Document Type

Theses, Ph.D

Disciplines

Business and Management.

Publication Details

Thesis Submitted for the Award of PhD (Doctor of Philosophy) Graduate Business School College of Business Technological University Dublin. 2026.

doi:10.21427/efty-qq96

Abstract

Purpose: SMEs are the backbone of the European economic model and represent 99.8% of all businesses, highlighting the importance of research that assesses challenges and opportunities faced by SMEs. The reviewed literature revealed a significant lack of research on how SMEs can develop management, teamwork, and team-building skills in the context of the twin transition (i.e., digital and green transitions), particularly regarding digital transformation and its impact on economic development and business cooperation. Researchers have presented evidence of the difficulties SMEs face in competing with corporations due to numerous constraints, including a lack of investment and qualified human resources. To ensure their survival, small businesses need to prioritise entrepreneurs' management development through strategic team learning and the integration of cohesive teamwork into business processes. The COVID-19 pandemic, with its prolonged business closures and related restrictions, has accelerated the shift towards online learning, changing companies’ training approaches in the process. Furthermore, there is significant evidence of a lack of research into the disconnection between business education and learning-theory frameworks. This prevents alignment of a solid theoretical framework with practical perspectives to benefit diverse stakeholders. Therefore, this thesis examines and critically assesses how online learning can help fill skill gaps, support strategic thinking, and enhance collaboration in SMEs, which are essential for sustainable growth in a fast-changing business environment.

DOI

https://doi.org/10.21427/efty-qq96

Creative Commons License

Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License
This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License.

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