Anhang - Springer

Anhang 189

Anhang

Anhang 1: Ausgewählte Konzepte des marktbezogenen Lernens

Konzept Definition Dimensionen Autor(en)

“Market orientation is the organiza-tional culture [...] that most effecti-vely and efficiently creates the ne-cessary behaviors for the creation of superior value for buyers and, thus, continuous superior performance for the business” (Narver und Slater 1990, S. 21)

� Kundenorientierung,

� Wettbewerbsorientierung,

� funktionsübergreifende Koordination,

� Fokus auf Langfristigkeit,

� Fokus auf Profitabilität

Narver und Slater (1990); Slater und Narver (1995)

Markt-orientie-rung

“Market orientation is the organiza-tionwide generation of market intel-ligence pertaining to current and future customer needs, disseminati-on of the intelligence across de-partments, and organizationwide responsiveness to it” (Kohli und Jaworski 1990, S. 6)

� Gewinnung von Kunden- und Wettbewerbswissen,

� Wissensverteilung,

� Organisationale Reaktions-fähigkeit

Kohli und Jaworki (1990); Jaworski und Kohli (1993)

Markt-wissens-kompetenz

“Market knowledge competence describes the processes that genera-te and integrate market knowledge“ (Li und Calantone 1998, S. 14)

� Kundeninformations- bzw.

� Wettbewerbsinformations-prozess,

� Schnittstelle zwischen Marketing und F&E

Li und Ca-lantone (1998)

Marke-ting-Fähigkeit

“[...] exhibiting superiority in identi-fying customer needs and in un-derstanding the factors that influen-ce consumer choice behavior” (Dut-ta et al. 1999, S. 550)

k.A. Dutta et al. (1999)

Market Sensing

“[...] the ability of the firm to learn about customers, competitors, and channel members in order to conti-nuously sense and act on events and trends in present and prospecti-ve markets“ (Day 1994b, S. 43)

� Suche

� Informationsgewinnung

� Informationsverteilung

� Interpretation

� Informationsanwendung

� Nachträgliche Bewertung

Day (1994a; 1994b)

Tabelle A.1: Übersicht ausgewählter Konzepte des marktbezogenen Lernens

190 Anhang


Market Scanning

“The process of seeking and collec-ting information about events, trends, and changes external to the to business [...]“ (Peters and Brush 1996, S. 81)

� Methoden der MI-Suche

� Quellen der MI-Suche

� Art der gesuchten Marktin-formationen

Peters und Brush (1996)

“Market information processing [...] encompasses the acquisition, distri-bution, interpretation and storage of market information (Sinkula 1994, S. 36)

� MI-Gewinnung

� MI-Verteilung

� MI-Interpretation

� MI-Speicherung

Sinkula (1994)

“[...] the gathering, sharing, and use of market information“ (Ottum und Moore 1997, S. 258)

� Vorwissen

� Informationsgewinnung

� Informationsverteilung

� Informationsnutzung

Ottum und Moore (1997)

MI-Verarbei-tung

“Global learning is viewed as the ability of a multinational to transfer and integrate the information and expertise developed in each part of the purchasing network to all other parts worldwide [...]” (Hult und Ferrell 1997, S. 155)

� MI-Gewinnung

� MI-Verteilung

Hult und Ferrell (1997)

“[...] four organizational market information processes are envisio-ned [...]: (1) information acquisiti-on, (2) information transmittion, (3) conceptual utilization, (4) instru-mental utilization processes“ (Moorman 1995, S. 319)

� MI-Gewinnung

� MI-Verteilung

� konzeptionelle MI-Nutzung

� instrumentelle MI-Nutzung

Moorman (1995)

MI-Prozesse

“Market information processing [...] is the process by which information is transformed into knowledge [...] including four primary constructs: information generation, dissemina-tion, interpretation and memory.“ (Sinkula et al. 1997, S. 308)

� MI-Gewinnung

� MI-Verteilung

� MI-Interpretation147

� Organisationales Gedächtnis147

Sinkula et al. (1997)

