20 4. 1. 4 Learning from Lead Markets...20 4. 2 Leveraging Cost Advantages...20 4. 2. 1 Cheaper Costs for (Skilled) Labour...
Local adaptation Learning from lead markets Access to know-how Cost reduction Regulatory Env. at home Not important very important Figure 11:
Another study by KPMG (2007) also confirmed this finding. 4. 1. 4 Learning from Lead Markets Unsaturated,
and learning curve effects), they should reconsider the market entry. Domestic Outsourcing (Third-party provider) Internal Outsourcing (Independent R&d division) Offshore Outsourcing (Third-party provider) Captive Offshoring (International subsidiary) Domestic International Location
and learning activities but also be a part of designing activities (Wilhelmsson & Döös, 2009, Kianto, 2008).
Action learning for strategic innovation in mature organizations: Key cognitive, design and contextual considerations. Action Learning:
Research and Practice, 2 (1), 27-48.10 Orlikowski, W. 2010) Practice in research: phenomenon, perspective and philosophy.
Peer learning of innovation agencies...18 INNOSUP 6 2015: Capitalising the full potential of online-collaboration for SME innovation support...
peer-learning and uptake of new approaches. In addition several actions will focus on the identification further development and dissemination of skills and expertise among SMES.
At least 25 national IP offices in EU Member States and countries associated to Horizon 2020 participate actively in the learning
Peer learning of innovation agencies Specific challenge: Innovation support agencies, i e. the regional and national agencies that design and/or implement innovation support programmes for SMES are important intermediaries for SME innovation.
2009-2012) has made some significant contributions to formulating the requirements for a permanent learning mechanism for SME innovation support agencies16:
learning activities have to be based on clear methodologies and they have to be driven demand, launched at the moment agencies themselves recognise the need to revise programme formats.
Furthermore peer learning activities need to benefit from a secretariat or an animation structure that assures horizontal flow of information among interested agencies.
and a'twinning+'methodology that combines elements of traditional peer reviews and twinning in small learning groups of interested agencies.
It is the objective of this action to make available to national and regional innovation agencies these two methodologies as elements of a permanent peer learning environment
and to give incentives to the agencies to engage more frequently in peer learning activities.
The proposed activities will provide incentives in the form of small lump sum grants to national and regional innovation agencies for engaging in peer learning on all topics relevant for design and delivery of innovation support
The support to joint learning activities shall be available at any time when need and opportunity for policy learning in agencies arises.
While peer learning is open for all relevant topics only the'Twinning+'methodology as well as the quality management scheme for innovation agencies based on EFQM are recognised as learning methods.
The number of innovation agencies engaged in peer learning activities significantly increases. The results of the peer learning are taken up by national and regional innovation support programmes,
and developed by peer learning activities of national and regional innovation agencies. Pilot agencies design
and customer satisfaction and accelerates the learning process. Type of action: Coordination and support actions, lump sums for participating agencies (EUR 15.000/50. 000) The conditions related to this topic are provided at the end of this call and in the General Annexes INNOSUP 6 2015:
In order to support peer-to-peer learning and overcome their regional anchoring, the coaches should have the opportunity to exchange ideas
The platform will facilitate peer-to-peer learning among the coaching community and will ensure the international dimension for coaching,
Workshops, training, peer-learning and other actions to improve the capabilities for design-driven innovation among business development organisations, incubators and other intermediaries.
and trends in Europe as well as enhance learning across the EU, Associated Countries and between the relevant stakeholders (National authorities and support services).
skills and expertise relating to entrepreneurship via lifelong learning programmes for the adult population. Promote the diffusion of training programmes by stimulating the private market's supply of such services and providing hands-on focused courses.
in providing the framework to encourage ICT skill formation at higher levels, in vocational training and in ongoing lifelong learning.
and D. A. Levinthal (1989), Innovation and Learning: The Two Faces of R&d, The Economic Journal, Vol. 99 (397), pp. 569-596.
and F. Johansen (1996), Accumulation of R&d Capital and Dynamic Firm Performance: A Not-so-fixed Effect Model, Discussion Papers 184, Research Department of Statistics Norway.
