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1 – 10 of over 43000Bruno S. Silvestre, Yu Gong, John Bessant and Constantin Blome
The view that supply chain learning (SCL) has become a fundamental capability that supply chains must employ to innovate and improve their financial, technological, operational…
Abstract
Purpose
The view that supply chain learning (SCL) has become a fundamental capability that supply chains must employ to innovate and improve their financial, technological, operational, environmental and social performance is widely accepted. However, the SCL phenomenon is still understudied and not fully understood by scholars, decision-makers and government representatives. This article aims to make sense of the existing literature and to identify important research directions that require further attention.
Design/methodology/approach
This article reviews the diversity of SCL in the literature, proposes a typology of such a phenomenon, provides an overview of key articles in the literature and identifies a series of recommendations for the future development of the field.
Findings
This article combines two fundamental dimensions from the literature (i.e. SCL driver and SCL network) to produce a typology of four types of SCL: Captive, Consortium, Selective and Distributed.
Practical implications
The typology proposed here offers an important framework for supply chain decision-makers to rely on when implementing SCL initiatives. The implications of each type of SCL offer a robust rationale for decision-makers to adopt the most appropriate type of SCL or combinations of SCL types, given each situation. In addition, the typology supports policy-makers in further understanding the SCL phenomenon and creating effective innovation, economic development and sustainability policies through supply chains.
Originality/value
This article offers a novel typology that the authors hope will help scholars to advance the field of SCL in order to understand this important phenomenon. There is no good/bad/better/worse SCL type in the proposed typology, but the critical element for the success of SCL efforts is the level of fit between the type of SCL, the type of knowledge to be created and diffused, and the outcome supply chains aim to achieve with that learning effort. In addition, the authors coin the construct of “the learning supply chain”, which refers to a supply chain that learns constantly by employing all four types of SCL simultaneously.
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Mahmoud Abdelaziz Ahmed Abdelaziz, Jiani Wu, Changwei Yuan and Mohamed Ahmed Ghonim
In light of the current challenges in the business environment, firms, particularly those involved in supply chains, must foster innovation. In this context, the current study…
Abstract
Purpose
In light of the current challenges in the business environment, firms, particularly those involved in supply chains, must foster innovation. In this context, the current study employs the theory of dynamic organizational capabilities (DOCs) to track supply chain learning capabilities (SCLCs) and independently uncover their relationship to innovation at both the product and process levels. Similarly, the study intends to investigate the influence of technological turbulence (TT) on these relationships as a moderating variable.
Design/methodology/approach
The data were gathered using in-person interviews with 189 CEOs with some supply chain management proficiency from small and medium-sized enterprises (SMEs) in the industrial zones of eastern Egypt. The study used a survey approach to collect data, and the SEM-PLS technique was utilized to analyze the data.
Findings
Study findings revealed that SCLCs positively affect product and process innovation. In addition, TT positively moderates the relationship between SCLCs and product and process innovation, except for risk-taking capability. Further theoretical and practical implications are derived from the study findings.
Originality/value
This research adds to the knowledge of the dynamic capabilities theory (DCT), which affects how firms interact with their external environment. Studying learning capabilities are employed as essential competencies to counterbalance high levels of TT in the external environment in terms of innovative performance and vice versa if firms do not attempt to strengthen their dynamic learning capabilities in supply chains. In addition, this study contributes to the literature by studying learning capabilities from the external perspective, where SCLCs are being developed as a new variable to improve innovation.
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Karina A. Santos, Minelle E. Silva and Susana Carla Farias Pereira
Although the number of studies that investigate supply chain sustainability learning has increased, little is known about the way sub-suppliers build knowledge and learn…
Abstract
Purpose
Although the number of studies that investigate supply chain sustainability learning has increased, little is known about the way sub-suppliers build knowledge and learn sustainability practices. Thus, moving beyond merely investigating the accumulation of knowledge, this research explores sub-suppliers’ knowing that supports the learning of sustainability practices in a multi-tiered food supply chain.
Design/methodology/approach
In the conduct of this interpretive research in South Brazil, two ethnographies were completed during 74 days of observations to understand similarities and differences between certified and non-certified sub-suppliers with respect to sustainability practices. As part of our research conducted in the context of poultry production, secondary data and data gathered through semi-structured interviews with representatives of the buyer and first-tier supplier firms were used to provide a better comprehension of the multi-tiered supply chain context. Then, we executed an interpretive textual analysis.
Findings
Our investigation explored six vignettes to reveal ways of learning sustainability practices in terms of waste management, biosecurity and animal welfare. Although the buyer firm requested these practices, we noted that the first-tier supplier was responsible for translating the practices to sub-suppliers. Moreover, we found that sustainability learning was shaped by the sub-supplier context embodied in knowledge through knowing. The ways of learning were related to sharing knowledge between experts and novices with the support of material practices; however, knowledge was also gained by unlearning some knowledge shared by the supplier. Sustainability practice learning, thus, was performed in a space of learning via knowledge creation among practitioners.
