learning Theory Absorptive capability and organizational learning have been used in diverse and
significant organizational phenomena. The importance of these approaches has been noted across the fields of strategic management (Lane and Lubatkin, 1998;
organizational learning, and firm outcomes that pertain to creating a competitive 28 advantage. Table 4 provides a useful example
using absorptive capabilities and organizational learning approaches in different fields of organizational management The Learning Theory, in essence, suggests that an organization learns when its routines
systems, and policies assimilate activities and experiences (Grant, 1996. In this vein Sapienza et al. 2005) pointed out that the greater a firm†s attention to developing new
the greater its learning is. This point of view is consistent with previous theory, which holds that the amount of information
presence, â€oeinternational learning effort†(Sapienza et al. 2005), extends, and highlights the idea of an absorptive-based view and learning theory as a framework for theory and
hypotheses regarding international business. Consistent with Johanson and Vahlne 1991), firms may learn directly from foreign-market experience and indirectly via
Table 4. Absorptive capability (ACAP) and organizational learning (OLER: a brief of main studies Study Theoretical
expansion promotes technological learning, which in turn enhances performance 9 Technological learning has a positive effect on firm
performance 9 International diversity and mode of entry have a positive, direct effect on firm performance, in
technological learning 31 Table 4. Continued Study Theoretical approach Treatment/modeling Outcome/effects Lane et al.
Test a model of international joint ventures learning and performance that segments ACAP into the three
international joint ventures learning and performance as well as a initial insights into how those relationship change over time
entrepreneurial orientation are associated with learning activities 9 Early internationalization is positively related to learning effort 9 Entrepreneurial orientation is positively related to
learning effort Source: Self-elaborated 32 4. Social network in Organizational Contexts Approximately 30 years ago, an important new area of research within the
organizational context emerged. The starting point of the study of social networks was drawn on a broader revitalization of the field of economic sociology (Hoang and
of organizational scholarship, including leadership knowledge utilization, innovation, profit maximization entrepreneurship, and so on. †Borgatti and
learning from failure. Therefore, EO and growth (measured by sales growth, in this study) were related more positive among firms that employ autocratic decision-making
Consistent with the resource-and learning-based view, we focus on the relationship between innovativeness and export activity.
2. 2. Learning-by-exporting: from export activities toward innovativeness As indicated before, there is growing recognition about the relationship between
perspective on learning-by-exporting. It is acknowledged that the ability of a firm to recognize the value of new and external knowledge with an absorptive capacity (Cohen
component to learning and innovation Despite not being a longitudinal study, in this research we assume to be consistent with
2005) that there is a learning effort in foreign markets by companies. Thus, companies may learn directly from foreign
with the learning-based view, obviously this is a potential option. Despite, not having extensive literature examining the reverse relationship,
Consistent with the learning-by-exporting view, and in accordance with previous research, the following hypothesis can be addressed
may be inclined more to exert learning effort (Sapienza et al. 2005). ) For instance, we expected consumer product-oriented firms to develop more new products (Salomon and
Thus, our findings might be consistent with the existence of learning-by -exporting emphasized in recent literature (Salomon and Jin, 2008;
existence of learning-by-exporting, which could be particularly relevant for this group of firms to achieve higher levels of innovation
experimental learning and acquisitive learning (Zhao et al. 2011 4. 3. Essay Three This essay is subject to several limitations that typify behavioral research and we
should include a longitudinal perspective observing the effects of learning-by-exporting on a firm†s innovativeness (e g.,
learning and innovation. Administrative Science Quarterly, 35,128-152 Cooper, A c. 1979. Strategic Management: new ventures and small business.
Entrepreneurial orientation and organization learning: the impact of network range and network closure. Entrepreneurship Theory and Practice, 35
interorganizational learning. Strategic Management Journal, 19,461-477 Lawrence, P. and Lorsch, J. 1967. Organization and environment.
learning capability, knowledge, threshold and patterns of growth. Research Policy, 39,278-289 Lechner, C.,Dowling, M. 2003.
Exploration and exploitation in organization learning Organization Science, 2, 71-87 Meade, A w.,Watson, A m. and Kroustalis, M. 2007.
mediation of learning orientation. Technovation 30,65-75 151 Rialp, A. 2003. Fundamentos teã ricos de la organizaciã n de empresas.
and domestic learning effort. Journal of Business Venturing, 20,437-457 Salomon, R. and Jin, B. 2008.
industry heterogeneity in learning by exporting. Journal of International Business Studies, 39,132-150 Salomon, R. and Shaver, J. 2005.
