The Internationalization of Small and Medium-Sized Firms
Why this work is in the frame
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Bibliographic record
Abstract
Internationalization among small- andmedium-sized enterprises (SMEs) has been the focus of numerous studies. Thiswork expands upon the previous research by examining internationalization froman approach that combines both behavioral theory, including organizationallearning, and the new venture theory of internationalization. To test the hypotheses derived from this theoretical framework, a sample of92 firms is selected in 2000 from a database created by the Center ofEntrepreneurship at the Vlerick Leuven Gent Management School in Belgium.Firms included in the sample are independent of large corporations andare owner-managed. In addition, 1999 sales data from a database of theNational Bank of Belgium is utilized. Several factors were measured,including internationalization intent, international learning effort, domesticlearning effort, and entrepreneurial orientation of the firm. The analyses indicate the following findings: seeking and expandingknowledge of foreign markets and the internationalizaiton process may increaseinternationalization by impacting assessments of available opportunities; firmsthat are willing to take bold risks -- i.e., with an entrepreneurial mindset --are more likely to develop a long term international presence; andinternational and domestic learning activities (environmental scanning,intelligence about competitors) are often similarly related to entrepreneurialorientation. However, firms that invest more in domestic rather thaninternationallearning activities are less likely to internationalize,which may impede the firm's long-term accomplishments. (AKP)
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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 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| 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 it