Learning and knowledge transfer in Africa-China joint ventures : an exploratory study







Learning and Knowledge Transfer in Africa-China Joint

Ventures:

An Exploratory Study

Thèse

Abdoulkadre Ado

Doctorat en sciences de l’administration - Gestion internationale

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Learning and Knowledge Transfer in Africa-China Joint

Ventures:

An Exploratory Study

Thèse

Abdoulkadre Ado

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Résumé

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Abstract

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Table of Contents

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1.8 Conclusion ... 35

1.9 References ... 37

2. Chapter 2: Knowledge Control in International Joint Ventures: How Chinese Power Operates in Africa ... 40

Abstract ... 40

Résumé ... 41

2.1 Introduction ... 42

2.2 Theoretical framework ... 43

2.2.1 Knowledge transfer and learning ... 43

2.2.2 Power and knowledge control in IJVs ... 47

2.3 Methodology ... 49 2.4 Findings ... 53 2.4.1 Blocking strategy ... 54 2.4.2 Isolation strategy ... 56 2.4.3 Manipulation strategy ... 59 2.4.4 Threat strategy ... 61 2.4.5 Sharing strategy ... 63

2.5 Toward a better understanding of power sources and knowledge transfer in Africa-China JVs ... 64

2.5.1 Official power sources ... 64

2.5.1.1 Power from shares ... 64

2.5.1.2 Power from the control of key positions ... 65

2.5.2 Unofficial power sources ... 65

2.5.2.1 Power from resource control ... 66

2.5.2.2 Power from culture and language ... 67

2.5.2.3 Power from localization and soft power ... 67

2.5.2.4 Power from experience ... 68

2.5.2.5 Power from lobbying ... 68

2.6 Conclusion ... 71

2.7 References ... 73

3. Chapter 3: Learning in Africa-China Alliances: Informalities and Social Capital Perspective ... 77

Abstract ... 77

Résumé ... 78

3.1 Introduction ... 79

vii

3.3 Theoretical framework: learning and social capital ... 82

3.4 Research method... 84

3.5 Results and analysis ... 87

3.5.1 Cognitive dimensions ... 88

3.5.1.1 Goal clarity ... 88

3.5.1.2 Cultural diversity ... 89

3.5.2 Relational dimension: Shadow of the future ... 89

3.5.3 Structural dimensions ... 90

3.5.3.1 Strong ties between partners ... 90

3.5.3.2 Multiple knowledge connections between partners ... 91

3.5.3.3 A noncompetitive approach to knowledge transfer ... 93

3.5.4 Discussion: Learning, network role, and informalities ... 93

3.6 Proposing a framework to understand learning in Africa-China alliances ... 96

3.6.1 Cognitive capital ... 97

3.6.1.1 Experience and knowledge ... 97

3.6.1.2 Motivation/attitude ... 97

3.6.1.3 Ability ... 98

3.6.2 Relational informal capital ... 99

3.6.3 Structural informal capital ... 100

3.6.4 Exploiting more informality opportunities ... 101

3.6.4.1 Informal power settings ... 102

3.6.4.2 Enhancing unofficial communication channels ... 102

3.6.4.3 Developing clandestine capacity and ability ... 103

3.6.4.4 Benefitting from special circumstances and opportunism ... 103

3.7 Conclusion ... 104

3.8 References ... 106

4. Chapter 4: Toward Effective Knowledge Transfer in Africa-China Partnerships ... 109

Abstract ... 109

Résumé ... 110

4.1 Introduction ... 111

4.2 Africa-China emerging partnerships ... 112

4.3 Research approach... 115

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List of tables

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Preface

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Affiliation of Co-authors

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0.2 Research questions and objectives

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4

Table 1 presents a review of the recurring, necessary conditions and factors in the literature for learning and knowledge transfer.

