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This article aims to take a further step forward in examining those important business factors that will shape the future of best practice in the quality management of internal and external strategic alliances.

The article presents a speculative scenario on the future of strategic alliances in education, training, development and business, inspired learning by applying information and data from well‐established professional alliance management sources as the underpinning context for its guidelines.

Many different attempts have been and still are being made by business and academic institutions to set up working relationships that are intended to work well for both parties. These relationships travel under various titles, with the term “partnership” being the most common. Problems of sustainability and/or quality of outcomes are prevalent as a result of the alliance management perspective being taken on a limited understanding of the total relationship dynamics for success; too narrow a perspective on what dynamics have to be managed. Models for success are, however, readily available.

In the broader context there is a wealth of research, best practice and practical experience in the field of strategic alliance management. iPCo's current research is therefore focused on how this professional resource and experience can be adopted to provide a quality framework of management practice that will enable business management to ensure that they make the right choices in the selection and construction of their strategic learning relationships both internally and externally.

The need for major innovations in the management of lifelong training and learning is now well established. Trying to achieve the successful implementation of these developments on a piecemeal basis has, however, proved to be an unrewarding process for many managers. The inertia of large institutional bodies and the “not invented here” syndrome have been proved to slow down or sideline major innovations. Knowing the size of the problem in each situation and how to deal with it effectively and efficiently at the right level is now one of the main strategic imperatives for corporate university managers.

The purpose of this paper is to develop a framework for understanding the learning outcomes of strategic alliances.

On the basis of two dimensions of any strategic alliance – that is, similarity or dissimilarity of contribution of partners and explorative or exploitative nature of alliance – the author proposes a framework that recognizes four types of learning outcomes.

The distinction of four types of alliance enables the author to identify their distinctive characteristics and learning outcomes.

The paper increases the awareness of managers about the learning outcomes of strategic alliances, which helps managers to consider intended learning outcomes not only in planning, managing and evaluating any individual alliance but also in managing the alliance portfolio.

Learning through international strategic alliances is usually influenced by dispersed locations and cultural difference between the countries of the two firms. This research highlights the importance of contextual factors on learning through international strategic alliances. Based on an empirical study of 271 alliances, our findings reveal that successful alliance learning not only depends on the partner’s openness to share knowledge but also relies on the firm’s capacity to identify and absorb such knowledge. Institutional differences between the countries from where partner firms originate are considered to hinder the alliance learning by decreasing the firm’s absorptive capacity and by enhancing knowledge ambiguity. However, our research suggests that frequent direct communication and high levels of mutual trust and reciprocal commitment between partner firms positively moderate the noxious effects of institutional differences on the alliance learning process.

The study this chapter reports focuses on how network theory contributes to the understanding of the internationalization process of SMEs and measures the effect of network capability on performance in international trade and has three research objectives.

The first objective of the study relates to providing new insights into the international market development activities through the application of a network perspective. The chapter reviews the international business literature to ascertain the development of thought, the research gaps, and the shortcomings. This review shows that the network perspective is a useful and popular theoretical domain that researchers can use to understand international activities, particularly of small, high technology, resource-constrained firms.

The second research objective is to gain a deeper understanding of network capability. This chapter presents a model for the impact of network capability on international performance by building on the emerging literature on the dynamic capabilities view of the firm. The model conceptualizes network capability in terms of network characteristics, network operation, and network resources. Network characteristics comprise strong and weak ties (operationalized as foreign-market entry modes), relational capability, and the level of trust between partners. Network operation focuses on network initiation, network coordination, and network learning capabilities. Network resources comprise network human-capital resources, synergy-sensitive resources (resource combinations within the network), and information sharing within the network.

The third research objective is to determine the impact of networking capability on the international performance of SMEs. The study analyzes 11 hypotheses through structural equations modeling using LISREL. The hypotheses relate to strong and weak ties, the relative strength of strong ties over weak ties, and each of the eight remaining constructs of networking capability in the study. The research conducts a cross-sectional study by using a sample of SMEs drawn from the telecommunications industry in Ireland.

The study supports the hypothesis that strong ties are more influential on international performance than weak ties. Similarly, network coordination and human-capital resources have a positive and significant association with international performance. Strong ties, weak ties, trust, network initiation, synergy-sensitive resources, relational capability, network learning, and information sharing do not have a significant association with international performance. The results of this study are strong (R2=0.63 for performance as the outcome) and provide a number of interesting insights into the relations between collaboration or networking capability and performance.

This study provides managers and policy makers with an improved understanding of the contingent effects of networks to highlight situations where networks might have limited, zero, or even negative effects on business outcomes. The study cautions against the tendency to interpret networks as universally beneficial to business development and performance outcomes.

Industry and academia are interested to understand how companies develop alliance capabilities through managing the knowledge, for alliance success. This study aims to investigate how alliance learning process is related to the overall success of any alliance, and how openness culture moderates the relationship of alliance learning process and alliance success.

English language questionnaires were sent to top executives of 400 companies because English is a commonly understood language at managerial level in Pakistani companies. In total, 186 usable answers were received. Hierarchical linear regression was used for hypothesis testing.