Most SMES don't focus on learning, but even if they do, they vary in how much they codify their learning
so that it can be used for developing similar products (Mosey, 2005). Many SMES don't recognize the value of data,
The dynamic capabilities of particular concern are those that accelerate internal learning (e g.,, degree of codification and learning routines) and networking capability (e g.
highly trained personnel who know what to look for and where. The choice of NPD projects feeds on itself to strengthen current dynamic capabilities
while service-centered learning is underway so that employees are free to engage in service exploration. Once the change process takes off
) Employees should understand that learning from failures is often a key to success (Susman et al.
and inhibits feedback and learning opportunities from the field. It is better to overstaff inhouse personnel than risk ineffective response (Gebauer et al.
Explicit-to-tacit is typified with a learning environment particularly where students are required to experiment with published information
'Cognitive and motivational factors affecting the transfer of expertise, Stanford university Graduate school of Business. Describes the complexities of tacit and explicit knowledge. 65 Huang, X.,G. N. Soutar, A. Brown (2002."
Also discusses systematizing learning across projects. 67 Nonaka, I. and H. Takeuchi (1995. The Knowledge-Creating Company:
Discusses organizational learning and the organization of innovation from the perspective of Danish service firms. Susman, G. I. and J. W. Dean Jr (1992.
and institutional learning. However because of the heterogeneity of the SME population, any policy to increase their innovative capacities must be targeted to meet the needs of a variety of user groups
and learning before they succeed. Also there are no recipes for success that will be valid for all countries and regions. 101.
Cohen, W. and Levinthal, D.,1989, Innovation and Learning: The Two Faces of R&d, Economic Journal, 99 (3), 569-596.
manifested as an increase in firm size and higher capital-accumulations. Stockholders, on the other hand, advocate for lowering the capital accumulation of the firm.
Actually, the ownership structure of SMES is different from that of larger corporations. SMES are owned often by a small number of partners
The Learning Model theory of performance prediction models Hard Quantitative In the learning model theory, firms are assumed to possess a cost parameter.
In the learning model theory of Jovanovic (1982), firms are assumed to possess a cost parameter reflecting performance.
and learning regions (Morgan 1997). Laven (2008) identified the three concepts of innovation systems, clusters,
and facilitates the accumulation of specific human capital (Ballot and Taymaz 1997). Such mechanisms lead to competence-building,
The organizing models pay greater attention to the cognitive processes involving trial and error, chance, superstitious learning, and retrospective sense making (Weick 1979). 47 The socio-technical system approach to organization argues that individuals,
One implication of the passive learning models utilized by Jovanovic (1982) and Ericson and Pakes (1987) is that such models state that the firms will have a more rapid departure rate
including discussion on stochastic theories, learning model theories, and hazard modeling theories. In the second part of the paper,
and learning models are examples of models that relate to external factors, while Z-Scores, ZETA Scores,
The learning model has a relatively intermediate level of coverage intensity indicating a dual focus. 71 Paper 3:
That relationship is less extensive in the case of the learning models. Other models are concerned more with the internal experiences of single firms,
The role of training, learning and innovation. Journal of Evolutionary Economics 7 (4), 435 457.
Innovation and learning: The two faces of R&d. Economic Journal 99 (397), 569 596. Cohen, W. M. and Levinthal, D. A. 1990.
A new perspective on learning and innovation. Administrative Science Quarterly 3, 128 152. Cole, R. E. 1994.
Different quality paradigms and their implications for organizational learning. In M. Aoki and R. S. Dore (ed.)The Japanese Firm:
lessons from European learning firms. Journal of Intellectual Capital 5 (4), 629 647. Dhanaraj, C. and Beamish, P. W. 2003.