Table 1: Learning and knowledge transfer supporting conditions and factors Conditions and factors Corresponding studies

Balance of power Crozier & Friedberg, 1977; Ingham, 1994; Ingham & Thompson, 1994; Kogut & Zander, 1992; Yan & Gray, 1994

Communication, trust, organizational and cultural

synergies Bachmann & Inkpen, 2011; Blau 1964; Chrysostome & Su, 2002; Harrigan, 1986; Hofstede, 1991; Ingham, 1994; Ingham & Mothe, 2003; Kogut & Zander, 1992; Mohr & Speakman, 1994

Motivation to learn Kundi & Saleh, 1993; Lee & Beamish, 1995 Strategic value of knowledge Chrysostome, 2000; Hamel, 1991

Learning skills, absorptive, receptive capacity of

individuals and organizations Hamel, 1991; Lyles & Salk, 1996; Su, 1997 Knowledge specificities Claus, 2001; Mar Benavides-Espinosa, 2012; Otto

Scharmer, 2001 Knowledge transfer mechanisms and

organizational structure Grosse, 1996; Inkpen, 2008a Rotations, assignments of highly skilled personnel Inkpen, 2008a, 2008b

Regular training Grosse, 1996; Lyles & Salk, 1996

Joint experimentation Arrow, 1962; Lei, Hitt, & Bettis, 1996; Miller, 1996; Nonaka, 1994

Collaboration and positive intercultural interactions Bowen & Inkpen, 2009; Lyles & Salk, 1996; Mohr & Speakman, 1994

Building upon the different theoretical perspectives and considering the research questions, we develop a theoretical framework to highlight our approach to learning and knowledge transfer. Figure 1 shows the most recurrent requirements for learning and for acquiring knowledge by individuals and organizations.

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0.4 Qualitative method: Case study approach

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0.4.1.2 Recruitment and interview processes

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0.4.1.3 Research and field work challenges

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9 0.4.2 Data analysis

The data collected was analyzed through a qualitative approach. The majority of the data is in the form of words and speeches, and a qualitative analysis method is considered the most relevant for case studies (Miles & Huberman, 1991), although Yin (2011) suggests that there is always some risk related to subjectivity and neutrality inherent in any research process. There are two complementary processes in qualitative analysis: deconstruction and reconstruction (Deslauriers, 1991). Given the exploratory and predominant qualitative nature of our data, this study has adopted content analysis (Lincoln & Guba, 1985; Strauss, 1987; Taylor & Bogdan, 1984) as the method of data analysis. The data collected were first divided into small segments that were later reintegrated into a coherent set through a cyclical and iterative process. The main steps of these iterations were data codification and layout, categorization, and gradual highlighting of the findings in line with the theoretical dimensions and the thematic issues discussed during the interviews. These steps in the qualitative analysis were described by Miles and Huberman (1991) as concurrent analytical workflows. Therefore, we rigorously analyzed the data and performed triangulations given the various sources of data and the diversity of the African respondent profiles and the partners from 12 African countries. Moreover, we used transcription support software for comprehensive data processing and elaborate reconstruction considering all relevant interview segments. A data coding system was established to structure the various facets of the verbatim transcriptions and to ensure consistent categorization of extracts to better understand the learning and knowledge transfer phenomenon. The codification consisted of assigning a symbol or a keyword to each extract from the text to condense the data into simpler units and to capture and analyze the most significant segments of the transcript (Huberman & Miles, 1991). We then arranged the data using tables and figures, enabling a better layout of data segments and the identification of preliminary trends. The consolidation of those preliminary trends led us to preliminary conclusions from the overall analysis of the empirical data. We constantly checked and compared our preliminary findings with the existing literature on learning and knowledge transfer to draw our final conclusions while considering the possibility (and opportunity) of contradictions between our results and other studies’ findings. However, the data analysis process did not start only once all the data had been collected. The literature on research methodologies and data analysis emphasizes that the researcher must consider methods for data analysis from the initial stages of the data collection process (Eisenhardt, 1989). Silverman (2010) argued that data analysis does not occur only at the conclusion of field work but during the entire research process. Therefore, the researcher remains in a virtually permanent state of analytical thinking throughout the research project. Indeed, we repeatedly revised our initial analysis grids because the phenomenon was more complex and multifaceted than expected. Consequently, we occasionally readjusted our analysis approach. A logbook in which we entered our field notes concerning methodological adjustments, categorization, and other relevant changes helped to refine the overall analysis.







0.5 Ethical considerations

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0.6 Thesis structure

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1. Chapter 1: China in Africa: A Critical Literature Review

Abstract

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