This study develops an integrated framework to improve understanding of network learning and value creation in global engineering services (GES). Network learning is the process that enhances firm performance through better knowledge and understanding. Prior research has developed GES network learning and value creation as a set of independent processes with customers, suppliers or intra-firm engineering units. Their practices have been fragmented, facilitating either inter- or intra-firm network learning and focusing on either GES efficiency or innovation. The absence of an integrated approach to network learning makes it difficult for researchers to understand, and for GES firms to manage. A more holistic understanding of GES network learning is urgently needed for firms to compete effectively in an ever-changing global market. This research develops the theory of integrated GES network learning and value creation through a multiple case study. It integrates existing insights from multiple streams of research, and builds on these to explore network learning within three GES firms. The empirical study reveals an integrated network learning process adopted across customers, suppliers and intra-firm engineering units which enhances GES efficiency, flexibility and innovation. It clarifies the interrelated knowledge acquisition and development processes and supporting boundary spanning mechanisms within network learning. These processes and mechanisms are integrated in a framework that offers a more holistic view of GES network learning. The framework contributes conceptually to the literature on network learning in GES and offers managerial implications for firms to facilitate integrated network learning for effective GES value creation.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:768350 |
| Date | January 2019 |
| Creators | Tran, Cong Thanh |
| Publisher | University of Birmingham |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Source | http://etheses.bham.ac.uk//id/eprint/8877/ |
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