The markets for learning and educational services a micro explanation of the role of education and competence development in macro economic growth.
Graduate school of Business Administration, Harvard university. Lei, D. T. 1997. Competence building, technology fusion, and competitive advantage:
The key roles of organisational learning and strategic alliances. International Journal of Technology Management 14 (2 4), 208 237.
Graduate school of Business Administration, Harvard university. Mazzarol, T. and Reboud, S. 2008. The role of complementary actors in the development of innovation in small firms.
The learning region: Institutions, innovation and regional renewal. Regional Studies 31 (5), 491 503. Moss, S. 1984.
Networks of learning in biotechnology. Administrative Science Quarterly 41 (1), 116 145. Propp, V. 2003.
F. W. Olin Graduate school of Business, Babson college, Babson Park, Massachusetts, USA. Trippi, R. R. and Desieno, D. 1992.
Broadening the Analysis of the Territorial Effects of Innovation 3 societies evolve through the daily accumulation of inventions--innovations
connects new technical ideas to the markets (Le Bas, 1995)( translation), a process of problem solving, a learning process
and the goal of the established collective learning processes is to solve common difficulties. The implementation of these solutions means new infrastructures and is expressed through the will to strengthen the partnerships between the large enterprises
SMES, institutions of higher learning (universities, research institutes), local authorities (municipalities, local organizations) and government institutions.
Development in Learning Regions. In Holbrook, A. and D. Wolfe (ed.).Knowledge, Clusters and Regional Innovation.
Capitalising on achievements Over the last seven years, with the goal of improving regional policies, more than 2 000 public institutions across Europe have been learning from each other through cooperative policy learning in 204 interregional projects supported by the INTERREG
INTERREG EUROPE, is developing‘Policy Learning Platforms 'which will stimulate a process of continuous policy learning among all interested regional policy stakeholders around Europe.
Michel Lamblin Erwin Siweris Programme Director Deputy Programme Director 2 Table of contents Executive Summary...4 1. Introduction and Methodology...
the present report also points out that implementing effective learning processes in this (relatively) new area,
Using formal programme evaluation/review mechanisms such as peer review or other external review schemes, and in general the adoption of an‘evaluation culture'for innovation support;
or on implementing/adapting external practices (in particular the capitalisation projects), the current pace of economic transformation in Europe and the pressing needs of SMES calls for shortened policy learning cycles
What is their learning effect on the still running INTERREG IVC projects? Are there possible synergies?
and create mutual learning? 8 8. Based on the findings of the analysis, can specific recommendations be provided to individual projects
Professor CIRCLE (Centre for Innovation, Research and Competence in the Learning Economy), Lund University, Sweden,
this programme proposes to professionalise the management of SMES by organising learning networks by and for entrepreneurs.
This has been achieved in particular through interactive policy learning between policymakers (the sub-project partners. 53 GPS described below or in the MINI-EUROPE Good Practices Catalogue:
including those related to learning and managing knowledge assets. Cluster Support Environment Model (NW England) in the MINI-EUROPE project:
ensured by guarantees from regional authorities(§3. 2. 1). High Shortage in skills Innovation Management ERIK-ACTION Parenthood project Professionalise SMES management by organising learning networks by
All the projects agree on the fact that transferring a GP is a mutual learning experience,
The current pace of economic transformation in Europe and the pressing needs of SMES would suggest a need for shorter learning cycles,
This proposal is similar to the H2020 call‘Peer learning of innovation agencies'57. One other comment that was made to increase GP transfers between regions is to develop European labels that would give a marketing edge to the SMES obtaining them.
mutual learning and benchmarking. 3. 4. 1 Synergies with other INTERREG IVC PROJECTS The INTERREG IVC Capitalisation exercise focused on 12 different themes, two of them directly related to innovation:
& Regional Authorities Learning from others and learning from one's own success and failures is undisputedly a key element in policymaking,
and especially so in a (relatively) new area such as innovation support, where there are still very few‘sure recipes'for success. Implementing effective learning processes involves however certain challenges,
Implementation of formal programme evaluation/review mechanisms such as peer review or other external review schemes, and overall the adoption of an‘evaluation culture'for innovation support;
the overall results show clearly that it is possible to improve SME innovation support in Europe through the structured interregional learning process that enables regions to share practices.
