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Finnish Education Export and Its Competitive Advantage in Foreign Market

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Finnish Education Export and Its Competitive Advantage in Foreign Market Knowledge transfer in a competitive business environment Case: Finnish education export and its competitive advantage in foreign market Siror Josephat Bachelor’s thesis 2018 International Business Degree in Business Administration Description Author(s) Type of publication Date Last name, First name Bachelor’s thesis Month Year Siror Josephat Language of publication: 22.11.18 Number of pages Permission for web publication: 66 x Title of publication: Knowledge transfer in a competitive business environment Case: Finnish education export and its competitive advantage in foreign market Degree programme International Business Supervisor(s) Shab Hundal Assigned by Abstract Knowledge has remained one of the critical assets for institutions and firms in a growing competitive world. Such intangible assets have emerged as a significant part for organization’s success by way of application in producing goods and services. Whereas competition has emerged as a new phenomenon of knowledge management, most companies have struggled to integrate capabilities of knowledge in their processes and activities to keep up with the intensity of the competition. The objective of this study was aimed at assessing the Finnish knowledge export business, approaches employed and cross-compare with that of other competitors in the same sector. This study has employed both qualitative and partly quantitative data collection methods. Earlier studies have established that companies not necessarily succeed only from its great competitive advantage but an integration of models can lead to effective performance in the long run. Despite its dominance in education rankings, results have confirmed that, the Finnish education export lack of experience, coordination and fringe resources has hampered its knowledge export activities globally. Ironically, evidence suggested that lack of coordinated universal model by Finnish institutions and systematic transfer of knowledge activities has affected efforts of penetration into the foreign market. Hence, this thesis is based on interviews, expert debates and documented Knowledge Transfer (KT) theories. Effective knowledge export hinges on deployment of designated resources, forging of a common goal between institutions among other strategic approaches. Keywords/tags (subjects) Knowledge transfer, Education export, Bukowitz & William’s Model 3 Miscellaneous (Confidential information) 1 Table of contents Table of contents ............................................................................................ 1 1. Introduction ............................................................................................. 4 1.1 Research settings: The knowledge transfer in the education context 5 1.2 Research Objectives .......................................................................... 6 1.3 Research Questions .......................................................................... 7 1.4 Thesis Outline .................................................................................... 7 2. Literature review ..................................................................................... 9 2.1 Knowledge Revolution ..................................................................... 11 2.2 Knowledge transfer .......................................................................... 16 2.3 Resource-based view theory ............................................................ 24 2.4 Knowledge-based view theory ......................................................... 25 2.5 Competitive advantage .................................................................... 27 2.6 Knowledge management models ..................................................... 29 2.7 Types of competition ........................................................................ 33 2.8 Conceptual model for knowledge export .......................................... 35 3. Research Methodology ......................................................................... 35 3.1 Data collection ................................................................................. 37 4. Results ................................................................................................... 38 4.1. Actors in the Finnish education export ............................................ 38 4.2. Promoting Finnish education export activities ................................. 39 4.3 Knowledge Export and Finnish Education system .......................... 40 4.4Competitor’s export models .............................................................. 42 2 5. Discussion ............................................................................................. 45 6. Conclusion ................................................................................................ 47 6.1 Recommendations ........................................................................... 50 6.2 Limitations ........................................................................................ 51 References .................................................................................................... 52 Appendices ................................................................................................... 58 Figures Figure 1. Research Methology chart……………………………………………………......................................Err or! Bookmark not defined. Figure 2. Types and characteristics of competition ......... Error! Bookmark not defined. Figure 3. Conceptual model for systematic knowledge export program…………………………………………..................................................18 Tables i. Table 1. key knowledge differences in three different historical periods;……………………………………………………………………….E rror! Bookmark not defined. ii. Table 1.1. Share of firms collaborating on innovation with higher education or government research institutions – large firms…………………………………………………………………………15 iii. Table 2. SECI Model………………………………………………………………………..31 iv. Table 3. List of interviewees……………………………………………………………….41 ABBREVIATIONS 3 OECD………………………………………….Organization for Economic Countries of Development EDUFIN……………………………………………..Education Finland KM……………………………………………………….Knowledge management KT……………………………………………………………….Knowledge transfer R&D……………………………………………………Research and devlopment nd. …………………………………………………….Not defined PISA……………………………………………….. KBV…………………………………………………Knowledge-based view RBV………………………………………………..Research-based view UK………………………………………………….United Kingdom USA……………………………………………….United States of America JAMK………………………………………..Jyvaskyla ammattikorkeakoulu MIT…………………………………………Massachuchets Institute of Technology ICT………………………………………..Information & communication technology SECI…………………………………..Social, Externalization, Combination, Internalization UAE…………………………………………..United Arab Emirates SEAMK……………………………………..Seinäjoen ammattikorkeakoulu VTT…………………………………………..Finnish technical research centre EU…………………………………………..European Union 4 1. Introduction Knowledge has been attributed as a key resource that defines how companies can remain sustainably competitive as possible. Knowledge assets can be of great significance particularly in a competitive environment. Despite this acclaim, most of the business enterprises operating internationally today are faced with myriad challenges not only because of poor market strategy but also due to global dynamics of competition and the ever-evolving knowledge resources. There has been also debate over ability for companies to properly exploit knowledge assets to their advantage. Gulev (2011) asserts that a company may have unique and valuable resources, but unless it has the capability to use those resources effectively, it may not be able to create or sustain a competitive advantage. Initially, industrial focus has been marginally reduced to production of tangible assets and very limited research in academic context on intangible assets like knowledge. The backbone of this thesis is knowledge transfer. This is because knowledge transfer gives a better value for competitive advantages in a competitive environment for companies as narrowed to the context of education. Nonaka and Teece (2001) concur that modern corporations will need to evolve into a knowledge-generation, knowledge integrating and knowledge-protecting. This implies that some aspects of knowledge even though they can be integrated and transferred into operational stream of the organizations, would need protection. What is not clear however to most organizations is in what form or type of knowledge to be transferred and at what expense and to whom is the knowledge intended to? This begs a fundamental question; how then is knowledge transferred said to generate value for companies in the long term and creating a competitive advantage in the current environment of knowledge economy in equal measure? 5 1.1 Research settings: The knowledge transfer in the education context Knowledge consists of knowledge repositories, relationships, information technologies, communications infrastructure, functional skill sets, process know-how, environmental responsiveness, organizational intelligence, and external sources. The get, learn, and contribute phases are tactical in nature. Education is one such practice of knowledge transfer that cuts across the two forms of knowledge. Carlile and Rebentisch (2003) define knowledge transfer as a conveyance of knowledge from one place, person or ownership to the other. In slight contrast Wang and Noe (2009) refer to knowledge transfer as involvement of both the sharing of knowledge by the knowledge source
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