Tabelle A.1: Übersicht ausgewählter Konzepte des marktbezogenen Lernens (Fortsetzung)

147 Variable nur im konzeptionellen Modell enthalten, empirisch nicht getestet.

Anhang 191


“Learning about markets for new products can be understood as an organizational learning process in-volving the acquisition, dissemina-tion and utilization of information [...] (Adams et al. 1998, S. 405)

� MI-Gewinnung

� MI-Verteilung

� MI-Nutzung

Adams et al. (1998)

Marktbe-zogenes (organisa-tionales) Lernen

“Market-based organizational lear-ning [represents] an organization’s development of knowledge from competitors and markets and its interaction with those markets that may be created from and stored in behavioural routines, and that are generated through various informa-tion processes and enhanced by distinctive organizational values“ (Morgan and Turnell 2003, S. 256)

� MI-Verarbeitungs-Verhalten (Kunden- und Wettbewerbsorientierung)

� Analytische Fähigkeiten

Morgan und Turnell (2003)

Markt-wissens-Transfer

“[...] the dissemination of [market] knowledge from one division to another division within the same firm“ (Lord und Ranft 2000, S. 574)

k.A. Lord und Ranft (2000)

Marktbe-zogene Lernfähig-keit

“Market-focused learning capability is defined as the capacity of the firm relative to its competitors, to acqui-re, disseminate, unlearn and integra-te market information to value crea-ting activities of the firm” (Weera-wardena 2003, S. 412)

eindimensionales Konstrukt aus Gewinnung, Verteilung, Nutzung von MI und Unlear-ning

Weerawar-dena (2003)


192 Anhang


Markt-wissen und Wis-sens-integrati-onsme-chanismen

“Market knowledge refers to the firm’s knowledge about its custo-mers and competitors” (De Luca und Atuahene-Gima 2007, S. 95)

“Knowledge integration mecha-nismens refer to the formal proces-ses and structures that ensure the capture, analysis, interpretation and integration of market and other types of knowledge among diffe-rent functional units within the firm [...]” (De Luca und Atuahene-Gima 2007, S. 95)

Marktwissen: � Tiefe � Breite � Tacitness � Spezifität

Wissensintegrations-mechanismen:

eindimensionales Konstrukt aus Erfassung, Analyse, In-terpretation und Integration von Wissen

De Luca und Atua-hene-Gima (2007)


Anhang 193

Anhang 2: Ausgewählte Konzepte des Lernens in jungen Unternehmen


Allgemeine Lernkonzepte

Organisa-tionales Lernen

“Organizational learning we define as the process of assimilating new knowledge into the organization’s knowledge base” (Autio et al. 2000, S. 911)

k.A. Autio et al. (2000)

Strategi-sches Experi-mentieren

“We define strategic experimentation as a series of trial and error changes pursued along various dimensions of strategy, over a relatively short time, in an effort to identify and establish a viable basis for competing” (Nicholls-Nixon et al. 2000, S. 496)

Veränderung auf diver-sen Strategiedimension:

� Produkt

� Markt

� Wettbewerbsfokus

� Zeitaufwand für stra-tegische Aktivitäten

Nicholls-Nixon et al. (2000)

Externes Lernen als Wis-sens-zugangs-struktur

„The ability to exploit knowledge generated by others is a function of the firm’s access to this knowledge” (Almeida et al. 2003, S. 303)

Lernmechanismen:

� Experten-Mobilität

� Allianzen-Bildung

� Geographische Nähe zu Netzwerkpartnern

Almeida et al. (2003)

Lernen durch externe Beratung

„Outsider assistance can be a valuable sour-ce of knowledge to entrepreneurs […] value of outsider assistance primarily comes from the opportunity for knowledge generation that it provides to an entrepreneur in the context of a specific venturing decision” (Chrisman und McMullan 2004, S. 231)

