title: Entrepreneurial orientation and export performance in emerging market SMEs: The role of absorptive capacity, explorative and exploitative learning and networking

authors: Perera, Shanika Rangani

abstract: The export performance (EP) of small and medium-sized enterprises (SMEs) operating in emerging markets is shaped by a complex interplay of contextual, firm-level, and individual, factors. At the individual level, entrepreneurial orientation (EO)—reflecting the strategic posture of SME owners and managers—has been recognised as a key driver of internationalisation. At the firm level, the ability of SMEs to compete globally is frequently constrained by limited resources and capabilities. At the contextual level, emerging markets present institutional and infrastructural challenges that further hinder international expansion. While EO has been widely studied, gaps remain in understanding how its individual dimensions function in resource-constrained environments, and how firm-level mechanisms such as learning and networking enhance its effectiveness in driving EP.
Further, there remains a gap in understanding how the dimensions of EO function individually and collectively in the SME context, especially in resource-constrained emerging context environments like Sri Lanka. Moreover, the role of learning and networking in enhancing EP is not yet fully understood and needs more research. Specifically, how different types of learning (such as learning from own experience or learning from others’ experience) and networking (whether through formal strategically formed business channels or informal connections) help improve the international success of SMEs is still unclear. Therefore, this thesis will explore how these learning and networking activities act as bridges, helping EO lead to better export outcomes. Since SMEs in these markets face significant resource constraints, learning from others’ experiences—also known as vicarious learning—can be a cost-effective and vital strategy that remains an underexplored area in the literature. This thesis also explores how a firm’s absorptive capacity, or its ability to internalise and apply knowledge gained through social learning, can enhance EP. This thesis is based on data collected from 365 SME owners and managers in Sri Lanka through a structured questionnaire. Adopting a postpositivist paradigm, the research seeks to answer the overarching question: How do SMEs in emerging markets leverage EO to enhance their EP? The thesis is divided into three manuscripts.
The primary focus of the study is on the EO–EP relationship, where EO is a widely recognised yet multifaceted construct that is often defined and measured inconsistently. To address this issue, the first manuscript of the thesis aims to clarify the construct of EO and provide a more consistent framework for its measurement. The second manuscript addresses the research questions: How does each dimension of EO individually and collectively impact the EP of SMEs in emerging markets? and how do SMEs simultaneously utilise different exploratory and exploitative types of learning (experiential and vicarious) and networking activities (formal and informal) to enhance EO and improve their EP? Building on two key theories—ambidexterity theory and the resource-based view—the second manuscript examines how the various dimensions of EO (innovativeness, risk-taking, proactiveness, competitive aggressiveness, and autonomy) contribute to EP. It argues that not all dimensions need to be maximised equally for SMEs in emerging markets. Furthermore, the manuscript introduces a novel theoretical framework, emphasising the need to balance both explorative and exploitative learning and networking activities. This framework links EO, experiential and vicarious learning, and formal and informal networking with EP, while empirically validating the model. The results found that proactiveness is the most critical EO dimension for EP, while innovativeness and risk-taking are the least significant in the context of resource-constrained emerging markets. Collectively, EO has a positive impact on EP. Further, both experiential and vicarious learning significantly mediate the EO–EP link. While only formal networking plays a crucial mediating role, informal networking does not significantly influence EP in this context.
The third manuscript focuses on addressing the research question: How does the absorptive capacity of a firm, including both potential and realised absorptive capacities, strengthen the learning processes of SMEs and contribute to improved EP? It discusses the specific impact of vicarious learning, arguing that SMEs in emerging markets can significantly benefit from learning through the experiences of others. It further highlights the critical role of a firm's absorptive capacity in effectively internalising and applying this socially acquired knowledge, enhancing its ability to improve EP. The results confirm that vicarious learning mediates the EO–EP relationship, with the process being conditioned by both potential and realised absorptive capacities affirming that firms with higher absorptive capacities are better able to convert knowledge gained from others into actionable strategies, thereby enhancing EP.
This research makes several significant contributions to the field of international entrepreneurship, particularly concerning SMEs in emerging markets. This study contributes to the theoretical debate between Miller's (1983) unidimensional conceptualisation and Lumpkin and Dess' (1996) multidimensional conceptualisation of EO, providing empirical evidence that supports the multidimensional perspective. It advances the understanding of the individual dimensions of EO, clarifying the optimal levels to be maintained within the context of emerging markets. The research theorises and empirically validates the importance of explorative and exploitative learning and networking activities for successful internationalisation, proposing a novel framework while also offering context-specific insights that challenge the assumption of the universal applicability of EO constructs. Finally, by integrating social learning theory and the knowledge-based view of the firm, this study developed and empirically validated a framework to understand how EO drives EP through vicarious learning, thus highlighting the importance of developing the firm's absorptive capacities.

