The overlooked distinction of multinational enterprise subsidiary learning: Its managerial and entrepreneurial learning modes
Introduction
In this article, we investigate the learning modes of the multinational enterprise (MNE) subsidiary at the host country level. Learning is an inherent function of organizations that are perceived to be cognitive enterprises (Deshpande & Webster, 1989) and “bodies of thought” (Weick, 1979). The possession of asymmetric market learning can provide a source of competitive advantage to the organization concerned (Dickson, 1992). This holds also for the internationalized firm as learning affects considerably its growth and performance (Lord & Ranft, 1999). The learning theme is additionally linked to the issue of entrepreneurial opportunity since “[entrepreneurial] knowledge is the alertness leading to the discovery of opportunities” (Minniti & Bygrave, 2001: p. 7). Cultivation of this knowledge may enhance performance of the internationalized firm (Oviatt & McDougall, 2005).
However, while international entrepreneurship studies have experienced a dramatic increase (Jones, Coviello, & Tang, 2011), the role of learning in the relevant literature has received relatively minor attention (Oviatt & McDougall, 2005). Few studies in this field provide insights into how firms acquire knowledge regarding foreign customers, partners, institutions and the modus operandi of doing business abroad. These scant insights refer mainly to international new ventures, which are those small firms that internationalize their activities from inception. In contrast, our knowledge into how subsidiaries of large MNEs learn in their host markets is very limited. Bartlett and Ghoshal (1989) suggest that the chief justification for the existence of MNEs is to capitalize on and take full advantage of learning in host markets. Nonetheless, it is also acknowledged that learning in MNEs can be inefficient (Gupta and Govindarajan, 1991, Von Hippel, 1994). How learning can fed into the organization in order to be converted into behavior of the internationalized firm is an issue of fundamental interest in international business (Forsgren, 2002).
The organizational learning theory would suggest that MNE subsidiaries in their efforts to act upon opportunities in their host markets may be involved in modes of learning such as exploitation and exploration (March, 1991). But, if this occurs, no considerable effort has been devoted to investigating the characteristics of these modes; and, how they can generate effective learning to the MNE subsidiary. Apart from its value to researchers, this neglected theme of dissimilar learning modes in MNE subsidiaries has also considerable managerial importance; inasmuch as subsidiaries that learn better than their competitors regarding the changing host marketplaces are likely to attain a sustainable competitive advantage (Özsomer & Gençtürk, 2003). Hence, the MNE subsidiary would be able to develop those routines and systems that can provide it with effective learning concerning its host market.
Consequently, there are two research objectives in the current study: first, to examine the learning modes in MNE subsidiaries at the host market level in order to acquire evidence on their features, similarities and differences; and, second, to investigate the facilitating contextual mechanisms of these learning modes. The present research seeks to provide empirical evidence through an in-depth case study of six subsidiaries of a large MNE.
This article is structured as follows. In the second section, we provide a review of learning as this is examined in the studies that investigate MNE subsidiaries in particular; and, in the international entrepreneurship, entrepreneurship and international business fields. In the third section, we discuss the rationale behind the choice of the in-depth case study and related methodological aspects. In the fourth section, we explore the findings of this study linked to the research objectives and advance related propositions. In the concluding section, we provide implications for research and management, and suggest future research directions.
Section snippets
Research background
Organizational learning is the experiential production and reproduction of organizational rules, which guide behavioral change (Kieser et al., 2001, Levitt and March, 1988). Hence, learning can be viewed to be the ongoing process of acquiring and interpreting information, which leads to creation of new knowledge for the organization (Galunic and Rodan, 1998, Huber, 1991). Organizational learning can be of exploitative or explorative nature (March, 1991). Exploitation seeks to refine and
Methodology
The case study method was used in this research mainly for two reasons. First, it serves to capture the dynamism and complexity of MNE subsidiary learning modes since it provides in-depth contextual information (cf. Welch, Piekkari, Plakoyiannaki, & Paavilainen, 2011). Second, the case study approach allows a holistic and meaningful investigation of characteristics of organizational activities (Yin, 1989); enabling us to explore the features of learning modes (cf. Gummesson, 1991). The use of
Findings and discussion
Paperi has production facilities in 17 countries employing around 24,000 employees. In 2012 the firm achieved sales of almost € 10.5 billion, of which about two thirds were derived from European operations. The evidence of our study suggests that it also had strong roots in its home country and its headquarters sought to maintain control over the activities of their foreign subsidiaries; yet, also provide them autonomy and decision-making discretion when needed. Table 2 provides details of the
Conclusion
This research was based on an in-depth case examination of six MNE subsidiaries of a large Finnish firm. The empirical evidence suggests that managerial and entrepreneurial learning are two different modes that coexist and are both essential for useful subsidiary learning in host markets. We propose that managerial learning resembles systems-structural learning while entrepreneurial learning resembles interpretive learning. Managerial learning involves acquisition and dissemination of
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