中小企業(yè)的國際化【外文翻譯】

1、<p><b>　　外文翻譯</b></p><p><b>　　原文</b></p><p>　　The Internationalization of Small and Medium-Sized Firms</p><p>　　Material Source: Small Business Economic

2、s Author: Dirk De Clercq </p><p>　　ABSTRACT: This paper contributes to the existing researchby integrating the notions of organizational learning and entrepreneurial orientation

3、 into the body of international entrepreneurship. Our primary framework combines learning theory and the new venture theory of internationalization to study the extent to which small and medium-sized companies engage in

4、international activities. We found that the firms' international learning effort and entrepreneurial orientation are positively associate</p><p>　　1 .Introduction</p><p>　　Previous research

5、ers have examined why firms internationalize and at what pace they engage in cross-border activities (Berra et al., 1994; Caloff and Viviers, 1995; Crick et al., 2001; Johanson and Vahlne, 1977; Johanson and Vahlne, 1990

6、). Also, prior research has examined the impact of learning--oriented factors in explaining a firm's commitment to international activities (Ogbuehi and Longfellow, 1994; Autio et al., 2000; Burpitt and Rondin

7、elli, 2000). For instance, Burpitt and Rondinel</p><p>　　The behavioral view of internationalization focuses on the impact of international experience on the pace and direction of subsequent internationaliz

8、ation (Johanson and Vahlne, 1977). An important theme in the behavioral view is the role of organizational knowledge in the internationalization process. In this study we use organizational learning theory for examining

9、a firm's propensity to invest in future cross-border activities (Cohen and Levinthal, 1990; Autio et al., 2000). Whereas prior res</p><p>　　Some researchers have criticized the behavioral view for over-e

10、mphasizing the impact of organizational experience on internationalization efforts (Aharoni, 1966). That is, it has been argued that Johanson and Vahlne's framework does not explain why some firms engage in cros

11、s-border activities early on or why they proceed rapidly once first internationalization has taken place. For instance, McDougall et al. (1994) argued that firms may internationalize early because a top management team

12、w</p><p>　　Our primary framework combines learning theory, with its roots in the behavioral theory of the firm, and the new venture theory of internationalization (Cyert and March, 1963; Cohen and Levinth

13、al, 1990; McDougall and Oviatt, 2000). First, we look explicitly at how knowledge development and renewal with regard to foreign and domestic activities may have an impact on perceptions about the opportunities offered b

14、y further internationalization. Second, we examine the effect of entrepreneurial</p><p>　　As mentioned earlier, the behavioral theory of internationalization assumes that international expansion can b

15、e described as a process in which the firm goes through incremental steps that reduce the uncertainty embedded in cross-border activity (Aharoni, 1966; Prasad, 1999). Basing their arguments on the experience of Swed

16、ish companies, Johanson and Vahlne (1977, 1990) explained both the pace and direction of subsequent international activities. For instance, they argued that a firm mig</p><p>　　We posit that organizational l

17、earning effort pertains to activities aimed at both building on existing knowledge and developing new knowledge (Cohen and Levinthal, 1990). This description of learning effort is consistent with prior resear

18、ch that argued that organizational learning includes two modes, that is, exploitation and exploration (Levinthal and March, 1993). Exploration involves the search for new knowledge, skills and processes, whereas exploi

19、tation involves the incrementa</p><p>　　The sample in our study was drawn from a database maintained by the Center of Entrepreneurship at the Vlerick Leuven Gent Management School in Belgium. The sam

20、ple includes firms that are independent (that is, they are not subunits of a large organization) and owner-managed. We considered only firms with fewer than 500 employees to be included in the study, a figure consistent

21、with Seringaus (1993) and Moini (1995) for the definition of small and medium-sized enterprises. In the Spring of</p><p>　　The positive relationship between international learning effort and internationaliza

22、tion intent indiGates that efforts aimed explicitly at knowledge renewal and exploitation with regard to specific foreign markets and the internationalization process in general increase the propensity to expand

23、 cross-border activities. As mentioned earlier, the rationale for this positive relationship may lie in the role of foreign knowledge in diminfishing the uncertainty embedded in international e</p><p>　　T

24、he results of this study may clarify the factors leading to or inhibiting additional international activity among small firms in an economy with limited domestic opportunities for growth. Our results suggest that intensi

25、ve knowledge renewal and exploitation regarding foreign markets and the internationalization process itself may increase internationalization by affecting the perceptions of opportunities offered by further internati

26、onal expansion. Also, firms that engage in radical innovati</p><p><b>　　譯文</b></p><p><b>　　中小企業(yè)的國際化</b></p><p>　　資料來源: Small Business Economics 作

27、者：Dirk De Clercq</p><p>　　摘要：本文通過整合組織學(xué)習(xí)的概念和企業(yè)進(jìn)入國際市場的創(chuàng)業(yè)導(dǎo)向，有助于對現(xiàn)有研究的貢獻(xiàn)。我們的主要框架是結(jié)合學(xué)習(xí)理論和中小企業(yè)在國際活動中的新的企業(yè)理論。我們發(fā)現(xiàn)，公司努力學(xué)習(xí)國際化并且其創(chuàng)業(yè)導(dǎo)向很積極與國際化的意圖有著很大的關(guān)系，而國內(nèi)相關(guān)的學(xué)習(xí)與國際化的意圖是負(fù)相關(guān)。總的來說，本文的結(jié)論表明：（1）密集的知識更新和關(guān)于國外的市場開發(fā)有可能通過增加國際影響進(jìn)一

