Bibliographic record
Abstract
The field of strategic management has been expanding to embrace new concepts and models with a view to better understanding the field. One area of strategic management which is gaining currency is strategy implementation. Many a scholar and practitioner is exploring ways in which strategy implementation can be enhanced for organisations to function effectively. Several approaches have been proffered including the development of implementation models and frameworks. This study seeks to enhance strategy implementation knowledge among SMEs in Zimbabwe by developing a new framework that seeks to shed light on how the SMEs implement strategy. The development of the framework seeks to explain why, despite government policies to support economic growth, SMEs in Zimbabwe have failed to drive economic growth yet evidence from literature has indicated the significant role played by SMEs in growing economies in other countries. In depth interviews were used to gather the data from multiple case studies. The major finding of this study was that the framework used by SMEs in Zimbabwe emphasized both self and family survival. There appears to be a significant focus on inward behaviour that focuses on relationships and family anchored business survival. This could be the underlying reasons for the somewhat underperformance of SMEs in delivering strong economic growth in Zimbabwe despite a plethora of state driven assistance programmes. There is therefore need to test the applicability of this model in a longitudinal study and make adaptations to make the current framework have a more business focussed approach.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".