ERIK ACTION represents a step further in the policy learning and sharing process initiated in previous projects, leading to the development of tangible, operational Regional Action Plans by each involved region,
The INNOHUBS project demonstrated the added-value of international projects involving different regions across Europe with different innovation contexts, for the promotion of knowledge transfer from more experienced regions (in terms of innovation systems) to learning
In line with INTERREG IVC principles of policy learning and sharing, this development around existing policy measures offers an easier and faster option to address service/non-technological innovation than designing new policies from scratch.
and strategies and initiating their implementation in the partner regions using‘policy learning'instruments such as the‘creative workshops'brainstorming meetings between partners during
Greece and by learning from input from the members and from the GPS transferred by the existing renewable energy clusters and networks from Saxony.
including those related to learning and managing knowledge assets. Main conclusions and recommendations: A sub-project such as‘IART Territories'highlights the potential role of regional intermediaries (the typical partner in INTERREG IVC projects) such as‘consortium leaders'for a group of SMES (from a specific
Peer learning of innovation agencies. Call in the Innovation in Small and Medium-sized Enterprises work programme. 2014.
In this learning process, entrepreneurial actors have to play the leading role in discovering promising areas of future specialisation
Structural change, not just the accumulation of capital, is a driver of economic growth. As such smart specialisation aims to accelerate structural change by encouraging the transformation of economic activities from a structural perspective.
identifying bottlenecks and market failures and ensuring feed back into policy learning processes. But the smart specialisation approach goes further,
engaging in and committing to a process of policy learning and deployment. Both diagnostic tools and indicators should
The global value chain perspective offers a valuable framework to support the attendant discovery and learning processes.
the more related the firms that are clustered together, the lower the cost of production, the greater the learning and network effects.
and empowering as well as accelerating the learning process. Thus, the entrepreneurs discover emerging activities of future specialisation
Developing mutual learning practices to provide policy makers opportunities to learn from good practice examples but also failures carried out by other governments.
Taking those different policy components as one whole inevitably leads to the insight that policymakers have to move beyond policymaking into the realm of policy development & policy learning.
Further improvements in a future vision and strategy process refer to the introduction of peer reviews
optical precision and measurement that included technology centres for semiconductor light source pilot production, optical parts subsystem and reliability and accreditation testing infrastructure.
Their technological and human capacities can be utilized to provide technology development, extension services and testing and accreditation services locally.
Accordingly, policy learning and an interactive point of view should be embedded within the whole cycle of policy making
and improve the quality of education within the region, from early childhood, to ensure that the region can sustain its skilled workforce;
Lower Austria made positive learning experiences with the establishment of these tools among others, and will in the future continue to support them, in the case of Technopols,
OECD 2013 107 Participative policy making in Upper Austria means continuous reflection and learning at various levels and in intercommunion with different actors.
new learning culture needs to be established, in particular inter-organizational one, comprising representatives from industry, politics and society involved in the strategy setting process, in respect of the overall system by means of communication with experts and STI implementers and via ex-post evaluations.
and technology including Science Learning Centre (Centre for popularisation of science). Internationalization: i) consultancy focused on drawing FP7 funds;
and bring together, in an interactive and iterative process of entrepreneurial action and policy learning, the relevant actors from academia, research and industry for reinforcement and cross-fertilization.
requiring analysis, experimentation and learning, supporting interaction and fine-tuning amongst relevant actors and lead institutions.
