Alliance experience and performance outcomes: A meta-analysis

2021 ◽  
pp. 147612702098287
Author(s):  
Peng Wang ◽  
Xu Jiang ◽  
Maggie Chuoyan Dong
Keyword(s):  
Strategic Alliance ◽  
Meta Analysis ◽  
Group Analysis ◽  
Performance Outcomes ◽  
Country Level ◽  
Different Types ◽  
Performance Consequences ◽  
Controversial Topic ◽  
Alliance Experience ◽  
And Performance

Alliance experience has been a frequent topic in strategic alliance research in recent decades. Nonetheless, its performance consequences, either as a whole or differentiated into general versus partner-specific alliance experience, are neither theoretically clear nor empirically consistent. We use a range of meta-analytic techniques to integrate the empirical findings of 143 studies and provide a more conclusive assessment compared to prior research. Our study thus addresses a long-standing, understudied, and controversial topic: the distinction between the two types of alliance experiences. Going beyond traditional sub-group analysis, we reveal the contextual contingencies by examining how different types of alliance experiences and performance outcomes jointly affect the alliance experience–performance relationship. Moreover, we identify critical country-level institutional contingencies that moderate the focal effect.

Diversity in Alliance Portfolios and Performance Outcomes: A Meta-Analysis

2014 ◽  
Vol 43 (5) ◽  
pp. 1472-1497 ◽  
Author(s):  
Donghun (Don) Lee ◽  
Katie Kirkpatrick-Husk ◽  
Ravi Madhavan
Keyword(s):  
Positive Impact ◽  
Theoretical Orientation ◽  
Meta Analysis ◽  
Performance Outcomes ◽  
Alliance Portfolio ◽  
Quantitative Synthesis ◽  
And Performance ◽  
The Relationship ◽  
Level Of Analysis ◽  
Alliance Portfolios

Given the increasing interest in alliance portfolios, alliance portfolio diversity (APD) has been the focus of many recent studies. Yet, the performance consequences of APD—or of diversity in general—are neither theoretically clear nor empirically consistent. With meta-analytic analyses, we assess extant research on the APD–performance link. Across studies, APD has a positive impact on performance, although the level of analysis and how performance is measured influence the relationship. Going beyond conventional quantitative synthesis, however, we also systematically uncover patterns in how theoretical orientation and the operationalization of diversity moderate the APD–performance relationship. Our study serves as an invitation for future APD studies to employ more sophisticated theoretical and operationalization approaches as they expand our knowledge of diversity in alliance portfolios.

Innovative Approaches to Improving the Transfer and Sustainability of Learning

2014 ◽  
pp. 111-126 ◽  
Author(s):  
Michael P. Leimbach
Keyword(s):  
Literature Review ◽  
Competitive Advantage ◽  
Learning Transfer ◽  
Meta Analysis ◽  
Performance Outcomes ◽  
Performance Impact ◽  
Difference Scores ◽  
Effective Learning ◽  
And Performance ◽  
The Relationship

The importance of learning transfer in ensuring that learning contributes to an organization's competitive advantage has been undermined in organizational practice. There are two major reasons for this: 1) few studies directly explore the relationship between transfer and performance improvement, and 2) most existing transfer models are too complex for practitioners to implement. The purpose of this chapter is to explore the link between learning transfer activities and performance outcomes, and to create a framework for implementing an effective learning transfer solution. A targeted literature review meta-analysis was used to explore the performance impact of training vs. training plus transfer activities. The authors compute “difference scores” representing the percentage of improvement from the transfer activities over training alone. Activities are categorized into a framework of eleven critical learning transfer actions. They then implement the elements of the Learning Transfer Framework in three demonstration projects. By incorporating findings from the literature review, meta-analysis, and the demonstration projects, the authors propose a new transfer framework that is effective and easy to implement. Implications and directions for future researchers are advanced.

scholarly journals Examining the effects of interorganizational learning on performance: a meta-analysis

2018 ◽  
Vol 33 (4) ◽  
pp. 574-584 ◽  
Author(s):  
Anni Rajala
Keyword(s):  
Meta Analysis ◽  
Moderating Effects ◽  
Interorganizational Learning ◽  
Content Type ◽  
Positive Effects ◽  
Research Designs ◽  
Different Types ◽  
And Performance ◽  
The Relationship ◽  
Practical Implications

Purpose Relationship learning is viewed as an important factor in enhancing competitiveness and an important determinant of profitability in relationships. Prior studies have acknowledged the positive effects of interorganizational learning on performance, but the performance measures applied have varied. The purpose of this study is to examine the relationship between interorganizational learning and different types of performance. The paper also goes beyond direct effects by investigating the moderating effects of different research designs. Design/methodology/approach This paper applies a meta-analytic approach to systematically analyze 21 independent studies (N = 4,618) to reveal the relationship between interorganizational learning and performance. Findings The findings indicate that interorganizational learning is an important predictor of performance, and that the effects of interorganizational learning on performance differ in magnitude under different research conditions. Research limitations/implications The paper focuses on interorganizational learning, and during the data collection, some related topics were excluded from the data search to retain the focus on learning. Practical implications The study evinces the breadth of the field of interorganizational learning and how different research designs affect research results. Moreover, this meta-analysis indicates the need for greater clarity when defining the concepts used in studies and for definitions of the concepts applied in the field of interorganizational learning to be unified. Originality/value This study is the first to meta-analytically synthesize literature on interorganizational learning. It also illuminates new perspectives for future studies within this field.