28、步擴(kuò)大國際化。（2）那些有著積極創(chuàng)業(yè)心態(tài)的企業(yè)相比較那些敏感的或者說保守的企業(yè)來說，更有可能在國際舞臺上長時間并且穩(wěn)定地存在。</p><p>　　早前的學(xué)者對于企業(yè)為什么進(jìn)行國際化和以什么樣的步調(diào)進(jìn)行企業(yè)的跨國境經(jīng)營活動進(jìn)行了研究(Berra et al., 1994; Caloff and Viviers, 1995; Crick et al., 2001; Johanson and Vahlne, 1977

29、; Johanson and Vahlne, 1990)。另外，先前的研究解釋了企業(yè)在致力于國際化經(jīng)營過程中，學(xué)習(xí)型因素的影響作用(Ogbuehi and Longfellow, 1994; Autio et al., 2000; Burpitt and Rondinelli, 2000)。例如，在2000年，Burpitt and Rondinelli研究指出：當(dāng)一個企業(yè)認(rèn)為國際化經(jīng)營活動對于他們企業(yè)效益作用明顯時，就會增加企業(yè)的出口

30、活動。在本文研究中，我們部分地依賴于企業(yè)國際化經(jīng)營的意圖，以期進(jìn)一步研究企業(yè)國際化經(jīng)營的現(xiàn)狀及策略(Cyert and March, 1963)。</p><p>　　企業(yè)國際化行為觀點的側(cè)重點在于：國際化經(jīng)驗在整個國際化經(jīng)營活動中對于步調(diào)和方向上的影響(Johanson and Vahlne, 1977)。在行為觀點中，一個重要的主題是：在企業(yè)國際化經(jīng)營過程中，組織知識的重要性。在本文研究中，我們利用組織知識理

31、論來研究企業(yè)在將來的跨國境經(jīng)營活動中投資的傾向性(Cohen and Levinthal, 1990; Autio et al., 2000)。然而，先前的研究已經(jīng)證實了可以用一個企業(yè)的出口水平來作為該企業(yè)國際化經(jīng)營程度的標(biāo)準(zhǔn)(比如, Campbell, 1996; Crick et al., 2001)。在本文中，我們定義以“國際化意圖”作為一個企業(yè)擴(kuò)大跨國境經(jīng)營活動強度的標(biāo)準(zhǔn)。該強度包括出口水平以及出口的范圍。本文的重要貢獻(xiàn)在于我們

32、提出了企業(yè)在國際化經(jīng)營意圖中，組織學(xué)習(xí)措施。我們將組織學(xué)習(xí)定義為：關(guān)于國內(nèi)和國外市場上探索現(xiàn)有知識和開發(fā)新知識的活動。</p><p>　　一些學(xué)者批判了過分強調(diào)組織經(jīng)驗在企業(yè)國際化經(jīng)營活動中作用的影響這一觀點(Aharoni, 1966)。也就是說，Johanson and Vahlne 的理論框架并沒有解釋為什么企業(yè)在早前會從事國際化經(jīng)營活動或者說為什么第一個國際化經(jīng)營活動發(fā)生時他們會立刻跟著效仿。<

33、;/p><p>　　例如，McDougall在1994年指出，企業(yè)在早前進(jìn)行國際化經(jīng)營可能跟企業(yè)的高層管理團(tuán)隊有關(guān)，他們往往富有充足的國際化經(jīng)驗，愿意并且有能力通過關(guān)鍵資源的優(yōu)化組合，在企業(yè)的存在期間來進(jìn)行跨國境的經(jīng)營活動。總之，一些學(xué)者已經(jīng)更加明確地意識到，企業(yè)的戰(zhàn)略選擇和企業(yè)家精神在進(jìn)入國際化舞臺決定中的重要作用(Child, 1972; McDougall and Oviatt, 2000)。最新的研究趨勢

34、是，新的企業(yè)國際化經(jīng)營理論解釋了在企業(yè)進(jìn)行跨國境經(jīng)營活動時，企業(yè)組織能力對于戰(zhàn)略選擇的影響(McDougall, 1989; McDougall and Oviatt, 2000)。本文的基本框架結(jié)合了學(xué)習(xí)理論、企業(yè)行為理論的根源和新的企業(yè)國際化經(jīng)營理論(Cyert and March, 1963; Cohen and Levinthal, 1990; McDougall and Oviatt, 2000)。首先，我們清楚地看到，關(guān)于國

35、際和國內(nèi)貿(mào)易活動知識的發(fā)展和更新對通過進(jìn)一步國際化經(jīng)營活動獲得機(jī)會的觀點有可能產(chǎn)生影響。第二，我們研究了創(chuàng)業(yè)導(dǎo)向?qū)τ谄髽I(yè)國際化意圖的影響。主要通過一個小型的比利</p><p>　　我們的研究表明，密集的知識更新和關(guān)于國外市場、企業(yè)自身國際化進(jìn)程的開發(fā)，從而不斷提升企業(yè)的國際化經(jīng)營能力。其次，企業(yè)進(jìn)行大膽創(chuàng)新并且愿意承擔(dān)風(fēng)險，往往更容易穩(wěn)定長期地活躍在國際舞臺上。最后，本文指出，關(guān)于國際和國內(nèi)的學(xué)習(xí)活動是相輔相成