Hamburg University of Technology Schwarzenbergstr. 95, D-21073 Hamburg, Germany Tel.:++49 (0) 40 42878-3777;
HAMBURG UNIVERSITY OF TECHNOLOGY (TUHH Page 1 of 31 Knowledge for Growth †Industrial Research & Innovation (IRI
Hamburg University of Technology (TUHH Research Project Global Innovation Institute of technology and Innovation Management Schwarzenbergstr. 95, D-21073 Hamburg, Germany
4. 1. 4 Learning from Lead Markets...20 4. 2 Leveraging Cost Advantages...20 4. 2. 1 Cheaper Costs for (Skilled) Labour...
%Diploma-holders Engineers Managers Others With work experience Freshers n=33 Figure 6: Lack of Qualified Human resources as Barrier to Innovation
Learning from lead markets Access to know-how Cost reduction Regulatory Env. at home Not important very important
to enter cooperation with partners like other companies and/or universities and specialized research institutions (here jointly referred to as universities) at home or abroad;
see e g Buse (2000 Due to this the participants of our survey were asked about their existing cooperation
and/or their willingness to cooperate, with universities abroad. Many survey participants expressed their desire to cooperate with universities on an international scale.
Over one -third of all such SMES however cited financial constraints as being a major hurdle for the
Problems in International Cooperation with Universities The discussion above has brought to fore the chances and challenges that firms
b) Lack of student interest in engineering and natural sciences (see IWD (2007 In Germany alone firms are facing a severe crunch of skilled labour,
Germany†s Federal Ministry of Education and Research (BMBF) in its latest report on the
country†s technological performance expects a shortfall of 335,000 university graduates including 59,000 engineers, in year 2014.
number of science and technology (S&t) students, as discussed in section 3. 3. 1. While
countries such as China and India are producing a large number of S&t graduates. In China, 61%of undergraduates are studying for a science or engineering degree.
Also as far as the quality of the higher-education is concerned many â€oeemerging†countries around the globe, especially in Asia and Eastern europe, are able to produce world-class
graduates. In fact, 3 of the top-5 Asian schools for S&t are located in India (EIU, 2004
university graduates (with seven years or less of work experience) India†s talent pool is
4. 1. 4 Learning from Lead Markets Unsaturated, emerging economies in Asia are rapidly taking over the role of â€oelead marketsâ€
learning curve effects), they should reconsider the market entry Domestic Outsourcing Third-party provider Internal Outsourcing
involved in international activities with cross-cultural training. This sensitization to mutual cultural issues may play a key-role in the success of an international
Technology and Innovation Management at Hamburg University of Technology (TUHH RPGI focuses on R&d internationalization in ICT, Pharmaceuticals and Life sciences
German Federal Ministry of Education and Research, Berlin BMBF (2007: Bericht zur technologischen Leistungsfã¤higkeit Deutschlands 2007
German Federal Ministry of Education and Research, Berlin Boutellier, R.,Gassmann, O, . and von Zedtwitz, M. 2000):
ausgewã¤hlten Branchen, Hamburg University of Technology, online http://www. tuhh. de/tim/ris-hamburg/befragung. html, last accessed:
in ausgewã¤hlten Branchen, Hamburg University of Technology, online http://www. tuhh. de/tim/ris-hamburg/befragung. html, last accessed:
mittleren Unternehmen, Working Paper No. 7, Hamburg University of Technology Ylinenpã¤Ã¤,H. 1998: Measures to overcome Barriers to Innovation in Sweden, Paper
For example, many respondents noted that effective education and training programmes are fundamental to a country†s innovative capacity,
universities, was also mentioned as a useful step that could be taken to promote innovation by SMES.
The issue of education and training is crucial, not only for promoting innovation, but also more generally for providing a competitive foundation for national economies.
