- 1
- 2
- 3
- 4
- 5
- 6
- 7
- 8
- 9
- 10
- 11
- 12
- 13
- 14
- 15
- 16
- 17
- 18
- 19
- 20
- 21
- 22
- 23
- 24
- 25
- 26
- 27
- 28
- 29
- 30
- 31
- 32
- 33
- 34
- 35
- 36
- 37
- 38
- 39
- 40
VRIO Analysis of Integrating Financial Economics into the High School Curriculum
Posted by Zachary Edwards on Mar-22-2018
The VRIO Analysis of Integrating Financial Economics into the High School Curriculum will look at each of its internal resources one by one to assess whether these provide sustained competitive advantage. The Integrating Financial Economics into the High School Curriculum VRIO Analysis also mentions at each stage whether these resources could be improved to provide a greater competitive advantage. Lastly, the resources analysed are summarised as to whether they offer sustained competitive advantage, has an unused competitive advantage, temporary competitive advantage, competitive parity or competitive disadvantage.
Valuable
- The Integrating Financial Economics into the High School Curriculum VRIO Analysis shows that the financial resources of Integrating Financial Economics into the High School Curriculum are highly valuable as these help in investing into external opportunities that arise. These also help Integrating Financial Economics into the High School Curriculum in combating external threats.
- According to the VRIO Analysis of Integrating Financial Economics into the High School Curriculum, its local food products are a valuable resource as these are highly differentiated. This makes the perceived value for these by customers high. These are also valued more than the competition by customers due to the differentiation in these products.
- The Integrating Financial Economics into the High School Curriculum VRIO Analysis shows that Integrating Financial Economics into the High School Curriculum's employees are a valuable resource to the firm. A significant portion of the workforce is highly trained, and this leads to more productive output for the organisation. The employees are also loyal, and retention levels for the organisation are high. All of this translates into greater value for the end consumers of Integrating Financial Economics into the High School Curriculum's products.
- According to the VRIO Analysis of Integrating Financial Economics into the High School Curriculum, its patents are a valuable resource as these allow the firm to sell its products without competitive interference. This results in greater revenue for Integrating Financial Economics into the High School Curriculum. These patents also provide Integrating Financial Economics into the High School Curriculum with licensing revenue when it licenses these patents out to other manufacturers.
- The Integrating Financial Economics into the High School Curriculum VRIO Analysis shows that Integrating Financial Economics into the High School Curriculum’s distribution network is a valuable resource. This helps it in reaching out to more and more customers. This ensures greater revenues for Integrating Financial Economics into the High School Curriculum. It also ensures that promotion activities translate into sales as the products are easily available.
- According to the VRIO Analysis of Integrating Financial Economics into the High School Curriculum, its cost structure is not a valuable resource. This is because the methods of production lead to greater costs than that of competition, which affects the overall profits of the firm. Therefore, its cost structure is a competitive disadvantage that needs to be worked on.
- The Integrating Financial Economics into the High School Curriculum VRIO Analysis shows that the research and development at Integrating Financial Economics into the High School Curriculum is not a valuable resource. This is because research and development are costing more than the benefits it provides in the form of innovation. There have been very few innovative features and breakthrough products in the past few years. Therefore, research and development are a competitive disadvantage for Integrating Financial Economics into the High School Curriculum. It is recommended that the research and development teams are improved, and costs are cut for these.
Rare
- The financial resources of Integrating Financial Economics into the High School Curriculum are found to be rare according to the VRIO Analysis of Integrating Financial Economics into the High School Curriculum. Strong financial resources are only possessed by a few companies in the industry.
- The local food products are found to be not rare as identified by Integrating Financial Economics into the High School Curriculum VRIO Analysis. These are easily provided in the market by other competitors. This means that competitors can use these resources in the same way as Integrating Financial Economics into the High School Curriculum and inhibit competitive advantage. This means that the local food products result in competitive parity for Integrating Financial Economics into the High School Curriculum. As this resource is valuable, Integrating Financial Economics into the High School Curriculum can still make use of this resource.
- The employees of Integrating Financial Economics into the High School Curriculum are a rare resource as identified by the VRIO Analysis of Integrating Financial Economics into the High School Curriculum. These employees are highly trained and skilled, which is not the case with employees in other firms. The better compensation and work environment ensure that these employees do not leave for other firms.
- The patents of Integrating Financial Economics into the High School Curriculum are a rare resource as identified by the Integrating Financial Economics into the High School Curriculum VRIO Analysis. These patents are not easily available and are not possessed by competitors. This allows Integrating Financial Economics into the High School Curriculum to use them without interference from the competition.
- The distribution network of Integrating Financial Economics into the High School Curriculum is a rare resource as identified by the VRIO Analysis of Integrating Financial Economics into the High School Curriculum. This is because competitors would require a lot of investment and time to come up with a better distribution network than that of Integrating Financial Economics into the High School Curriculum. These are also possessed by very few firms in the industry.
Imitable
- The financial resources of Integrating Financial Economics into the High School Curriculum are costly to imitate as identified by the Integrating Financial Economics into the High School Curriculum VRIO Analysis. These resources have been acquired by the company through prolonged profits over the years. New entrants and competitors would require similar profits for a long period of time to accumulate these amounts of financial resources.
- The local food products are not that costly to imitate as identified by the VRIO Analysis of Integrating Financial Economics into the High School Curriculum. These can be acquired by competitors as well if they invest a significant amount in research and development. These also do not require years long experience. Therefore, the local food products by Integrating Financial Economics into the High School Curriculum provide it with a temporary competitive advantage that competitors can too acquire in the long run.
