Information systems researchers have a long tradition of drawing on theories from disciplines such as economics, computer science, psychology, and general management and using them in their own research. Because of this, the information systems field has become a rich tapestry of theore-1 Jane Webster was the accepting senior editor for this paper. MISQ REVIEW tical and conceptual foundations. As new theories are brought into the field, particularly theories that have become dominant in other areas, there may be a benefit in pausing to assess their use and contribution in an IS context. The purpose of this paper is to explore and critically evaluate use of the resource-based view of the firm (RBV) by IS researchers. The paper provides a brief review of resourcebased theory and then suggests extensions to make the RBV more useful for empirical IS research. First, a typology of key IS resources is presented, and these are then described using six traditional resource attributes. Second, we emphasize the particular importance of looking at both resource complementarity and moderating factors when studying IS resource effects on firm performance. Finally, we discuss three considerations that IS researchers need to address when using the RBV empirically. Eight sets of propositions are advanced to help guide future research. Keywords: Resource-based view, organizational impacts of IS, information systems resources, competitive advantage, IS strategic planning, information resource management

Research at the University of Texas at Austin for financial support. Prabhudev Konana

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The capitalist and socialist societies of the 20 th century assigned firms different roles within their economic systems. Enterprises transforming from socialist to market economies thus face fundamental organizational restructuring. Many former state-owned firms in the transition economies of Central and Eastern Europe have failed at this task. These firms have pursued primarily defensive downsizing, rather than strategic restructuring, as a result of both internal and external constraints on restructuring strategies. Building on the organizational learning and resource-based theories, we analyze strategies available to management in privatized, former state-owned enterprises in transition economies to restructure their organization. Both internal forces promoting or inhibiting the restructuring process, and external constraints arising in the transition context are examined. A model and testable propositions are developed that explain post-privatization performance. Implications of our research point to the ways in which firms should manage and develop their resource base to transform to competitive enterprises.

Editor’s Introduction pp. 004- 005

This study assesses the differential performance effects of learning mechanisms in alliance portfolios. Investigating two distinct types of learning mechanisms (i.e. integrating and institutionalizing mechanisms), the results show that different learning mechanisms have different performance effects at distinct levels of alliance experience.The results are based on a detailed survey among alliance managers and vice-presidents of 192 firms reporting on over 3400 alliances formed over the period 1997–2001.The main lesson from this study is that firms can deliberately develop their alliance capabilities by using integrating mechanisms to transfer prior experiences. Key words • alliance capabilities • alliance experience • alliance portfolio performance • learning mechanisms The road toward a thorough understanding of the learning mechanisms underlying

1 THE PROCESS OF CREATING DYNAMIC CAPABILITIES The concept of dynamic capabilities (DCs) is receiving significant attention from scholars in strategy and organisational research. However, most of the research is conceptual. In this empirical paper, the process of how DCs are created in two organisations is examined using the grounded theory methodology with the aim of developing a substantive theory of DCs creation. Data was collected using semi-structured interviews and this data was analysed using the constant comparison method to identify and explain the process through which DCs are created. The findings from the study reveal that DCs are developed and renewed through continuous internal activities such as in-house innovations, human resource (HR) activities, learning activities and external activities with partners through collaborations and acquisitions. It is the consequence of these activities that leads to the development of DCs. From the findings a framework of the process of creating DCs is developed. Implications for academics and practitioners are discussed and limitations and directions for future

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Abstract not found

Emerging organizational research has proposed increasingly nuanced links between capabilities and routines, which in turn play vital roles in organizational survival and prosperity. We draw on prior work to define capabilities as involving some consistency in potential outcomes in a particular domain. This contrasts with routines, which involve consistency in processes. We report results of an inductive study of patterns linking capabilities and routines in 60 young firms, drawing on 1,725 transcript pages. Many capabilities arose through deliberate design or combinations of existing routines. In rare cases organizations repeatedly improvised in a particular area and thereby sustained capabilities that did not rely on consistent routines in the relevant action domain. We also found several ways in which organizational capabilities sometimes harmed overall organizational performance, although in some cases the organizations learned from harmful capabilities. Routines arose from multiple sources. We highlight three forms of “making do ” with routines available from varied sources, all forms of bricolage. Finally, routines played several roles in organizational transformation in addition to their contribution to inertia. The paper suggests that we can theoretically distinguish capabilities from routines even as they are intertwined over time in organizations, and that improvisation and bricolage play roles in organizational entrepreneurial learning.