An international learning typology: strategies and outcomes for internationalizing firms

Abstract

Purpose

The purpose of this paper is to understand the role of heterogeneous strategies for new knowledge development in the internationalization processes of firms.

Design/methodology/approach

A typology of international learning strategies is developed. The typology is supported by a case study of seven Swedish international firms that show heterogeneous strategies. The case study suggests links between learning strategies and international growth.

Findings

The results suggest an international learning-strategy typology derived from extant theory on knowledge acquisition in internationalization, constituted by four types: Passive Learners, Endogenous Learners, Exogenous Learners, and Diversified Learners. The results further suggest that the typology is empirically relevant and, moreover, suggest a potential heterogeneity in outcomes for these strategies. The study suggests that there is a link between learning strategy and outcomes in terms of growth and international sales distribution.

Research limitations/implications

The strategy for how firms learn when internationalizing has implications for the firm's international growth. The case-study design has limitations for generalizability and future quantitative validation is called for.

Practical implications

Managers need to be aware of the consequences of their learning strategy for the internationalization performance. This study informs strategic decision making for how to learn from international markets.

Originality/value

The results suggest a typology based on heterogeneity of international learning strategies and their consequences for internationalization.

Citation

Åkerman, N. (2014), "An international learning typology: strategies and outcomes for internationalizing firms", Baltic Journal of Management, Vol. 9 No. 4, pp. 382-402. https://doi.org/10.1108/BJM-12-2013-0176