Alliance learning is significantly and positively related to alliance success. Openness plays a role as moderator between the relationship of alliance learning process and alliance success. Contrary to the literature, at low level of alliance learning, high level of openness increases the chances of alliance but as we move toward high level of alliance leaning, low level of openness is more effective to achieve the alliance success.

The data in this study was collected from Pakistan. The results may not be generalized to other regions, especially to developed countries.

The results have implications for managers involved in alliances. They can be benefitted by this study to understand the role of alliance (knowledge) learning process on alliance success and contingent role of openness on this relationship.

This study is an important contribution to understand the notion of organizational learning and knowledge management in alliance context. To the best of the authors’ knowledge, this is the first study to investigate openness as a moderator of the relationship between alliance learning process and alliance success.

The paper seeks to propose a framework for examining the dynamics of learning in the various stages of alliance development.

The three kinds of learning in alliances are described – namely, content, partner‐specific, and alliance management – and the saliences and implications of particular types of learning in different alliance stages are discussed.

The framework makes clear that alliance learning varies according to the stages of the alliance developmental process (formation, operation, outcome), and that different types of learning have different strategic implications.

Briefly, content learning augments the collective strengths of the alliance, partner‐specific learning (i.e. learning about a partner as opposed to learning from a partner) is crucial in determining whether or not an alliance gets formed, and alliance management learning helps build the confidence of the alliance partners in managing alliances.

The article responds to the need of managers with alliance responsibilities for a framework to help identify and exploit the most effective types of learning opportunities, vis‐à‐vis partners and the alliance as a whole, during the specific alliance development stages of formation, operation, and outcome.

This study aims to identify critical factors and examine their impact on alliance performance from an organizational learning point of view.

A modified total interpretive structural modeling (M-TISM) methodology was used in this study. The different paths/links in the developed M-TISM model were further validated by using the Mahindra-Ford alliance case study.

In this study, a total of seven critical factors were identified using an extensive literature review, and a hierarchical model was developed. Results show that prior alliance experience, inter-partner learning, knowledge transfer, absorptive capacity and knowledge internalization have a positive on the alliance productivity and performance. Furthermore, the findings indicate that prior alliance experience remains essential for alliance productivity and performance, while knowledge transfer and absorptive capacity can contribute to inter-partner learning and knowledge internalization in strategic alliances.

This study can help managers and policymakers to understand the identified critical factors from an organizational learning perspective and understand their impact on the alliance performance in a competitive environment. The managers should know that previous alliance experience, learning from partner firms, building an absorptive capacity, etc., are necessary to achieve superior alliance productivity and performance. For academicians, the M-TISM methodology used in this study can provide a mechanism to perform exploratory research and build a hierarchical model in different management research fields.

The study fills research gaps by identifying key factors, developing a hierarchical model, and examining their impact on the performance of strategic alliances in the Indian automotive industry.

The construction industry is highly fragmented and adversarial in nature, which has resulted in it being criticized for its poor project performance and lack of innovation. To improve performance, particularly inter‐organizational relations, organizations need to consider the formation of alliances with their project partners. Some construction organ‐ izations are beginning to initiate short‐term alliances with their customers and suppliers as part of a supply chain management strategy. However, such short‐term alliances inhibit feedback, which in turn supports learning and the development of mutual trust and cooperation. It is proffered that construction organizations should consider developing long‐term alliances, so as to enable parties to form learning alliances. The implications of forming different types of strategic alliances/partnering in construction are discussed. An inter‐organizational model that can be used to support learning and is founded on the principles of total quality management (TQM) is described. A case study is used to demonstrate that cooperative relationships can be used to cultivate a culture for reflective learning and mutual trust, beyond merely project‐specific performance improvements.

The manufacturing industry is becoming increasingly competitive. In order to remain competitive there is a need for improved inter‐organizational relations between organizations so as to improve the performance. In an attempt to improve cost effectiveness and improve quality, as well as create a long‐term competitive advantage, manufacturing organizations are beginning to initiate strategic alliances with their customers and suppliers as part of their supply chain management. This paper suggests that the key to gaining a competitive advantage and improving customer satisfaction lie with the ability of manufacturing organizations to form learning alliances. Essentially, learning alliances are strategic partnerships that are based on creating an environment that encourages mutual and reflective learning between supply chain partners. It is suggested that an alliance based on cooperation can encourage higher levels of trust and commitment. This paper presents a learning framework founded on total quality management for the formation of cooperative alliances between manufacturing organizations in a supply chain. The implications of forming a learning alliance in manufacturing are discussed.

Alliances have been increasing at an alarming rate for the past decade. Many of these alliances are used predominately in the supply chain side of businesses and industries. They are used to facilitate communication and interaction between firms that require resources of one another. Alliances facilitate the learning that takes place between firms involved in them. The aim of this article is to take an alliance learning perspective in explaining the processes of information dissemination and communication between firms involved in supply chain management. A conceptual model is developed which examines the learning and information communication dynamics of supply chain management in an alliance setting. Propositions are espoused which led to future research directions being discussed.