They provide input and interpretation to the critical processes of entrepreneurial discovery and policy learning.
but this country sees a growing use of peer reviews as a complementary assessment method. It is not possible through this enquiry to assess the quality
THE ROLE OF SMART SPECIALISATION 192 OECD 2013 Mutual learning and expert support to improve the stakeholders involvement process and the interlinkages between quantitative and qualitative inputs into strategy formation process;
Educational institutions of higher learning (colleges and universities) primarily represent academia in this paradigm. However, educational institutions at other levels are precluded not from contributing to,
He said efficient knowledge sharing would lead to better innovative capabilities in terms of higher order learning, and consequently can improve organizational performance including environmental management effectiveness.
In support, Tornatzky and Fleischer (1990) postulated that qualified human resources were helpful to adopt innovations because of their competent learning and innovative capabilities.
Various kinds of technological effort which induce further accumulation of technological capabilities, such as formal and informal Rand D, formal and informal (on-the-job) training, acquisition of technological licences, among others. ijcrb. webs. com INTERDISCIPLINARY JOURNAL OF CONTEMPORARY RESEARCH IN BUSINESS
innovation and collective learning in small businesses, Education and Training 42 (4): 228-37. Morris, L. 2011.
Research has focused on information and communication on alternative transport options, such as awareness raising and information campaigns, organisation of sustainable homework and home-school transport services,
cloning and genetic screening Computers that do not really help to raise the quality of education DDT,
thanks to innovation studies and through learning by doing and learning by using among policy-makers, innovation managers in businesses and other parties concerned.
and offer no explanation for the coevolution of institutional structures and innovation (and learning) processes.
Learning process; Industrial co-operation; Internal technological capabilities 1. Introduction Stereotypes usually associate innovation with the work of‘a scientist of genius who can propose new combining,
The evolutionary theory considers that technology acquires its specific character through a learning process. In this perspective, we should place emphasis on the production activity. 2. 1. Limits of the transaction cost theory According to Williamson, asset specificity, uncertainty, the frequency with
which governance structures best promote learning, etc.'('Foss, 1996, p. 12). 2. 2. Co-operation as a learning process Knowledge for production purpose cannot be considered as free.
The role of the firm is not to allocate costless technical competencies (Pelikan, 1988). 2 They have to set them up.
These competencies change over time through a learning process and become tacit and specific to the firm (Foss, 1996).
p. 490). 4‘Know-how has a strong learning-by-doing character, and it may be essential that human capital in an effective team configuration accompany the transfer'(Teece, 1980, p. 228). 738 F. Bougrain,
The second reason relates to learning. Collaborative relationships might take a hierarchical form. However, when trust replaces uncertainty and opportunism,
This interactive learning has following three dimensions (Lundvall, 1993. Technical learning exists when interaction between users and producers induces an understanding of reciprocal needs.
Communicative learning involves the establishment of technical codes, tacit and specific to the partners. Social learning limits opportunism by creating similar behavioural codes.
The access to external linkages is assumed to be crucial for SMES competitiveness. 3. SMES and external communication SMES tend to be less innovative than large companies
and to dedicate less resources to the acquisition of external technologies. In France, from 1990 to 1992,30. 5%of firms with a number of employees ranging from 20 to 49
and successful innovations 5. 1. Relation between absorptive capacity and external learning Firms do not delegate their research activities to other industrial corporations.
while diversity of knowledge elicit‘learning and problem solving that yields innovation'(Cohen and Levinthal, 1990, p. 133).