lack the resources to engage in in-house training, SMES have a particular stake in the effectiveness of
local and national education and training programmes. There was thus broad agreement in the survey for public support for basic education, for financial assistance with SME training, and for promoting
greater co-operation and exchanges between business and universities 4 12. Finally, in a refrain that continued throughout the policy recommendations, many SME
organisations suggested that the climate for research and development would be improved if regulatory and administrative burdens were reduced
training and organisational change? Is there a role for large firms in financing innovation in smaller
governments better support the diffusion of technology between technical universities (and high -schools) and SMES
programmes, information and training, diffusion programmes etc 6 ANNEX SURVEY OF BUSINESS REPRESTENTATIVES Summary of the principal suggestions for policy actions
-paid R&d infrastructure (universities, research institutes Lack of qualified personnel •Foster links between universities and SMES
•Liberalise the hiring of qualified foreign workers •Enhance co-operation between schools, entrepreneurs and branch organisations
•Improve education, orienting it more towards entrepreneurship •Harmonise vocational training system with innovations and technological change
Khairiah Soehod is senior lecturer at the faculty of management, Universiti Teknologi Malaysia (UTM), Johor Bahru, Malaysia
Aslan A. Senin is senior lecturer at the faculty of management, Universiti Teknologi Malaysia, Johor Bahru, Johor, Malaysia (aslant@utm. my
Shoaib Akhtar is Phd scholar at Department of Management, Faculty of Management, Universiti Teknologi Malaysia, Johor Bahru, Johor, Malaysia
innovation and learning activities but also be a part of designing activities (Wilhelmsson & DÃ Ã s, 2009, Kianto
Training Response %%%No 59.4 88.4 84.9 49.7 Yes 40.6 11.6 15.1 50.3 N 870 The managers of SMES were asked to respond to whether
R&d activities except for the training of employees V. CONCLUSION The present study was conducted to find out the role of
of their employees through various trainings. The results also suggest that the manufacturing companies are involved more
academic institutions that could help build the capacities and capabilities of the SMES to attain growth and competitive
Business school Press 5 Hamel, G. 2002. Leading the revolution: How to thrive in turbulent times by making innovation a way
Harvard Business school Press 6 Grant, R. M. 2010. Contemporary strategy analysis 7th ed.).West sussex, UK:
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
Gambridge University Press. pp. 23 †33 11 Tsoukas, H. and Vladimirou, E. 2002. What is
Peer learning of innovation agencies...18 INNOSUP 6 †2015: Capitalising the full potential of online-collaboration for SME innovation
peer-learning and uptake of new approaches. In addition several actions will focus on the identification, further
All intellectual property rights pertinent to the materials, trainings, website and other actions developed by the helpdesk will be owned by the Commission
from trainings and from cooperating business services organisations Depending on the demand of the target group the activities may be provided in the most
of participation of third parties to the joint events, trainings, etc. or service contracts The activities should include the communication
and trainings on the business use of the European level rights (Unitary Patent, European Trade mark, Community design), the
and trainings for the target group will be provided by the national IP offices to be implemented either by the NIPOS themselves or by the business support
Horizon 2020 participate actively in the learning and capacity building activities of the project either as beneficiaries in consortium or as beneficiaries of a financial support
and trainings for the target groups according to the needs of SMES. At least 1 action should be undertaken per year in each country
-directly benefitting from the upgraded or new services and trainings ï Existing IP, like the common website (innovaccess),
support SMES to contract universities, R&d service providers or private consultants to either conduct small innovation projects or to explore the feasibility of larger ones.
Peer learning of innovation agencies Specific challenge: Innovation support agencies, i e. the regional and national agencies that
significant contributions to formulating the requirements for a permanent learning mechanism for SME innovation support agencies
learning activities have to be based on clear methodologies and they have to be driven demand, launched at the moment agencies
Furthermore peer learning activities need to benefit from a secretariat or an animation structure that assures horizontal
'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
Scope: 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 programmes for SMES.
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
ï 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
investigated and developed by peer learning activities of national and regional innovation agencies. Pilot agencies design
and accelerates the learning process Type of action: Coordination and support actions, lump sums for participating agencies (EUR
The nature of the topic †online collaboration †suggests that the training modules are
community and complementing the cases with training modules highlighting specific open innovation aspects Type of action:
ï The platform will facilitate peer-to-peer learning among the coaching community and will ensure the international dimension for coaching,
to make a high-quality assessment tool and trainings available to business consultants, and to develop the market for innovation management consulting by
beneficiaries of the SME instrument, training and capacity building for the innovation advisors in EEN-projects that chose to work with the IMPÂ rove toolbox
design-based training and mentoring programmes for SMES, and of design-led innovation incubators. Making such support services available more widely will improve businessâ€
ï Workshops, training, peer-learning and other actions to improve the capabilities for design-driven innovation among business development organisations, incubators and
business associations, for their work with the SMES as well as training material for SMES ï Demonstration of concrete cases, to business development organisations and managers
innovative practices and trends in Europe as well as enhance learning across the EU Associated Countries and between the relevant stakeholders (National authorities and support
) Awareness and training material shall be produced based on cases studies for agencies in charge of designing and/or delivering innovation support programs for (i) training
their staff working with SME;(ii) for the work with SME and (iii) during the design of new
Lot 2-Production of awareness and training materials Type of action: public procurement Timeframe: Second quarter of 2015 (duration 3 years
or classroom use should be obtained through the Centre franã§ais d†exploitation du droit de copie (CFC), 20, rue des Grands-Augustins, 75006 Paris, France, tel. 33
Education and training can promote an entrepreneurial culture Culture is acknowledged increasingly as a factor which
can contribute to building an entrepreneurial society as it is an important determinant of career preferences and helps
Education and training (including lifelong training in entrepreneurship and creativity are preferred the 2. World bank, Doing Business in 2004:
concept of education and training for entrepreneurship; and both more data and more evaluation and assessment of
through education and training. Integrate entrepreneurship at all levels of the formal education system and ensure access to information, skills and expertise
relating to entrepreneurship via â€oelifelong 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 â Integrate the local development dimension into the promotion of entre
primarily retail distribution, education and other service industries, are perceived often as contributing less to economic performance and growth than manufacturing and
of universities and knowledge-intensive services in cluster Figure 3. Types of innovative networks 1. Belgium, Denmark, France, Germany, Ireland, Italy, Netherlands, Norway
and university (GU ES ES ES US US US CO ES US US USCM US
universities and training institutions for entrepreneurs, engineers, scientists designers and business managers â Strengthen the integration of intellectual property issues in programmes and
forestry and fishing, government administration and defence, education, private households employing staff and religious organisations.