text: Entrepreneurial orientation and export performance in emerging market SMEs: The role of absorptive capacity, explorative and exploitative learning and networking The export performance (EP) of small and medium-sized enterprises (SMEs) operating in emerging markets is shaped by a complex interplay of contextual, firm-level, and individual, factors. At the individual level, entrepreneurial orientation (EO)—reflecting the strategic posture of SME owners and managers—has been recognised as a key driver of internationalisation. At the firm level, the ability of SMEs to compete globally is frequently constrained by limited resources and capabilities. At the contextual level, emerging markets present institutional and infrastructural challenges that further hinder international expansion. While EO has been widely studied, gaps remain in understanding how its individual dimensions function in resource-constrained environments, and how firm-level mechanisms such as learning and networking enhance its effectiveness in driving EP.
Further, there remains a gap in understanding how the dimensions of EO function individually and collectively in the SME context, especially in resource-constrained emerging context environments like Sri Lanka. Moreover, the role of learning and networking in enhancing EP is not yet fully understood and needs more research. Specifically, how different types of learning (such as learning from own experience or learning from others’ experience) and networking (whether through formal strategically formed business channels or informal connections) help improve the international success of SMEs is still unclear. Therefore, this thesis will explore how these learning and networking activities act as bridges, helping EO lead to better export outcomes. Since SMEs in these markets face significant resource constraints, learning from others’ experiences—also known as vicarious learning—can be a cost-effective and vital strategy that remains an underexplored area in the literature. This thesis also explores how a firm’s absorptive capacity, or its ability to internalise and apply knowledge gained through social learning, can enhance EP. This thesis is based on data collected from 365 SME owners and managers in Sri Lanka through a structured questionnaire. Adopting a postpositivist paradigm, the research seeks to answer the overarching question: How do SMEs in emerging markets leverage EO to enhance their EP? The thesis is divided into three manuscripts.
The primary focus of the study is on the EO–EP relationship, where EO is a widely recognised yet multifaceted construct that is often defined and measured inconsistently. To address this issue, the first manuscript of the thesis aims to clarify the construct of EO and provide a more consistent framework for its measurement. The second manuscript addresses the research questions: How does each dimension of EO individually and collectively impact the EP of SMEs in emerging markets? and how do SMEs simultaneously utilise different exploratory and exploitative types of learning (experiential and vicarious) and networking activities (formal and informal) to enhance EO and improve their EP? Building on two key theories—ambidexterity theory and the resource-based view—the second manuscript examines how the various dimensions of EO (innovativeness, risk-taking, proactiveness, competitive aggressiveness, and autonomy) contribute to EP. It argues that not all dimensions need to be maximised equally for SMEs in emerging markets. Furthermore, the manuscript introduces a novel theoretical framework, emphasising the need to balance both explorative and exploitative learning and networking activities. This framework links EO, experiential and vicarious learning, and formal and informal networking with EP, while empirically validating the model. The results found that proactiveness is the most critical EO dimension for EP, while innovativeness and risk-taking are the least significant in the context of resource-constrained emerging markets. Collectively, EO has a positive impact on EP. Further, both experiential and vicarious learning significantly mediate the EO–EP link. While only formal networking plays a crucial mediating role, informal networking does not significantly influence EP in this context.
The third manuscript focuses on addressing the research question: How does the absorptive capacity of a firm, including both potential and realised absorptive capacities, strengthen the learning processes of SMEs and contribute to improved EP? It discusses the specific impact of vicarious learning, arguing that SMEs in emerging markets can significantly benefit from learning through the experiences of others. It further highlights the critical role of a firm's absorptive capacity in effectively internalising and applying this socially acquired knowledge, enhancing its ability to improve EP. The results confirm that vicarious learning mediates the EO–EP relationship, with the process being conditioned by both potential and realised absorptive capacities affirming that firms with higher absorptive capacities are better able to convert knowledge gained from others into actionable strategies, thereby enhancing EP.
This research makes several significant contributions to the field of international entrepreneurship, particularly concerning SMEs in emerging markets. This study contributes to the theoretical debate between Miller's (1983) unidimensional conceptualisation and Lumpkin and Dess' (1996) multidimensional conceptualisation of EO, providing empirical evidence that supports the multidimensional perspective. It advances the understanding of the individual dimensions of EO, clarifying the optimal levels to be maintained within the context of emerging markets. The research theorises and empirically validates the importance of explorative and exploitative learning and networking activities for successful internationalisation, proposing a novel framework while also offering context-specific insights that challenge the assumption of the universal applicability of EO constructs. Finally, by integrating social learning theory and the knowledge-based view of the firm, this study developed and empirically validated a framework to understand how EO drives EP through vicarious learning, thus highlighting the importance of developing the firm's absorptive capacities.

