0000000000229515
AUTHOR
María Del Mar Benavides Espinosa
showing 6 related works from this author
New knowledge impacts on designing implementable innovative realities in emerging markets
2017
In recent years, numerous studies have highlighted the role of organisational learning and the transfer of knowledge as a source of competitive advantage. Currently, the transfer of knowledge and learning in firms is a topic of utmost relevance. The learning process enables firms to acquire new knowledge and develop new capabilities to maintain their competitive advantage (Benavides-Espinosa and Roig-Dobón, 2011). In management literature, differences in relation to new knowledge provide us with different ways of looking at its relationship with learning.
Innovation and knowledge creation: perspectives on the SMEs sector
2013
Purpose – The paper aims to look at small to medium‐sized enterprises' (SMEs') approach to learning and innovation.Design/methodology/approach – The first research direction focuses on the internal and external sources for learning used in the innovation process. A second research direction focuses on the main types of innovation SMEs engage in along with some of the obstacles or constraints identified within the innovation process. In order to answer the research questions set, the authors conducted a survey among 161 Romanian SMEs from various economic sectors and covering different geographical areas.Findings – Romanian SMEs display a learning orientation related to innovation, using bes…
Organizational design as a learning enabler: A fuzzy-set approach
2016
Abstract In the literature on organizational learning, very few empirical studies attempt to show how organizational design can enable or hinder learning in organizations. This study uses a fuzzy-set technique (fuzzy-set qualitative comparative analysis: fsQCA) as an initial approach to analyzing different design variables and how they affect organizational learning. The results prove that the mechanical structures are suitable for organizational learning, especially in large companies. Furthermore, qualified workers should have autonomy to learn.
El conocimiento como recurso estratégico para el aprendizaje interorganizativo
2012
Las empresas se enfrentan a un entorno muy competitivo, en donde la posesión de conocimiento es vital para su supervivencia. Estamos en la era del conocimiento. En este sentido, el presente artículo plantea dos objetivos, primero plantea analizar las características del conocimiento relevantes para considerarlo como recurso estratégico, como son la complejidad, la codificación y la especificidad. Y en el segundo objetivo, se verifica la influencia de dichas características en el aprendizaje de conocimientos entre empresas a través de una cooperación, como puede ser una joint venture. Para ello, por un lado, se estudiaron sus dimensiones, usando una epistemología pluralista, y por otro, las …
Oragnizational design as a learning enabler: A fuzzy-set approach
2016
In the literature on organizational learning, very few empirical studies attempt to show how organizational design can enable or hinder learning in organizations. This study uses a fuzzy-set technique (fuzzy-set qualitative comparative analysis: fsQCA) as an initial approach to analyzing different design variables and how they affect organizational learning. The results prove that themechanical structures are suitable for organizational learning, especially in large companies. Furthermore, qualified workers should have autonomy to learn.
Cooperative learning in creating and managing joint ventures
2014
This study examines how and under what conditions joint ventures facilitate cooperative learning. The study analyzes how a joint-venture approach facilitates initial learning in the cooperative process and considers to what extent inter-organizational factors such as commitment, trust, control and conflict resolution affect the partners involved. The study then compares these hypotheses based on a sample of 74 international joint ventures (IJVs). The results provide empirical evidence to show that commitment is both a significant and essential variable, yet they also illustrate that this type of cooperation is not enough on its own for partners to learn how to cooperate effectively.