Zeitliche Dauer der ex-ternen Beratung (eindi-mensionales Konstrukt)

Chrisman und McMul-lan (2004)

Entwick-lung von technolo-gischem Wissen

“Development of technical knowledge in firms, where progress in science and techno-logy requires firms […] to increase the num-ber of technological fields that they need to master” (Saemundsson 2005, S. 226)

Veränderung von tech-nologischen Wissensge-bieten (eindimensionales Konstrukt)

Sae-mundsson (2005)

Tabelle A.2: Übersicht ausgewählter Konzepte des Lernens in jungen Unternehmen

194 Anhang


Lernen als Wissensgewinnung

Market Scanning

„The process of seeking and collecting in-formation about events, trends, and changes external to the to business […]“ (Peters and Brush 1996, S. 81)

� Methoden der MI-Suche

� Quellen der MI-Suche

� Art der gesuchten Marktinformationen

Peters und Brush (1996)

“[…] an organization learns if any of its units acquires knowledge that it recognizes as potentially usefull to the organization” (Yli-Renko et al. 2001, S. 589)

eindimensionales Konstrukt

Yli-Renko et al. (2001)

Wissens-gewin-nung (durch Schlüssel-kunden) “[…] knowledge acquired from external

relationships“ (Presutti et al. 2007, S. 24) eindimensionales Konstrukt

Presutti et al. (2007)

Explora-tives und exploita-tives Ler-nen

“Exploration involves the search for techno-logy and market information that is new to the organization […] exploitation involves information search within a well-defined and limited product/market solution space closely related to the firm’s previous experience” (Atuahene-Gima und Murray 2007, S. 3)

� Exploration

� Exploitation

Atuahene-Gima und Murray (2007)

Lernen als Prozess

Techno-logisches Lernen

und

Wissens-integrati-on

“Technological learning [is] the acquisition of new technological skills” (Zahra et al. 2000, S. 928)

“Integration is the process by which managers inventory, synthesize and use the knowledge they have gained […]” (Zahra et al. 2000, S. 930)

Technologisches Lernen:

� Breite,

� Tiefe und

� Geschwindigkeit,

mit der technologisches Wissen gewonnen wird.

Wissensintegration:

eindimensionales Kon-strukt aus Erfassung, In-terpretation und Anwen-dung von Wissen

Zahra et al. (2000)

Tabelle A.2: Übersicht ausgewählter Konzepte des Lernens in jungen Unternehmen (Fortsetzung)

Anhang 195


Lernen als Prozess

“We refer to a firm’s acquisition [and develop-ment] of new capabilities broadly as organizati-onal learning” (Xie und White 2004, S. 408)

k.A. Xie und White (2004)

Lernpro-zess

“Learning process […] occurs as entrepreneurs accumulate and organize knowledge and in-formation within and across developmental efforts” (Ravasi und Turati 2005, S. 139)

k.A. Ravasi und Turati (2005)

Know-ledge conver-sion capability

“Knowledge conversion capability (KCC) re-fers to [the] capacity to transform research and scientific discoveries into successful products and goods that are efficiently and quickly com-mercialized to create value“ (Zahra et al. 2007, S. 570)

� Konzeptualisierungs- und Visioning-Fähigkeit

� Konfigurations- und Design-Fähigkeit

� Gestaltungs- und Integrations-Fähigkeit

Zahra et al. (2007)

Tabelle A.2: Übersicht ausgewählter Konzepte des Lernens in jungen Unternehmen (Fortsetzung)

196 Anhang

Anhang 3: Operationalisierung der Kontrollvariable Zugang zu Netzwerkpartnern

Konstrukt: Zugang zu Netzwerkpartnern

Korrelationen zur Prüfung auf Multikollinearität

Ind. 1. 2. 3. 4. 5. 6. 7.

1. 1,000

2. 0,238* 1,000

3. 0,031 0,267* 1,000

4. 0,382** 0,361** 0,148 1,000

5. 0,236* 0,107 0,010 0,283* 1,000

** Die Korrelation ist auf dem Niveau von 0,01 (zweiseitig) signifikant.

* Die Korrelation ist auf dem Niveau von 0,05 (zweiseitig) signifikant.