- The employees of Integrating Financial Economics into the High School Curriculum are also not costly to imitate as identified by the Integrating Financial Economics into the High School Curriculum VRIO Analysis. This is because other firms can also train their employees to improve their skills. These companies can also hire employees from Integrating Financial Economics into the High School Curriculum by offering better compensation packages, work environment, benefits, growth opportunities etc. This makes the employees of Integrating Financial Economics into the High School Curriculum a resource that provides a temporary competitive advantage. Competition can acquire these in the future.
- The patents of Integrating Financial Economics into the High School Curriculum are very difficult to imitate as identified by the VRIO Analysis of Integrating Financial Economics into the High School Curriculum. This is because it is not legally allowed to imitate a patented product. Similar resources to be developed and getting a patent for them is also a costly process.
- The distribution network of Integrating Financial Economics into the High School Curriculum is also very costly to imitate by competition as identified by the Integrating Financial Economics into the High School Curriculum VRIO Analysis. This has been developed over the years gradually by Integrating Financial Economics into the High School Curriculum. Competitors would have to invest a significant amount if they are to imitate a similar distribution system.
Organisation
- The financial resources of Integrating Financial Economics into the High School Curriculum are organised to capture value as identified by the VRIO Analysis of Integrating Financial Economics into the High School Curriculum. These resources are used strategically to invest in the right places; making use of opportunities and combatting threats. Therefore, these resources prove to be a source of sustained competitive advantage for Integrating Financial Economics into the High School Curriculum.
- The Patents of Integrating Financial Economics into the High School Curriculum are not well organised as identified by the Integrating Financial Economics into the High School Curriculum VRIO Analysis. This means that the organisation is not using these patents to their full potential. An unused competitive advantage exists that can be changed into a sustainable competitive advantage if Integrating Financial Economics into the High School Curriculum starts selling patented products before the patents expire.
- The distribution network of Integrating Financial Economics into the High School Curriculum is organised as identified by the VRIO Analysis of Integrating Financial Economics into the High School Curriculum. Integrating Financial Economics into the High School Curriculum uses this network to reach out to its customers by ensuring that products are available on all of its outlets. Therefore, these resources prove to be a source of sustained competitive advantage for Integrating Financial Economics into the High School Curriculum.
From the VRIO Analysis of Integrating Financial Economics into the High School Curriculum, it was identified that the financial resources and distribution network provide a sustained competitive advantage. The patents are a source of unused competitive advantage. There exists a temporary competitive advantage for employees. There exists a competitive parity for local food products. Lastly, the cost structure of Integrating Financial Economics into the High School Curriculum is a competitive disadvantage. Research and Development is also a competitive disadvantage.
Warning! This article is only an example and cannot be used for research or reference purposes. If you need help with something similar, please submit your details here.
Jasmin Sean
5.0
I want to get any distinctive offer being the permanent customer of this service. Hope you guys will be concerned about my demand and provide some specific discounts when I place the order.
Sebastian
5.0
Thank you writer for all you did! I was very nervous but the expert sorted out the problem of the document—a very high-quality job.
Jack Leli
5.0
The prices are suitable and the quality is high. The document was on time. Will come back!
Victoria Zsomber
5.0
This service is incredibly good because it issued me what I wanted. The writer did a great job and I’m satisfied with this custom paper help. Highly recommended!
Next Articles
- Active Learning And The Advanced Placement Economics Program Vrio Analysis
- Where's The Beef?' Economics, The Main Course, Is Missing From The New Texas Core Curriculum Vrio Analysis
- The Effectiveness Of Virtual Learning In Economics Vrio Analysis
- Program Evaluation And Delivery In Economics Education Vrio Analysis
- The Thrill Of Simplicity, The Agony Of Realism: An Assessment Of The Sport Of Utility Theory Vrio Analysis
- Retail Industry Structure: 1977 1992 Vrio Analysis
- Perceived Barriers Of Hud Heads Of Household To Home Ownership, With Implications For Federal Housing And Employment Policy Vrio Analysis
- Social Media: A Leadership Challenge Vrio Analysis
- The Impact Of Long Commuting On The Working Individual Vrio Analysis
- Territory And Privacy In Academic Workspaces Vrio Analysis
Previous Articles
- Cutting The Diamond Of Comparative Advantage Vrio Analysis
- Student Performance Factors In Economics And Economic Education Vrio Analysis
- A Video On Demand Project Evaluation: Implications For Developing An Entrepreneurial Model For Economic Instruction Vrio Analysis
- Assessing Economic Understanding In The Early Grades Vrio Analysis
- An Inter Disciplinary Comparison Of Publishing Performance Vrio Analysis
- Economic Education: Building On Strength, The Key To The Future Vrio Analysis
- Auditor Independence And Internal Information Systems Audit Quality Vrio Analysis
- Entrepreneurial Ecosystems: Evolutionary Paths Or Differentiated Systems? Vrio Analysis
- Guilty As Charged Or Thrown Under The Bus?: Major League Baseball's Case Against Roger Clemens Vrio Analysis
- Modeling Structural Service Design Decisions Vrio Analysis
Be a great writer or hire a greater one!
Academic writing has no room for errors and mistakes. If you have BIG dreams to score BIG, think out of the box and hire Case48 with BIG enough reputation.
Our Guarantees
Interesting Fact
Most recent surveys suggest that around 76 % students try professional academic writing services at least once in their lifetime!