and training of their general workforce. Governments have a major role to play in providing basic ICT familiarity during
compulsory schooling, but teaching ICT skills needs to be integrated into the curriculum. Governments also have an
important role, in conjunction with education institutions business and individuals, in providing the framework to encourage ICT skill formation at higher levels, in vocational
training and in ongoing lifelong learning  OECD 2004 PROMOTING ENTREPRENEURSHIP AND INNOVATIVE SMES IN A GLOBAL ECONOMY
use of information about the public sector, education and health care. E†government services to enterprises should be used as a tool to improve efficiency
conjunction with education institutions, business and individuals  OECD 2004 31 PROMOTING ENTREPRENEURSHIP AND INNOVATIVE SMES IN A GLOBAL ECONOMY
infrastructure, supportive education, and sufficiently healthy and flexibly skilled labour. SME development strategy must be integrated into the broader national
subsidized training and consultancy necessary for enhancing supplier capability (Chinese Taipei â Developing capacity building programmes that include
Nevertheless, many scholars have argued that small firms are the engines of technological change and innovative activity, at least in certain industries (see the series
across countries and among scholars, many empirical explorations of the impact of innovation on productivity have relied on the CDM framework. 2
. and D. A. Levinthal (1989), â€oeinnovation and Learning: The Two Faces of R&dâ€, The Economic Journal, Vol. 99 (397), pp. 569-596
University Press Hall, B. H, . and J. Mairesse (2006), â€oeempirical Studies of Innovation in The
Smeal College of Business The Pennsylvania State university Principal investigators Dr. Gerald Susman Dr. Anthony Warren Dr. Min Ding
The National Institute of Standards and Technology (NIST) contracted with the Smeal College of Business at The Pennsylvania State university to conduct a review of literature that concerns
uses, training for optimal performance, product disposal, and even taking over customer operations that pertain to the use of the product
development through training, provision of research journals, travel to conferences, and giving them challenging assignments SMES often have limited financial resources to invest in innovations that are expensive to
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, have minimal archives
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 or develop new ones (Branzei
screening and business analysis be conducted in parallel as well as personnel training and service testing and pilot run.
individual employees and the quality of service can vary greatly depending on the training and experience of employees.
As a result, it is critical that personnel training is conducted properly regardless of whether the solution is a product,
installation and training. The latter two may be part of the sale price (at or below cost) because
while service-centered learning is underway so that employees are free to engage in service exploration. Once the change process
common purpose (Susman and Dean, 1992 Once employees are motivated and united to achieve service-centered goals,
Education and training on the job are relevant to improve the firm†s expertise, to enlarge the body of knowledge and to
firm should also look for new hires that have diverse work experiences, education demographics, knowledge, skills and abilities so as to bring new perspectives to the table
) Employees should understand that learning from failures is often a key to success Susman et al.
risks and inhibits feedback and learning opportunities from the field. It is better to overstaff in
•Adding new skills via focused training of those local consultants who have the propensity
•Explicit-to-tacit is typified with a learning environment particularly where students are required to experiment with published information
Harvard Business school Press Discusses alternative approaches to supplier-OEM design relationships Congram, C. and M. Epelman (1995."
-University of Turin Discusses internationalization, and specifically the weaknesses of SMES de Brentani, U. 2001."
The case of UAP), for UAP and The french Ministery of Research-University of Lille Discusses service innovation in the insurance industry
University-Smeal College of Business Discusses the evolution of innovation research Gebauer, H.,E. Fleisch, T. Friedli (2005."