Practical implications
Recognising how sustainability learning happens in a multi-tiered supply chain context can help managers to develop plans to implement sustainability practices that will broaden their sustainability knowledge.
Originality/value
Unlike previous studies on supply chain sustainability learning, we reveal ways that sustainability practices emerge from knowledge that results from sub-suppliers’ knowing. We also explain how unlearning can consciously occur in several situations of sustainability learning.
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Yaw Agyabeng-Mensah, Ebenezer Afum, Innocent Senyo Kwasi Acquah and Charles Baah
Understanding the factors that advance green innovation is crucial for firms to deal with the complexity of green innovation. In light of this, this study aims to explore the…
Abstract
Purpose
Understanding the factors that advance green innovation is crucial for firms to deal with the complexity of green innovation. In light of this, this study aims to explore the influence of supply chain knowledge, non-supply chain learning and corporate reputation on green innovation.
Design/methodology/approach
This study uses a quantitative research approach where data is gathered from managers of 208 small and medium enterprises in Ghana using survey questionnaires. The structural equation modeling is used to analyze the survey data.
Findings
The findings reveal supply chain knowledge relates positively with non-supply chain learning, corporate reputation and green innovation. Corporate reputation also impacts green innovation positively and provides partial mediation effect between supply chain knowledge and green innovation. Meanwhile, non-supply chain learning does not relate positively with green innovation as well as fails to mediate the impact of supply chain knowledge on green innovation.
Originality/value
This study contributes to knowledge in the mediating mechanisms of corporate reputation and non-supply chain learning between supply chain knowledge and green innovation. Through this, the authors propose a theoretical model to explain how firms can leverage supply chain knowledge, corporate reputation and non-supply chain learning to improve green innovation and can serve as the basis for further theoretical and empirical research in innovation and external sources of knowledge.
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Jitesh Thakkar, Arun Kanda and S.G. Deshmukh
The aim of this paper is to propose a mapping framework for evaluating supply chain learning potential for the context of small‐ to medium‐sized enterprises (SMEs).
Abstract
Purpose
The aim of this paper is to propose a mapping framework for evaluating supply chain learning potential for the context of small‐ to medium‐sized enterprises (SMEs).
Design/methodology/approach
The extracts of recently completed case based research for ten manufacturing SME units and facts reported in the previous research are utilized for the deduction of proposed framework. Initially, 25 learning factors were extracted from the literature which were related to various learning characteristics of SMEs. This helped to develop a mapping framework comprising 55 arguments for evaluating supply chain learning potential/penetration in SME organizations.
Findings
An application of the mapping framework is demonstrated for two case organizations.
Practical implications
The framework will help SME managers to identify weak areas in their supply chain and adopt learning and knowledge management perspectives to improve upon select dimensions, such as customer responsiveness, flexibility, inventory management and lead time issues through better supply chain planning, coordination and information sharing.
Originality/value
The proposed framework integrates the insights reported in three different bodies of knowledge, such as organizational learning, supply chain planning and small and medium scale enterprises, and hence can be seen as a unique supply chain evaluation template for the case of SMEs.
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G. Tomas M. Hult, David J. Ketchen and Stanley F. Slater
Drawing on the resource‐based view, we posit that the learning climate is an intangible, strategic resource that influences important outcomes. Data from 141 supply chain units…
Abstract
Drawing on the resource‐based view, we posit that the learning climate is an intangible, strategic resource that influences important outcomes. Data from 141 supply chain units within a multinational corporation reveal that four constructs (team‐, systems‐, learning‐, and memory orientations) function as first‐order indicators of the higher‐order phenomenon of the learning climate. In turn, learning is inversely related to supply chain cycle time. The results are robust across the 1994 and 1999 data, suggesting that learning offers a persistent tool for managing outcomes.
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This paper aims to examine the potential of applying the concept of the Learning Organization to the understanding of, and potentially the assessment of, an organization's supply…
Abstract
Purpose
This paper aims to examine the potential of applying the concept of the Learning Organization to the understanding of, and potentially the assessment of, an organization's supply chain collaboration capability. Collaborative supply chain management (SCM) literature was transposed against that of the literature of the Learning Organization to investigate overlapping themes to explore benefits of applying the framework of the Learning Organization to SCM.
Design/methodology/approach
The author conducted an in-depth review of the collaborative SCM and Learning Organization literature. This allowed for a comparative analysis of the literature and identification of the extent of common themes. Themes were identified, future research questions were posed and implications were delineated.