Learning-by-exporting: new insights from examining firm innovation. Journal of Economics and Management Strategy, 14
Market orientation and the learning organization Journal of Marketing, 59,63-74 Schumpeter, J. 1934. The theory of the economic development, Cambridge university
organizational learning, and performance: evidence from China. Entrepreneurship Theory and Practice, 35,293-317 156 157
As digital business projects dynamically pivot with experimentation, innovation and learning, business cases may change dramatically.
S&e graduates grew by 51%from 2 430 000 in 2000 to 3 679 000 in 2010.
and engineering graduates, the largest increase of the world share has been among the BRIS countries and in other
1) Tertiary graduates in science and engineering ii) Other Developed Asian Economies does not include SG and TW
World share of S&e graduates, researchers, GERD, high-impact publications and patent applications, 2000 and latest year
Science and technology graduates from tertiary education (ISCED 5 and 6)( 1 Participation in global R&d â€%shares
13 Tsipouri, L. Paper presented at the European commission Mutual Learning seminar, 2012 14 Expert group report to the European commission, 2009, †Le monde en 2025.
technologies and innovative productsâ€, paper presented at the European commission Mutual Learning seminar 2012 references European commission
These advantages include learning and reputation effects as well as standard settings and developing innovation-friendly regulation
fundamentally new technologies to adopting organisational concepts through learning and copying. History has shown that the emergence of certain new technologies has spurred
uncertainty is reduced typically through learning, standardisation and the experiences made in applying a new technology to various fields of applications.
diffusion of existing technologies, improving skills through education and training, learning from good practice-KETS are more likely to result in a leap upwards in efficiency levels
of a new technology, through learning from using (Rosenberg, 1982) and from a fierce competition among technology producers who are seeking competitive advantages by
movers can often gain long term competitive advantages through early learning and reputation building Finally, commercialisation calls for an adequate regulatory framework
learning and innovation Technical knowledge and know-how to enable innovation Capabilities Organisational/Marketing knowledge and
The European commission adopted in February 2008 the Code of conduct for Responsible Nanosciences and Nanotechnologies Research 6
while 1, 200 graduates leave higher education per year. In comparison, the closely related sector of IT and software employs 14,000 people with 2, 200
graduates annually (Innova, 2008 The micro-and nanoelectronic field as one activity in the Grenoble cluster is also related to a
to 2, 400 researchers, 1, 200 students, and 600 technology transfer. Minatec campus staff (9
Each year some 6, 000 students and 400 academics and researchers from abroad study or work in Grenoble-Isã re.
institutions helping to ensure the production of well-trained graduates (OCRI, 2006 Short history of micro-and nanoelectronics in the Ontario region
third of all Masters and Ph d. graduates in electrical engineering and computer science from Canadian universities. This concentration is even more visible in the telecommunications
researchers and students through general programmes (not technology specific No significant role of collaborative ties
result facilitate experimental learning that can be assumed to be valuable in future technology development efforts.
research students in universities and research institutes in the UK. Cambridge university receives quite a large share of this budget (160 grants with a sum of £55 million in 2008) for
graduates and ex-employees of large companies that start their own company Capabilities World leading scientists on biotechnology
and learning from biology how to manipulate and process light. Photonics holds a huge potential †not only for new and even better forms
140,000 students. In addition, the region houses more than 70 publicly funded research institutes from one of the four main non-university research organisations (Max Planck
and a long story of accumulation of technological, organisational, management, and engineering capabilities which can be
strengthen the integration of industry, learning and research, at the time it uses and increases
entrepreneurship of returning students, young Phds and post-docs, with more than 100 SMES created by around 250 young talents), the Hunan Xinjinrong Technical Incubator and the Oak
Interactions between well trained graduates, returning graduates (from abroad), academic entrepreneurs, firm employees, government representatives and strategic investors have
Taijia New Material Science and Technology Co. Funded by returning graduates from abroad it is now a Sino-China joint venture specialised in the manufacturing of composite materials
technologies, the diffusion of advanced materials generates network and learning effects among users. As a consequence, diffusion of new materials is accelerated when a certain level
At the same time, additional places for students need to be provided in these subject areas Third, AMT are characterised by the emergence of several new platform technologies that are
facilitate experimental learning that can be assumed to be valuable in future technology development efforts. Sustaining production capabilities can
-operation and mutual learning among SMES. Typically, programmes that focus on smaller European Competitiveness in KETS ZEW and TNO
over the last decades, leading to a lower number of graduates and researchers in some fields
A main challenge is to train students in cross-disciplinary fields which are particularly important for research in KETS.
