Purpose The purpose of this study is to examine the effect of marketing capabilities on market orientation and sustained competitive advantage from the viewpoint of managers of small and medium-sized enterprises (SMEs) that supply large companies. This paper also analyzes the moderating role of exposure to external turbulence in the relationship between marketing capabilities and sustained competitive advantage, and between marketing capabilities and market orientation for SMEs. Design/methodology/approach Based on the literature, this study develops a model to verify the proposed relationships. An online questionnaire collected data from 423 managers of SMEs that supply large companies to test the model. This paper analyzes the proposed model using structural equation modeling with partial least squares. Findings According to the surveyed managers, marketing capabilities tend to play a significant role in the market orientation and perceived sustained competitive advantage of SMEs that supply large companies. Better-developed marketing capabilities can strengthen the market orientation of SMEs, helping to achieve and maintain a sustained competitive advantage. They will, thus, attract more clients and minimize their risk, regardless of the environment in which they operate. Research limitations/implications This research contributes to marketing theory by highlighting the marketing capabilities of SMEs that supply large companies and demonstrating the importance of such capabilities for their survival. Originality/value The study investigated the views of the SME managers that supply large companies about their company’s marketing capabilities. Traditionally, these companies have had little concern for marketing. This research focuses on an emerging market, that is not usually addressed.
A pandemia do covid-19 trouxe muitos desafios e oportunidades, passando-se a conviver, desde então, com constantes e aceleradas mudanças em todos os aspectos da vida humana em sociedade, da economia local e mundial, da gestão organizacional, das relações de trabalho e do ambiente educacional (MACEDO; DURANS; VALE, 2021; MUZIO e DOH, 2021). Neste sentido, a gestão educacional precisou inovar como nunca outrora ocorrera, dado o cenário de incertezas e as necessidades impostas por esta nova realidade (AGUINIS e BURGI-TIAN, 2021; SARI e NAYIR, 2020). Esse cenário de incertezas bem como as necessidades impostas por uma realidade de disrupção (MACEDO; DURANS; VALE, 2021), no contexto da gestão educacional foi sinalizado no estudo de Dunlosky et al. (2013), ao sugerir que melhorar os resultados educacionais exigirá esforços e articulações em muitas frentes e que parte da solução envolve ajudar os alunos a regular melhor sua aprendizagem através do uso de técnicas eficazes de aprendizagem. Para tanto, quatro categorias emergem e merecem atenção, que são: condições de aprendizagem, características dos alunos, recursos disponíveis e tarefas desafiadoras. Com base em Dunlosky et al., (2013) compreendemos e enfatizamos que as condições de aprendizagem, bem como, as características dos alunos estão também condicionadas ao contexto em que estes estão inseridos. Segundo a Unicef Brasil (2020) os desafios à aprendizagem que já existiam em muitas realidades brasileiras, com a crise do coronavírus massificou ainda mais essa situação, ampliando, portanto, o alcance das possíveis lacunas de aprendizagem. Sendo assim um dos principais desafios em consonância com o que diz Alves et al., (2020) centra-se na dificuldade que sistemas de ensino possuem em vincular processos educativos qualificados alicerçados em políticas públicas. Pois, urge que essas políticas públicas sejam operacionalizadas a partir de uma investigação detalhada, para que com base nesses dados coletados se construa um planejamento assertivo a ser desenvolvido, apresentando um passo a passo de como se pretende realizar, monitorar e avaliar tais tarefas, o que Dunlosky et al., (2013) inferem como desafiadoras. O cenário atual torna urgente impedir o aumento nas fragilidades da educação brasileira, em especial questões como a alfabetização e a cultura de gestão. Para otimizar o tempo escolar e a qualidade no processo de ensino e aprendizagem é essencial realizar ajustes nos currículos e nos planos de trabalho, definindo prioridades e aprendizagens mais necessárias em cada ano escolar. Dito isso, salienta-se o quanto é necessário aos gestores educacionais levar em conta os recursos disponíveis pela instituição, bem como provocar professores à proposição de tarefas desafiadoras e contextualizadas, articuladas com a realidade dos estudantes (BARAK, 2018).
With the aim of demonstrating the elements that lead to the satisfaction of the professionals of participating companies with the performance of the Supplier Development Programs - SDPs, something that can improve the performance of this type of program, this research aimed to identify if the trust, in its affective, behavioral and cognitive components, influences the commitment and the perception of less risks, leading, consequently, to the satisfaction of the professionals of participating companies with the performance of the SDPs to which they are linked. Based on studies involving all the analyzed constructs, relationships between them were suggested and a structural model was proposed associating them. A quantitative, descriptive and cross-sectional study was carried out involving professionals from buyers and suppliers that participate in SDPs from all over Brazil, obtaining a sample, characterized as non-probabilistic and by accessibility, of 609 respondents from the application of a self-administered electronic questionnaire. For the analysis of the data, the modeling of structural equations was used, which indicated a positive relation for almost all the hypotheses, with only one being rejected. The findings suggest that reinforcing trust, mainly behavioral and cognitive, can increase the commitment of companies to the actions developed by the SDPs to which they are linked, as well as generate the perception that there are fewer risks when transacting with companies also linked to these programs, resulting in the satisfaction of buyers and suppliers. This may result in better program efficiency and effectiveness, and this is a contribution of this study, by identifying what leads participants to SDPs to be satisfied.
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