Findings
Findings indicate multiple themes in common between collaborative SCM and the Learning Organization. This serves as support for the suggestion to approach SCM with the framework of the Learning Organization to encourage those principles to drive behavior. This will be critical for gaining a competitive advantage in the supply chain.
Research limitations/implications
This study is limited to conceptual analysis only. Findings suggest that empirical research should be conducted to investigate and quantify advantages of this approach/perspective.
Practical implications
Implications are that SCM should include the practices of the Learning Organization to ensure that the supply chain is oriented toward learning and continuous growth.
Originality/value
It indicates the value of the Learning Organization perspective in SCM and introduces the term “learning chain” to exemplify the approach.
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Robert E. Spekman, Joseph Spear and John Kamauff
Supply chain management has received in recent years a great deal of attention by practitioners and academics alike. The benefits that accrue to firms that effectively manage…
Abstract
Supply chain management has received in recent years a great deal of attention by practitioners and academics alike. The benefits that accrue to firms that effectively manage their supply chain partners range from lower costs to higher return on investment (ROI), to higher returns to stockholders. Yet, effective management of one’s supply chain is not easily accomplished. In this paper, we develop this capability as a core skill that will ultimately separate the winners from the losers. We develop the concept of supply chain competence and use learning as a proxy. We explore the pre‐conditions for learning to emerge and the impact of learning on supply chain performance. A number of factors that affect partner‐like behavior also affect learning. Also, learning appears to have a positive impact on performance measures relating to end‐customer satisfaction and being a more market‐focused supply chain. Learning does not appear to affect supply chain performance related to cost.
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Quan Zhu, Harold Krikke and Marjolein C.J. Caniëls
The purpose of this paper is to demonstrate how inter-organizational learning (including supply chain learning and imitation prevention) mediates the relationships between supply…
Abstract
Purpose
The purpose of this paper is to demonstrate how inter-organizational learning (including supply chain learning and imitation prevention) mediates the relationships between supply chain integration (SCI) and two dimensions of focal firm performance (i.e. customer service performance and innovation performance).
Design/methodology/approach
A cross-sectional approach was adopted with primary data collected through a survey in China. Data were analyzed using structural equation modeling with partial least-squares estimations.
Findings
The findings verify that inter-organizational learning mediates the relationship between SCI and focal firm performance. The results of sub-group model analysis illustrate that both powerful and weak focal firms benefit from inter-organizational learning, but in different ways.
Research limitations/implications
The responses were all from young executives who had four years’ work experience on average. Top-level executives may provide more comprehensive and accurate input for similar future research.
Practical implications
The results suggest that successfully integrating the supply chain to create customer value requires both supply chain learning and imitation prevention.
Originality/value
This paper responds to calls for an inter-disciplinary research between supply chain management and inter-organizational learning by taking into account supply chain learning and imitation prevention as links between SCI and both customer service performance for current success and innovation performance for future prosperity.
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Muhammad Shujaat Mubarik, Nick Bontis, Mobasher Mubarik and Tarique Mahmood
The main objective of this study is to test whether firms with a higher level of intellectual capital (IC) perform better in terms of their supply chain resilience compared to…
Abstract
Purpose
The main objective of this study is to test whether firms with a higher level of intellectual capital (IC) perform better in terms of their supply chain resilience compared to those with lower levels of IC. Likewise, the study also examines the impact of IC (characterized by human capital, relational capital and structural capital) on supply chain resilience directly and through supply chain learning.
Design/methodology/approach
Data were collected from the 159 processed-food sector firms using a close-ended questionnaire during the corona virus 2019 (COVID-19) pandemic. Partial least squares structural equation modelling (PLS-SEM), partial least squares multigroup analysis (PLS-MGA) and one-way analysis of variance (ANOVA) were used to test a set of hypotheses emanating from a conceptual model of IC and supply chain resilience.
Findings
Empirical results revealed a significant influence of all dimension of IC on a firm's supply chain learning and supply chain resilience. Likewise, findings also exhibit a momentous role of supply chain learning in reinforcing the impact of IC on supply chain resilience. Cross-firm size comparison reveals that supply chain resilience of firms with a higher level of IC performed significantly better than those with lower levels of IC. Firms with a higher level of structural capital had a highly resilient supply chain.
Practical implications
Findings of the study imply that IC and supply chain learning should be considered as a strategic tool and should be strategically developed for uplifting a supply chain performance of a firm. The development of IC and supply chain learning (SCL) not only improves the supply chain resilience of a firm but also can help to integrate the internal and external knowledge for harnessing supply chain resilience.
Originality/value
This research study was conducted during the COVID-19 pandemic which provides a unique setting to examine resiliency and learning.
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