Conclusion and Future Research Agenda


The introductory chapter of this dissertation outlined the continuously heated debate of whether RBT can in fact be considered a theory, with critics basically questioning the empirical testability of RBT. Throughout this dissertation, it became obvious that RBT is — and has been — empirically testable. To make this argument, I addressed and cleared each of the three main research deficits of RBT in this respect: (1) the lack of understanding towards RBT’s central empirically testable propositions; (2) the lack of understanding towards the empirical validation of RBT, i.e., no thorough efforts towards the accumulation and integration of research findings; and (3) the lack of systematically addressing the methodological problems, and evaluating a broader basis of more suitable methods. In the following, I will conclude on the main findings, while also outlining implications for RBT. In addition, I will discuss the dissertation’s limitations as well as provide a future research agenda for resource-based research, both theoretically and empirically.


Narrative Review Sustainable Competitive Advantage Strategic Resource Intangible Resource Vote Counting 
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  1. 644.
    Cf. Mannor/ Shamsie (2005).Google Scholar
  2. 645.
    Cf. Knott et al. (2003).Google Scholar
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    Cf. Brush/ Artz (1999); Carmeli (2004); Miller/Shamsie (1996).Google Scholar
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    Cf. Barney/ Arikan (2001), p. 146.Google Scholar
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    Cf. Berthel (2000), p. 131. While the former identifies current abilities of a person, the latter inquires potential abilities of a person. For instance, achievement or attainment tests evaluate the person’s current level of knowledge and ability, which has been reached after a certain period of experience or training, e.g., to ensure that a particular standard has been reached. Furthermore, aptitude tests measure a person’s ability level regardless of previous experience, and inform about the person’s capacity to learn new skills. Generally, these tests may be divided into those assessing a collection of traits and those focusing on more specific abilities and thus explore the impact of more structured HR capabilities on performance. Cf. Searle (2003), p. 137.Google Scholar

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