opportunities of cross-disciplinary studies are unclear to many students (e g. because commercial applications and thus job opportunities in KETS have yet to evolve),
low perceived attractiveness of such studies and a low number of students European Competitiveness in KETS ZEW and TNO
-operation and mutual learning among SMES -Policy should also acknowledge the role of lead firms
Fagerberg, J. 1995), User-producer interaction, learning and comparative advantage, Cambridge Journal of Economics 19, 243†256
 graduates  emerging  from  a  degree  course  that  has
 professors  Agreements  are  reached  on  how  the  IP
 students  from  University  of  Zagreb  facilitated  by  David
 graduates  and  skilled  employees  •Networking/partnering  organisations  â€
 learning  they  may  take  from  working  with  a
 learning  discussion  forums  presentations  research  and  networks Â
 graduates  from  engineering  to  film  special  effects  and
 graduates  choosing  to  stay  local  and  create  their
 graduates  In  addition  to  the  dominant  local  financial
This also applies to the recruitment of graduates by ï rms, which is probably one of the main mechanisms for making money from fundamental research 54.
retirees, graduate students, professional workers in various disciplines, ordinary citizens, and research-based and proï t-seeking
why some are slow learners, Res. Policy 31 (2)( 2002) 291†302 14 Y. Wang, N. Roijakkers, W. Vanhaverbeke, Linking open innovation to national systems of innovation:
Towards a Theory of Innovation and Interactive Learning, Pinter Publishers, London, New york, 1992 16 B.-Ã. Lundvall, National innovation system-analytical concept and development tool, DRUID Tenth Anniversary Summer Conference, Copenhagen, 2005
33 J. G. March, Exploration and exploitation in organisational learning, Org. Sci. 2 (1)( 1991) 71†87
Learning through Networks? Harvard Business school Press, Boston, 1992 35 I. Nonaka, H. Takeuchi, The Knowledge-creating Company:
a new perspective on learning and innovation, Adm. Sci. Q. 35 (1990) 128†152 54 D. Jong, J. P. J. B. Roelofs, Tweemeting Syntens:
76 D. A. Levinthal, J. G. March, The myopia of learning, Strategic Management Journal 14 (1993) 95†112
102 L. K. Mytelka, K. Smith, Policy learning and innovation theory: an interactive and co-evolving process, Res.
networks of learning in biotechnology, Adm. Sci. Q 41 (1)( 1996) 116†145 Yuandi Wang is a postdoctoral fellow at Technical University of Denmark.
He received his Masters degree from Dalian University of Technology (People's republic of china. From 2005 to 2007 he was a lecturer at China University of Mining and Technology.
Wim Vanhaverbeke is professor of strategy and innovation at the University of Hasselt (Belgium. He is also visiting professor at ESADE (Spain) and the Vlerick
and 24%even an MBA, compared with 14%of IT-intensive industry CIOS. Similarly, a higher proportion of them (35%)hold a degree in
a business degree or MBA is required strongly for the CIO role compared with 37%of IT-intensive industry CIOS
Whether it is an MBA or an MSC in engineering, economics or physics, there is typically a dimension beyond IT to their studies.
later adding an MBA to her qualifications. Similarly, the CIO of a leading Chinese bank holds degrees in electrical
along with an MBA. In the telecommunications sector, one in five of these leading CIOS hold a Phd on top of other qualifications
MBA in International Finance & IT, University of the Witwatersrand 1983 †1986 B Com (honours
Post graduate Management, Otto -Friedrich-University Bamberg 2002 †2006 Consultant, Centrum fã r betriebliche
Others do MBAS to widen their educational backgrounds. All these help to develop a more powerful
MBA Master's degree in management or business administration Bachelor's degree in management or business administration 48 %3
%12 %15 %30%Science and engineering Phd in science and engineering Master's degree in science and engineering
Bachelor's degree in science and engineering 1 %1 %7%Other Other university degree Other non-university degree
Other 4 %1%No answer 43 %18 %24 %1 %IT Phd in IT Master's degree in IT
Bachelor's degree in IT Worldwide number of employees 7%Up to 249 2%250†499 2%500†999
4%1, 000†1, 999 4%1, 500†1, 999 22%2, 000†4, 999
17%5, 000†9, 999 22%10, 000†49,999 50,000 and more 19 %23 %Software, hardware and computer services
companies to start their learning process, the first necessary step is to ensure a higher visibility of
-at a national level, launch a new Innovation Graduate Placement Programme to ramp up the number of innovation projects within companies.
