dominant logic provides SME managers with a mental map by which to make sense of the world. Such mental models are not static, however, and will be modified through the joint construction of meaning as generated by sharing and dialogue (Hayes and Allison, 1998). In this way, informal groups, whose members share ways of behaving and interpreting events as ‘communities of practice’, enable learning to take place within social interactions between individuals and organisations on a daily basis (Gerhardi et al., 1998). There is a body of evidence, therefore, suggesting that learning within small firms involves a ‘complex network of economic relationships, dependencies and mutual obligations’ (Gibb, 1998: 17). Such informal learning is not without its problems, however, and it may be negatively influenced by problems of communication, lack of opportunity and lack of trust between the different parties involved in the interaction (Hayes and Allison, 1998; Coopey, 1998).
METHODOLOGY Studies of both internationalisation and training in SMEs tend to take a quantitative or qualitative approach (Coviello and McAuley, 1999). A number of cross-functional quantitative studies attempt to analyse the degree, and different forms, of internationalisation (see, for example, Korhonen et al., 1996; O’Farrell et al., 1998). Similarly, a number of quantitative studies have been undertaken of the volume and types of formal training undertaken in small businesses (see, for example, Curran et al., 1996; Welch, 1996). The qualitative approach, utilising either semistructured interviews or a case study approach, has also been used to good effect in studying both internationalisation and learning in small businesses (see, for example: Hendry et al., 1991, Julien et al., 1998). These studies highlight the dynamic, complex and specific issues associated with the development of new forms of business and the learning process where ‘the management team will be constantly developing, and the skills needed will change as both cause and effect of the development of the firm itself’ (Wong et al., 1997: 45; Gunther-McGrath et al., 1995). However, the complex and dynamic issues involved in both internationalisation and learning mean that single method studies may not fully explore or analyse the process under investigation (Coviello and McAuley, 1999).
The research design underpinning this paper incorporates both a qualitative and a quantitative approach to data collection, and three distinct phases were conducted. Initially, a qualitative study was undertaken, incorporating semi-structured interviews with decision makers in 50 organisations, across a range of business sectors and organisational sizes. This sample was derived from alumni databases of two universities. The criterion for inclusion was that international activity had commenced in the recent past. Initial contact was by telephone and interviews took place over a period of 15 months. Data were collected through semi-structured interviews with key decision makers who had been instrumental in deciding to adopt or implement a strategy of internationalisation.
A framework of questions incorporating contextual and strategic issues was used to achieve consistency between interviews, while leaving flexibility to gather data specific to each organisation. Broad themes and issues were then derived from the predominately text-based, qualitative data and a process of pattern matching was undertaken (Miles and Hub
本论文由英语论文网提供整理,提供论文代写,英语论文代写,代写论文,代写英语论文,代写留学生论文,代写英文论文,留学生论文代写相关核心关键词搜索。