We need to take into account internal factors which would improve the learning capacity and contribute to the success of cooperative projects.
it also develops the firm's‘learning'or‘absorptive'capacity'.'746 F. Bougrain, B. Haudeville/Research Policy 31 (2002) 735 747 Table 7 Links between design office and success rate of cooperative projectsa Project
Innovation and learning: the two faces of R&d. The Economic Journal 99 (9), 569 596.
a new perspective on learning innovation. Administrative Science Quaterly 35 (3), 128 152. Demsetz, H.,1991.
and Challenges Faced by the SME sector Learning from the Leaders Key Recommendations Barriers to Innovation for SME's Lack of willingness to invest in upskilling
Lithuania, Greece, China, Slovakia, South africa, Portugal, Bulgaria, Turkey, Brazil, Latvia, Mexico, Poland, Argentina, India, Cyprus, Romania Learning from the Leaders Germany:
This is caused by the entrance of new firms and incremental learning of existing firms. Firms established by high educated entrepreneurs with working experience in other sectors are the engine of local innovation processes.
what price provides a very strong learning signal. Even stronger is the signal when a buyer rejects an order due to low quality, later delivery or otherwise.
A new perspective on learning and inno. Administrative Science Quarterly 35 (1): 128. Cooke, P. 2001.
A novel approach to national technological accumulation and absorptive capacity: Aggregating cohen and levinthal. The European Journal of Development Research 20 (1): 56.
A case of technology learning among IKEA-suppliers in china and southeast asia. Journal of Economic geography Advance Access, joeg. oxfordjournals. org.
Learning and innovation: What's different in the (sub) tropics and how do we explain it?
Knowledge, learning and small firm growth: A systematic review of the evidence. Research Policy, 36 (2), pp. 172-192.
A Framework to Study Learning and Innovation in Developing Countries. Oxford development studies, 36 (1), pp. 39-58.
slow institutional learning. The research funding is unsatisfactory and varies over time, the (normative) funding level of R&d institutions is low.
a more significant learning effect is to be expected from the first evaluations. Top-down vision creation Bottom-up process Synthesis Regional S3 strategic plan Regional S3 strategic plan Regional S3 strategic plan Regional S3
and technology transfer Dynamic cooperative networks Professionally managed learning innovation system The institutional system is incapable of keeping up with the organisational challenges resulting from the increased resources 33 vision
3) The strengthening of innovation services with a mentoring system. 4) The transfer of the public sector's demand for RDI to the knowledge bases (pillar A) 5) The securing of the quality of RDI services (e g. accreditation, training.
elements of taxes and contributions. 5) Provision of training and accreditation services for the purpose of making enough suitably qualified project evaluators and managers and coaches available. 6) Support for investors
internationally cutting-edge knowledge accumulation and application by creating linkages between the research centres in Hungary and the national research and development and business sectors.
and learning processes of all European regions. The smart regional and local policies support key sectors and companies
human (training and learning) and networking programmes. In the less-favoured areas this process is assisted by the efficient knowledge
getting rid of the red tape, evidence-based RDI policy governance, evaluation and learning strategic RDI management of the state 2020:
which the evidence-based and professional RDI policy management provides a firm basis. The role of learning is essential by innovation activities so the evaluation is lifted to a strategic level
and we endeavour to implement a learning public RDI strategic management. The legislation related to RDI and the monitoring and rationalization of legislation will possess large powers among the functions implementing the strategy The R&d tax benefits are intended to be stabilized taking into account both the favourable and the unfavourable experiences of the period since the end
o Continuous self-improvement, encouragement of learning, o Presentation of the functioning models strengthening innovation skills in the existing methodological centres and their results in the media.
and Sabater-Sánchez find that e-business solutions increased organizational performance by expanding industry learning and organizational efficiency. 66 In France, Chevalier, Lecat,
and R. Sabater-Sánchez, Information technology and learning: Their relationship and impact on organisational performance in small businesses, International Journal of Information management 26, no. 1 (2005): 16-29.
Graduate school of Management and Center for Research on Information technology and Organizations, December 30, 1992), http://crito. uci. edu/papers/1993/pac-005. pdf. 163.
Graduate school of Management and Center for Research on Information technology and Organizations, April 13, 2001), http://www. crito. uci. edu/git/publications/pdf/pac-037d. pdf. 164.
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