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The purpose of this paper is to understand how theoretical lenses have been used to analyze the supply chain integration (SCI) theory. Furthermore, this paper elaborates theories derived from SCI research, in the form of propositions and a framework to explain the concept of the broader span of SCI.

This paper is based on a systematic review of 194 research articles from Q1 to Q4 international journals over the period 1980–2017. Issues are explored under the integration keywords: “supply chain integration,” “internal integration,” “supplier integration,” “customer integration,” “third party logistics integration” and “logistics service provider integration.”

Conceptually, SCI can be interpreted as a span that illustrates the internal integration of the focal organization, and the integration of the focal organization with suppliers, logistics service providers (LSPs) and customers. However, the result from the systematic literature review shows the SCI’s span still neglects LSPs. Based on that gap, a resource-based view (RBV) integrated with the resource dependence theory (RDT) is used to propose a broader SCI span that consists of internal, supplier, LSP and customer. Using both theories, this paper conceptualizes resources, dependence and uncertainty as the antecedents of the broader span of SCI.

This paper provides a theoretical contribution that integrates the RBV and RDT as a basis for developing the broader span of SCI.

This study investigates the development of absorptive capacity. Using an integrated cognitive learning perspective, this study provides empirical evidence about the conceptual absorptive capacity model through examining the full process step by step. Two groups of moderating variables were studied—namely, social integration and appropriability—to examine their impact on the process.

This study employed a longitudinal study from a community service program (Kuliah Kerja Nyata) at Universitas Gadjah Mada, Yogyakarta, Indonesia, by using surveys at the beginning and the end of the project. Of 492 teams from 2,444 students participated in the study. Each individual within a team had at least one project assigned to him/her during the project. The absorptive capacity process was examined through six consecutive models and analysed using hierarchical linear modelling. The moderating variables were tested using the Moderated Regression Analysis and Wald tests.

The study confirms the full cycle of absorptive capacity as an independent, dynamic and complex process; it involves acquiring, assimilating, transforming and exploiting sequencing variables from the individual level to the team level and vice versa using feed-forward and feedback mechanisms adopted from the 4I framework of organisational learning. However, the roles of the moderating variables are still inconclusive due to some possible factors, which were also reflected by the U-phenomenon.

This study provides vital support to the learning theory as well as to the organisation learning concept. This study also reveals empirical evidence about the unsupported moderating variables behave during a project cycle, such as what they function, how they evolve and what we should do about the moderating factors during a project. The findings of this study provide practical suggestions and highlight areas for future research.