Zusammensetzung des Konstruktes Zugang zu Netzwerkpartnern

Indikatoren Tol. VIF

Über Mitglieder des Gründerteams konnten schnell Kontakte zu …

1. … Kunden aufgebaut werden. 0,823 1,215

2. … Lieferanten aufgebaut werden. 0,810 1,235

3. … Wettbewerbern aufgebaut werden. 0,922 1,085

4. … institutionellen Kapitalgebern (z.B. Banken, Venture Capital Gesellschaften etc.) aufgebaut werden. 0,739 1,354

5. … Branchenexperten in unterschiedlichen Märkten aufgebaut werden. 0,900 1,111

KI: 12,639

Skala: 1=trifft überhaupt nicht zu 7=trifft voll und ganz zu

Tabelle A.3: Operationalisierung der Kontrollvariable Zugang zu Netzwerkpartnern

Literaturverzeichnis 197

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Stichwortverzeichnis 219

Stichwortverzeichnis

Ausgründung � s. Spin-off (akademisches)

Entrepreneurial Learning 9, 39-41, 66, 72, 75, 86, 88, 95

Interaktionseffekt 51-52, 56, 85, 110, 113, 119, 135, 166-167, 170-173

Industrieerfahrung 3, 13, 15, 20, 106, 130, 162-164, 166, 169, 185

Key Informant � s. Schlüsselinformant

Knowledge-based view (KBV) � s. Wissensbasierter Ansatz

Lernen, marktbezogenes 4-5, 9, 25, 28-30, 40-41, 45-48, 50-54, 59-60, 64-65, 71, 87, 92, 95-96, 102, 176-177

Lernen, organisationales 25-28, 42-43, 192

Markterfolg 8, 67, 71, 96-97, 101-102, 108-110, 112, 113, 118-119, 122, 125, 143-147, 162-164, 166-177, 181-182

Marktinformation 3-5, 7-9, 20, 26, 29-30, 40, 42-53, 56-64, 66, 69-72, 74, 77, 84, 87-88, 92-93, 102-108, 115-119, 152, 155, 173-174, 176-179, 182, 184-186, 189-191, 193

Marktwissen � s. Marktinformation

Moderation � s. Interaktion

Multitrait-Multimethod (MTMM) 10, 140-143, 161, 180-181

Regressionsanalyse 147, 161, 164, 166, 168-169

Resource-based view (RBV) � s. Ressourcenbasierter Ansatz

Ressourcenbasierter Ansatz 9, 30-31, 33, 35-37, 39, 99, 101, 148, 179, 185

Schlüsselinformant 9-10, 63, 67-72, 86, 88-91, 120-121, 140, 146, 162, 167, 180-181

220 Stichwortverzeichnis

Spin-off (akademisches) 1-9, 12-16, 18-21, 29-31, 39, 49-58, 65-66, 76-77, 81-87, 89-93, 95-96, 98-101, 103-115, 117-130, 144, 146-148, 162-163, 167, 171-174, 176-186

Technologiebasis 56, 66, 88, 96-99, 101, 109-110, 113, 118-119, 168-174, 177-186

Wissensbasierter Ansatz 9, 31, 36-39, 59, 95, 179

Wissensgewinnung, persönliche 96, 102, 107-110, 113, 143, 152-153, 162, 166-167, 169-170, 175, 177-179

Wissensgewinnung, unpersönliche 96, 102, 110-113, 143, 152, 154-155, 162, 166-167, 169, 171-172, 174-178, 180, 183

Wissensintegration 30, 44, 60, 72, 75, 77, 80, 89, 96-97, 102, 113-114, 116-119, 122, 143, 155-156, 159-160, 162, 164, 166-169, 172, 174, 178-179, 183, 191, 193

Anhang - Springer

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