An international learning typology: strategies and outcomes for internationalizing firms

Abstract

Purpose – The purpose of this paper is to understand the role of heterogeneous strategies for new knowledge development in the internationalization processes of firms. Design/methodology/approach – A typology of international learning strategies is developed. The typology is supported by a case study of seven Swedish international firms that show heterogeneous strategies. The case study suggests links between learning strategies and international growth. Findings – The results suggest an international learning-strategy typology derived from extant theory on knowledge acquisition in internationalization, constituted by four types: Passive Learners, Endogenous Learners, Exogenous Learners, and Diversified Learners. The results further suggest that the typology is empirically relevant and, moreover, suggest a potential heterogeneity in outcomes for these strategies. The study suggests that there is a link between learning strategy and outcomes in terms of growth and international sales distribution. Research limitations/implications – The strategy for how firms learn when internationalizing has implications for the firm's international growth. The case-study design has limitations for generalizability and future quantitative validation is called for. Practical implications – Managers need to be aware of the consequences of their learning strategy for the internationalization performance. This study informs strategic decision making for how to learn from international markets. Originality/value – The results suggest a typology based on heterogeneity of international learning strategies and their consequences for internationalization.