year: 2024

title: “Malamalama- Miss, it means to understand, but it can mean light also.”  Pasifika students’ perspectives of studying history in New Zealand.

authors: Reymer, Christina Helene

subjects: Pasifika

abstract: This thesis looks at Pasifika students’ perspectives of studying history in the New Zealand secondary school I currently teach in. The methodology for the thesis was centred on a Tongan research approach referred to as Talanoa. This is an informal conversation during which Year 13 history students, who felt they belonged to the Pasifika collective, shared their experiences, attitudes and perspectives of studying history.  The ideas and insights from the Talanoa are discussed and explored in this thesis. I contend that understanding the identities of our students is essential if we are to understand their experiences and perspectives of the enacted history curriculum and school programme. Therefore, this thesis explores the notion of identity formation, and looks at the various factors that shape the identities of the participants in this research. It is my view that as a result of lived rich cultural experiences Pasifika students have a personal sense of history. This in turn provides a unique lens through which they experience history in the classroom. This way of knowing the past influences their perspectives of the nature and purpose of history education. This includes how they see the role of interpretation in history, and how they find relevance or make connections with the historical contexts they study in the classroom history programme. I discuss curriculum theory that has informed my curriculum understandings. I reflect on the revised New Zealand Curriculum (Ministry of Education, 2007) and its supporting assessment policies in light of the implications for both history education in New Zealand, and for Pasifika students who receive this curriculum. It is my contention that the students in this research project demonstrated a deep understanding of history and provided valuable insights for teachers that may enhance teaching and learning experiences in the history classroom.

text: “Malamalama- Miss, it means to understand, but it can mean light also.”  Pasifika students’ perspectives of studying history in New Zealand. This thesis looks at Pasifika students’ perspectives of studying history in the New Zealand secondary school I currently teach in. The methodology for the thesis was centred on a Tongan research approach referred to as Talanoa. This is an informal conversation during which Year 13 history students, who felt they belonged to the Pasifika collective, shared their experiences, attitudes and perspectives of studying history.  The ideas and insights from the Talanoa are discussed and explored in this thesis. I contend that understanding the identities of our students is essential if we are to understand their experiences and perspectives of the enacted history curriculum and school programme. Therefore, this thesis explores the notion of identity formation, and looks at the various factors that shape the identities of the participants in this research. It is my view that as a result of lived rich cultural experiences Pasifika students have a personal sense of history. This in turn provides a unique lens through which they experience history in the classroom. This way of knowing the past influences their perspectives of the nature and purpose of history education. This includes how they see the role of interpretation in history, and how they find relevance or make connections with the historical contexts they study in the classroom history programme. I discuss curriculum theory that has informed my curriculum understandings. I reflect on the revised New Zealand Curriculum (Ministry of Education, 2007) and its supporting assessment policies in light of the implications for both history education in New Zealand, and for Pasifika students who receive this curriculum. It is my contention that the students in this research project demonstrated a deep understanding of history and provided valuable insights for teachers that may enhance teaching and learning experiences in the history classroom.

year: 2012

title: The teaching and learning of te reo Māori in a higher education context: Intensive fast track immersion versus gradual progressive language exposure

authors: Nock, Sophie

subjects: grading of students

abstract: I report here on a comparison of the course grades of Bachelors degree students who are following two different pathways towards a major in te reo Māori - a traditional pathway in which language courses at different levels are spread over three or four years, and an intensive, fast-track, language immersion pathway in which courses in te reo Māori are concentrated into the first year of the degree programme. My findings are that, overall, in terms of course grades at level three, students following the intensive, fast-track, language-immersion pathway out-perform other students in te reo Māori course assessments. Thus, so far as course grades are concerned, many students appear to benefit from the fast track pathway. Whether course grades can be related to proficiency achievements and whether immediate gains are reflected in long-term gains is something that remains to be investigated.

text: The teaching and learning of te reo Māori in a higher education context: Intensive fast track immersion versus gradual progressive language exposure I report here on a comparison of the course grades of Bachelors degree students who are following two different pathways towards a major in te reo Māori - a traditional pathway in which language courses at different levels are spread over three or four years, and an intensive, fast-track, language immersion pathway in which courses in te reo Māori are concentrated into the first year of the degree programme. My findings are that, overall, in terms of course grades at level three, students following the intensive, fast-track, language-immersion pathway out-perform other students in te reo Māori course assessments. Thus, so far as course grades are concerned, many students appear to benefit from the fast track pathway. Whether course grades can be related to proficiency achievements and whether immediate gains are reflected in long-term gains is something that remains to be investigated.

year: 2006