The effect of rationale provision on motivation and performance outcomes: A meta-analysis.

2017 ◽  
Vol 3 (1) ◽  
pp. 19-50 ◽  
Author(s):  
Rebecca R. Steingut ◽  
Erika A. Patall ◽  
Scott S. Trimble
Keyword(s):  
Meta Analysis ◽  
Performance Outcomes ◽  
And Performance

Effects of Participation on Performance and Satisfaction: Additional Meta-Analytic Evidence

1999 ◽  
Vol 84 (3) ◽  
pp. 719-725 ◽  
Author(s):  
John A. Wagner ◽  
Jeffrey A. LePine
Keyword(s):  
Random Effects ◽  
Effect Size ◽  
Meta Analysis ◽  
Research Literature ◽  
Previous Literature ◽  
Literature Reviews ◽  
Different Types ◽  
Recent Debate ◽  
And Performance

Stimulated by recent debate, this study investigated whether prior research supports the statement that different forms of participation have different effects on performance and satisfaction in the workplace. Using a collection of 75 correlations drawn from published analyses, a meta-analysis using random effects procedures indicated that relationships between participation and performance reported in the research literature are similar in size and direction across different types of participation. Meta-analytic results also indicated similarity in the size and direction of relationships between participation and satisfaction across different forms of participation and suggested that effect size statistics published in research on participation and performance are generally similar to those reported in studies of participation and satisfaction. These findings differ from the results of another recent meta-analysis and from those of several previous literature reviews but support the primary conclusions of an earlier meta-analytic assessment.

scholarly journals A critical review on the theoretical framework of differential motor learning and meta-analytic review on the empirical evidence of differential motor learning

2018 ◽  
Author(s):  
Ben Serrien ◽  
Bruno Tassignon ◽  
Jean-Pierre Baeyens ◽  
Ron Clijsen
Keyword(s):  
Motor Learning ◽  
Meta Analysis ◽  
Performance Outcomes ◽  
Fine Motor ◽  
Learning Method ◽  
Neurophysiological Mechanism ◽  
Theoretical Rationale ◽  
Differential Learning ◽  
Analytic Review ◽  
And Performance

Objective. Differential learning is a motor learning method characterized by a high amountof variability during practice. The objective of this paper is twofold. First, a critical appraisalis performed of the theoretical rationale of the differential learning method. Second, asystematic review and meta-analysis of experimental results is made to compare theeffectiveness of differential learning compared to other motor learning methods.Methods. Narrative review of the theoretical rationale of differential learning. Systematicreview and meta-analysis of published randomized controlled trials where differentiallearning is compared to other motor learning methodologies.Results. The theoretical rationale of differential learning is reasonable, but at some points toometaphorically formulated. Especially the use of stochastic resonance as the mechanismbehind differential learning is ambiguous and remains untested to this day. However, indirectevidence for a neurophysiological mechanism has been described and should be pursuedfurther. Empirically, differential learning has been examined in a variety of contexts rangingfrom technical skills and performance outcomes in single sports movements to tactical sportscontexts, fine motor skills, balance tasks and rehabilitation. The meta-analysis showed thatdifferential learning performed better than traditional motor learning methods and that theeffect was larger on the retention test than on the post-test. However, little to no evidence wasfound for the comparison to other variability-based motor learning techniques. Additionally,risk of bias was high or unclear on many items and publication bias was likely which limitsstrong confidence in the conclusions of the meta-analysis.Perspectives. Differential learning is a promising method to enhance motor learning but willrequire further research to test certain theoretical claims and to find factors that predict theindividual and time-dependent optimal amount of practice variability.

Contextual Distance and the International Strategic Alliance Performance: A Conceptual Framework and a Partial Meta-analytic Test

2015 ◽  
Vol 11 (2) ◽  
pp. 289-313 ◽  
Author(s):  
Jiatao (J.T.) Li ◽  
Li Tian ◽  
Guoguang Wan
Keyword(s):  
Strategic Alliances ◽  
Strategic Alliance ◽  
Meta Analysis ◽  
Empirical Studies ◽  
Knowledge Exchange ◽  
Integrative Model ◽  
Future Research ◽  
Alliance Performance ◽  
Alliance Partners ◽  
And Performance

ABSTRACTWe propose an integrative model on how contextual distance influences the learning process and performance of international strategic alliances (ISAs). We argue that contextual distance increases knowledge diversity but decreases knowledge exchange between the alliance partners, which has implications for the alliance's knowledge creation and performance. A meta-analysis of 46 empirical studies published between 1990 and 2013 dealing with Sino-foreign collaborations in China revealed that contextual distance showed an inverted U-shaped relationship with alliance performance. Proxies for partners’ contextual experience, for example, the length of an alliance's operation in China, the foreign partners’ in-country experiences, and ISAs’ location in a more developed Chinese region, moderate the learning processes. Implications and directions for future research are discussed.

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