How optimal distinctiveness in business model affects SMEs performance? A contingency perspective

2021 ◽  
Vol 2021 (1) ◽  
pp. 14188
Author(s):  
Jiaping Han
2019 ◽  
Vol 65 (2) ◽  
pp. 483-523 ◽  
Author(s):  
Rory M. McDonald ◽  
Kathleen M. Eisenhardt

Prior research has advanced several explanations for entrepreneurial success in nascent markets but leaves a key imperative unexplored: the business model. By studying five ventures in a nascent financial-technology market, we develop a novel theoretical framework for understanding how entrepreneurs effectively design business models: parallel play. Similar to parallel play by preschoolers, entrepreneurs engaged in parallel play interweave action, cognition, and timing to accelerate learning about a novel world. Specifically, they (1) borrow from peers and focus on established substitutes for their services or products, (2) test assumptions, then commit to a broad business-model template, and (3) pause before elaborating the activity system. The insights from our framework contribute to research on optimal distinctiveness and to the learning and evolutionary-adjustment literatures. More broadly, we blend organization theory with a fresh theoretical lens—business-model processes—to highlight how organizations actually work and create value.


2014 ◽  
pp. 79-130 ◽  
Author(s):  
Ales Novak

The term ?business model' has recently attracted increased attention in the context of financial reporting and was formally introduced into the IFRS literature when IFRS 9 Financial Instruments was published in November 2009. However, IFRS 9 did not fully define the term ‘business model'. Furthermore, the literature on business models is quite diverse. It has been conducted in largely isolated fashion; therefore, no generally accepted definition of ?business model' has emerged. Therefore, a better understanding of the notion itself should be developed before further investigating its potential role within financial reporting. The aim of this paper is to highlight some of the perceived key themes and to identify other bases for grouping/organizing the literature based on business models. The contributions this paper makes to the literature are twofold: first, it complements previous review papers on business models; second, it contains a clear position on the distinction between the notions of the business model and strategy, which many authors identify as a key element in better explaining and communicating the notion of the business model. In this author's opinion, the term ‘strategy' is a dynamic and forward-looking notion, a sort of directional roadmap for future courses of action, whereas, ‘business model' is a more static notion, reflecting the conceptualisation of the company's underlying core business logic. The conclusion contains the author's thoughts on the role of the business model in financial reporting.


2018 ◽  
Vol 1 (2) ◽  
pp. 189-195
Author(s):  
Marta Suzana Cabral Nunes ◽  
Augusto Cesar Vieira dos Santos ◽  
Sueli Maria Silva Pereira ◽  
Euder de Jesus Costa

Este trabalho visa apresentar a experiência da disciplina de Empreendedorismo na UFS como fator motivador do desenvolvimento de competências para o bibliotecário documentalista, onde participaram alunos do curso de Biblioteconomia e Documentação, dentre alunos de outros cursos. O tema do empreendedorismo tem sido debatido no campo profissional e apresenta-se como alternativa importante que permite aos profissionais desenvolver ações e estratégias inovadoras em sua atuação diária. Trata-se de um estudo que tem como principal mérito apresentar esse caso a fim de demonstrar que é possível, a partir de ações de extensão e da formação continuada, desenvolver competências empreendedoras nos futuros profissionais bibliotecários documentalistas, aplicando metodologias como o Ciclo de Aprendizagem Vivencial, o Business Model CANVAS, Design Thinking, e o Plano de Negócios. Ao todo participaram da disciplina 7 alunos do curso de Biblioteconomia e Documentação da UFS, que preencheram formulário eletrônico a fim de fornecer suas percepções sobre a aprendizagem obtida.


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