University Press Discusses the emerging importance of intangible assets in today's business Hinds, P. and J. Pfeffer (2001.
motivational factors affecting the transfer of expertise, Stanford university Graduate school of Business Describes the complexities of tacit and explicit knowledge
Harvard Business school Press Discusses eight steps for successful organizational change Kupper, C. 2001. Service innovation-A review of the state of the art, The University of
Munich, Institute for Innovation Research and Technology Management: 1-46 Discusses the history and current state of service innovation in industry and literature
"Journal of European Industrial Training 24 (2/3/4): 137-148 Studies small Irish electronics firms
systematizing learning across projects 67 Nonaka, I. and H. Takeuchi (1995. The Knowledge-Creating Company:
University of Technology, BIT Research Centre Discusses the creation of industrial service innovations that add value to the customer
London Business school, University of North carolina and University of Southern California Research Monograph Discusses progress towards global service leadership in the US service industry
Harvard Business school Press Discusses the attributes and strategies of hidden champions (worldwide market leading SMES
Discusses organizational learning and the organization of innovation from the perspective of Danish service firms Susman, G. I. and J. W. Dean Jr (1992.
â€oedevelopment of a model for predicting design for manufacturability effectivenessâ€. In G. I. Susman (Ed.)Integrating Design and Manufacturing
College of Business Sponsored Research for The National Institute of Standards and Technology Manufacturing Extension Partnership.
SPRU Science and Technology Policy Research-University of Sussex: 1-31 Introduces and tests a framework for new service development in the US and UK
University of Groningen Research Institute SOM Discusses possible innovation advantages of small and large firms.
Companies, The Pennsylvania State university-Smeal College of Business-for NIST Reviews the innovation activities of SMES
recruitment of university graduates and skilled personnel; awareness of new ideas and technologies; and incentives and institutional frameworks for improving collaborations within networks and clusters, including
local technical centres or technical colleges â This background paper was provided based on material by David Audretsch (Indiana University), Bart Clarysse
and Vincent Duchã ne (Kwanticonsult) and Vlerick Leuven (Gent Management School at the University of
Gent), with contribution from Gian Maria Gros Pietro, Andrea Bonaccorsi, Anna Buzzonetti, and Mario Cerchia
many scholars have predicted the demise of SMES. But in fact, the share of economic activity accounted for by SMES has risen in most OECD countries.
â'They employ some higher educated people (with a university degree or the equivalent â'They have introduced at least one new product on average
universities and research labs R&d ACTIVITIES Invest significantly in research 75%invest more than 20%of
or research institutions, such as universities. Economic knowledge spills-over from other firms conducting the R&d or from university research laboratories.
But why should knowledge spill over from the source of origin? At least two major spillover channels are
a knowledge worker may choose to exit the firm or university where the knowledge was created initially.
good at customer training. As the complexity of products increases, the customer requires more instruction
order to provide services, such as training, to customers. While such services could be contracted out, the
transfer new economic knowledge from universities to firms 60. The relative importance of proximity, and therefore the tendency of firms to spatially cluster, is
of new economic knowledge, such as university research tend to elevate the propensity for innovative activity to cluster during the introduction stage of the life cycle,
and to contract a third party (a research centre, university or company) to carry out R&d on their behalf.
important actors which are mentioned not in this table (Ministry of Education and Research, Ministry of Industry);
budget of Ministry of Education and Research, Ministry of Industry 23 Firms that applied for support
â'They need help recruiting university graduates and other skilled personnel â'They need to be made aware of new ideas and technologies
â'They need better incentives for collaboration with local technical centres or technical colleges 95.
experimentation and learning before they succeed. Also there are no recipes for success that will be valid
†University research Links and Spin-offs in the evolution of regional clusters of high-tech SMES in Europeâ€, 1997
between SMES€, working paper University of Gent, under review at Small Business Economics Cohen, W. and Levinthal, D.,1989, â€oeinnovation and Learning:
The Two Faces of R&dâ€, Economic Journal, 99 (3), 569-596 Cooke, P.,Boekholt, P. and F. Tà dtling, 1999, â€oeregional Innovation Systems:
†University research Links and Spin-offs in the evolution of regional clusters of high-tech SMES in Europeâ€, 1997
Linkã ping University Department of Management and Engineering SE-581 83 Linkã ping, Sweden Tel:+
Entrepreneurship, Sahlgrenska Academy, University of Gothenburg, has been very instrumental in both introducing me to the Linkã ping team and in commenting and
/Sahlgrenska Academy, University of Gothenburg, for their continuous encouragement and support. Special thanks go to Lena Nystrã m, Boo Edgar, Bernt Evert, Karl Maack, Bjã rn
Center of Innovation and Entrepreneurship, Linkã ping University: Dzamila Bienkowska Charlotte Norrman, Erik Lundmark, and Peter Svensson
I sincerely wish to thank, also, Joakim Wincent from Lule㥠University of Technology, for his deep insight into and criticism of my work,
thank my co-author, Michael Busler of Richard Stockton College, New jersey, USA, for his great help and friendship through the years.