The Sustainable Learning Networks in Ireland and Wales (SLNIW) project is based on the simple concept
of entrepreneurs learning from each other. Six learning networks, of entrepreneurs and owner/managers of SMES and micro-enterprises have been established, three in Ireland and three in
Wales The aim is to increase the skill sets of these entrepreneurs by facilitating knowledge transfer between
to Junior and Leaving certificate mirror the national average (Appendix 3 These improvements are linked most likely to the decline in the economy, with many students
seeing an increased emphasis on school completion in 2009/2010 compared to those that may
Waterford City has a relatively low retention rate to Leaving certificate compared to the national average,
Retention of Graduates: The retention rate of graduates within counties (i e. the percentage of graduates from a given county that have employment within that county) is an
indicator of the availability of relevant employment for graduates Graduates originating from County Dublin generally find employment in this county (94
percent); ) Cork also demonstrates high rates of retention of employed graduates at 67 percent as does Galway with 57 percent.
As these counties contain major urban centres this would be expected. In general, graduates who originate from other counties do not commonly
find employment in their home county The average retention rate for each county is 34 percent (outside of Dublin,
the average is 32 percent). ) Waterford and Wexford have retention rates of 39 percent and 38 percent
respectively, slightly above the national average. Carlow, Kilkenny and Tipperary have low retention rates by comparison.
In summary, most graduates from the South East counties, as with most other counties, find employment outside of their county of origin, with the main
urban areas of Dublin, Cork, Galway and Limerick retaining the majority of graduates from those counties
development to ensure a steady supply of appropriately skilled graduates The region has built also a strong cohort of relatively large contact centre operations
retention of graduates with such skills and perhaps reduced interest in acquiring language skills. A focus on innovative ways to promote language training
Ensuring the region is attractive to overseas students and immigrants is also important International financial services activities in the South East are predominantly back office in
it changes the way services are delivered e g. remote learning or healthcare and diagnostics simulation (training), virtual reality (architecture and design;
WIT also delivers strong undergraduate and postgraduate programmes in software development. Based on its excellent track record in telecommunications software and
 The HEIS in the region are preparing graduates for careers in digital media and games
 Bachelor of science (Level 8) in Applied Computing †5 Places  Bachelor of Engineering (Level 8) in Electronic Engineering †11 Places
 Bachelor of science (Level 8) Pharmaceutical Science †2 Places  Bachelor of arts (Level 8) in Finance and Investment †9 Places
 Bachelor of science (Level 7) Information technology †17 Places 42 Refer to Appendix X for data tables
46 Table 5. 1 Education Providers in the South East participating in the 2010 Labour market
Provider/Programme Learning Outcome Digital Skills Academy Webactivate Programme, NFQ Level 6 First step Microfinance Regional Training Networks †NFQ Level
Provider Programmetitle NFQLEVEL ECTS Years Iot Carlow Certificate in Computer systems Level 6 60 1 Iot Carlow Certificate in Mechanical engineering Level 6 60 1
Waterford Iot Bachelor of arts in Financial services Level 7 60 2 Waterford Iot BENG (Honours) in Sustainable Civil engineering Level 8 120 3
 Bachelor of arts in Financial services (Level 7) †30 Places  Bachelor of science Applied Biology with Quality Management Biopharma Pharmachem
Level 8) †5 Places  Bachelor of Engineering in Sustainable Civil engineering Medical Devices (Level 8) †15
the development and revision of course curricula to ensure that students have the most relevant skills upon entering the labour market
Learnings from the 2010 Labour market Activation Fund, which is currently being evaluated, should also be taken on board
opportunities within enterprise are hugely valuable in improving the success of students and job†seekers.
companies transition into higher order activities, the ability to attract graduates and to offer career progression opportunities will become an even greater challenge62
learning and research within an inclusive student-centred environment to foster graduates of distinction who are ready to take a leadership role in
business, the professions, industry, public service and society. The Institute will manage its hinterland as a Learning Region and is committed to the educational development of the
region in a way that is reflective of its national and international aspects. The Institute will contribute to the economic, social and cultural development of the South East region and
WIT Student Numbers, 2007-2010 Summary Student Statistics 2007-08 2008-09 2009-10 Full time undergrad 5660 5758 5861
Full time Phd 37 47 49 Full Time Masters Taught 219 278 319 Full Time Masters Research 124 126 91
which is a significant postgraduate programme. WIT is also active in providing part-time courses, which accounted for 18 percent of enrolments in 2009-2010, as
In terms of output by discipline, in 2010, there were 700 SET graduates with ordinary and honours degrees (levels 7&8), 120 SET Masters graduates and 5 SET Phd graduates from WIT
In HSS disciplines WIT, had 234 Masters graduates and 896 ordinary/honours degree graduates in 2010.
