Learning in multinational enterprises as the socially embedded translation of practices

Datos Bibliográficos

ID15538951
AutoresFlorian Becker‐ritterspach (0000-0001-5034-4838, University of Groningen, autor de correspondencia), Ayse Saka‐Helmhout (0000-0002-7012-4426, University of Surrey), Jasper J Hotho (0000-0001-9710-791X, Copenhagen Business School)
Año2010
Volumen6
Número1
Páginas8-37
Fecha de publicación2010-01-23
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaCritical Perspectives on International Business (JOURNAL)
Identificadores de la revistaISSN: 1742-2043 • E-ISSN: 1758-6062
EditorialEmerald Publishing Limited (PUBLISHER • GB)
DOI10.1108/17422041011017603
OpenAlexW2143341601
IdiomaEN
Citas recibidas12
Referencias citadas67

Purpose With a few exceptions, the mainstream literature on learning in multinational enterprises (MNEs) has shown little concern for the transformational nature and the social constitution of learning. This paper aims to address this gap by drawing on Scandinavian institutionalism, social learning perspectives, and comparative institutionalism. Design/methodology/approach A comparative case study of two subsidiaries of the same MNE was conducted. The subsidiaries received similar practices from headquarters (HQ) but displayed contrasting learning outcomes. Findings It is shown that learning outcomes differed based on the varying extent to which practices were translated, which depends on the participation of local actors. The difference in participation pattern, in turn, is rooted in differences in the institutional context of the two subsidiaries. Research limitations/implications It is recognized that apart from institutional influences, organizational idiosyncrasies may be at work. In addition, the paper briefly considers the extent to which the notion of contrasting forms of capitalism is still useful when comparing the German and British institutional contexts. Practical implications The findings highlight the importance of involving employees in the translation of new practices. A challenge for MNEs is that learning of new practices can differ by institutional context. Where enabling institutional conditions are absent, conscious effort may be needed to ensure employee participation. Originality/value This paper highlights that MNE practice transfer rests on the translation of the practice content to the local context, and that subsidiary‐level learning processes may be institutionally embedded, thus establishing a link between subsidiary learning and the macro‐level context. As such, this paper both illustrates the value of social learning perspectives and the relevance of the work of institutionalists for understanding MNE learning processes

Business · Capitalism · Context (archaeology · Institutional theory · Institutionalism · Mainstream · Multinational corporation · Originality · Political science · Politics · Public relations · Social science · Sociology · Subsidiary · Transformational leadership · Family Business Performance and Succession · Innovation and Knowledge Management · International Student and Expatriate Challenges · Law