Antecedents of International and Domestic Learning Effort
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Learning theory and an attention-based view of the firm are used to examine how an independent firm's degree of internationalization, age at first international entry, and entrepreneurial orientation are related to the attention it devotes to learning activities in international and domestic markets.It is hypothesized that a firm with a high degree of internationalization and entrepreneurial orientation will enjoy a greater international learning capacity.Factors that are expected to enhance domestic learning efforts include late international entry and entrepreneurial orientation.A high degree of internationalization and early international entry are expected to result in fewer domestic learning efforts. Data from a survey of 90 independent, owner-managed firms from a variety of industries in Belgium are used to test these hypotheses.The findings indicate that a firm with a high degree of internationalization is only marginally more likely to make more international learning efforts, and firms that enter the international market early and have an entrepreneurial orientation are more likely to make both international and domestic learning efforts.These findings suggest that firms would do well to adopt an entrepreneurial orientation and to enter foreign markets earlier rather than later. (SAA)
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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 | 0.000 | 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 | 0.001 |
| 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 it