Preliminary figures for the 2010/2011 academic year are of a total of 4, 128 enrolments for honours degrees (Level 8),
estimated 65 percent of all WIT part-time students are funded company. For example, the Department of Chemical and Lifesciences delivers a Higher Certificate and a Bachelor of
In collaboration with Teagasc, WIT has developed a Postgraduate Diploma in Farm Financial Management that is delivered over 2 years in block sessions, both on campus and in a number
IT Carlow has a student body of almost 4, 700 (comprising 3, 100 full-time and c. 1, 600 part
-time students. It offers a broad range of courses in the areas of  Business & Humanities (Business Communications, Management, Humanities, Sport
Peter†s College), with a full-time and part-time enrolment of approximately 900 students The Wexford Campus offers courses to degree level in Business, Humanities, Art and
and the US for students pursuing the four year BSC (Hons) in Software Development at IT
The Institute has about 710 students between the two locations. It offers a broad range of full and part-time courses in the areas of Business education, Computing &
Carlow College currently has a student population of about 700 (full and part-time. The college offers courses to Degree level in Social Studies and Humanities.
traditional student base and the HEA will continue to work with the relevant institutions on
-at a national level, launch a new Innovation Graduate Placement Programme to ramp up the number of innovation projects within companies.
Leaving certificate Retention 2004 cohort State 95.1 84.5 South East 95.3 85.0 Carlow 97.1 85.7 Kilkenny 96.5 84.6
The unadjusted Leaving certificate retention rate nationally for the 2004 cohort was 84.5 percent, i e. out of the 57,000 pupils that enrolled in 2004,48, 100 sat the leaving certificate
by 2010.73 The table below shows the available data on the South East counties compared to
73 The Department of education produce a final adjusted rate of 87. 7percent to take account of students
Table A12 Retention of graduates within the region, class of 2008 (county of origin and
HEA (2010) What do graduates do? Class of 2008 90 Table A13 Distribution of Employment in the South East Region and State by Occupational
dissemination of learnings and replication of successful initiatives to other regions These initiatives bring together a range of stakeholders, for a variety of reasons, for example
ï§Given that much research indicates that companies consider graduates would benefit from increased industry placements during their graduate programme, the current
environment could provide opportunity to take a proactive, regionally based and creative approach in the short term.
HEIS to consider work placement where students would take up opportunities in a flexible and cost effective way42
42 The IBEC coordinated Export Orientation Programme (EOP) Graduate Placement Programme indicates the potential in collaborative approaches between industry and the enterprise agencies in this area
second academic year, the programme targets second and third level students and aims to foster the entrepreneurs of tomorrow
The programme has seen over 300 students submit business plans which are shortlisted to allow 15 finalists to pitch their business plans to the judging panel.
The Department for Employment and Learning in Northern ireland, sought to drive the implementation of their Skills Strategy through six regionally based employer-led Workforce
A report commissioned by the Department of Employment and Learning undertook a review of the WDF and outlines a clear mandate and recommendations to increase the effectiveness of
Educational attainment to leaving certificate and third level has increased but the region continues to exhibit a relatively high level of early school leaving (below leaving cert) and
development to ensure a steady supply of appropriately skilled graduates The region has built also a strong cohort of relatively large contact centre operations
graduates with such skills and perhaps reduced interest in acquiring language skills. A focus on innovative ways to promote language training
attractive to overseas students and immigrants is also important IFS activities in the Southeast are predominantly back office in nature.
it changes the way services are delivered e g. remote learning or healthcare and diagnostics simulation (training), virtual reality (architecture and design;
Ireland and the US for students pursuing the BSC (Hons) in Software Development at the Institute
WIT also delivers strong undergraduate and postgraduate programmes in software development. Based on its excellent track record in telecommunications software and
With 160 active staff and students, the TSSG is a significant pool of specialist expertise within
Facilitated networking, introductions and access to shared learning opportunities (e g through business networks, workshops, seminars
Low levels of educational attainment, both at leaving certificate and graduate level compared to other regions
and in adjacent regions) in producing graduates with enterprise focused skills, oriented towards sectors which are growing
Alongside the need to produce industry oriented graduates will be the requirement to retrain workers whose skill sets are less in demand.
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