University of Gothenburg for encouraging me to keep my spirits high and continue pursuing my academic and scientific goals
and Kingsley Haynes, from George Mason University Hamid Etemad, from Mcgill University; and Allam Ahmed, from the University of Sussex
for their dear friendship and scholarly spirit My friends and colleagues at the Institute of Innovation and Entrepreneurship at
University of Gothenburg have also been very supportive. Many thanks and gratitude goes to Ulf Petrusson, Annika Rickne, Maureen Mckelvey,
and Magnus Eriksson, for their kind support. Furthermore, I wish to thank my colleagues and friends Mats Lundqvist, Karen
brother, Fikri Abu-Zidan, from UAE University, who never stopped believing in my academic ambition.
criticized by scholars in the field as being inadequate (Klofsten 2010, Davidsson and Klofsten 2003).
This work attempts to alert scholars working with firm performance research that a better approach is needed.
University of Technology in Gothenburg. At that time, I started a small trading firm, called â€oeamana, †which was meant to be a commercial broking enterprise.
University (WIU), USA in 2001. The document was the first stage in proposing an SME firm
the university awarded me, in accordance with its standards, a Phd degree. I am aware that
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
Earlier, some scholars called for a totally non -31 financial approach to valuing SMES (Lussier and Pfeifer 2001.
among scholars that SMES are an important source of innovation. Rothwell (1989) outlined several advantages of small firms according to their innovation capacities, including their
The Learning Model theory of performance prediction models Hard Quantitative In the learning model theory, firms are assumed to possess a
cost parameter. As each period passes, a firm revises its beliefs about its true performance based on the previous
Scholars found that firm survivability is correlated positively to firm size (Mansfield 1962 Caves 1998. In the learning model theory of Jovanovic (1982), firms are assumed to possess
a cost parameter reflecting performance. Although each firm knows the distribution of this parameter for all other firms, it is unsure of its own true cost.
learning regions (Morgan 1997. Laven (2008) identified the three concepts of innovation systems, clusters, and the triple helix, stating that they were novel,
education and other skills assist in rapidly applying new technology within the firm (Adams 1980, Nelson and Phelps 1966, Welch 1970, Schultz 1971.
transferable and facilitates the accumulation of specific human capital (Ballot and Taymaz 1997). ) Such mechanisms lead to competence-building,
organizations have been viewed by scholars over time THE RATIONAL CLOSED SYSTEM The rational approach of organizational structure emphasizes the legal,
) One of the earliest scholars to apply this philosophy to management was The french industrialist Henry Fayol (1949.
Other scholars contributing to the development of this theory included Massie (1965), Simon (1997), and
scholars understand organizational structures, it has drawn criticism based on various arguments (Thompson 1961, Dalton 1950,1959 45
originates from the thinking of Elton Mayo (1945) of Harvard Business school, who based his works on analyzed data collected by Roethlisberger and Dickson (1939.
scholars looked at variations of organizational structures in an empirical way, introducing the comparative structure approach to organizational build up (Scott 2003.
trial and error, chance, superstitious learning, and retrospective sense making (Weick 1979 47 The socio-technical system approach to organization argues that individuals, as well as social
thinking is based to a great extent on the work of scholars at the Tavistock Institute of Human Relations, in England.
Several scholars have conducted research that demonstrates the inseparability of the external environment from the entrepreneurial processes (Covin and Slevin 1991.
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
Some scholars in fact entirely reject the suggestion that qualitative research only can â€oedescribe†or â€oeexplore†the social world (Mason 1996
firm dynamic theories, 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, and Neural networks are
The learning model has a relatively intermediate level of coverage intensity, indicating a dual focus
published in a conference at the University of Durham in 2002 (Abouzeedan and Busler 2002).
Small Firms Policy and Research Conference at the University of Surrey, Surrey, U k Abouzeedan and Busler 2003.
various scholars who are interested in issues of economic development in that region Summary of paper 5
VII, Knowledge management and Education, Chapter 30, pp. 287†294, Abouzeedan, M Busler, M, . and Hedner, T. 2009
Entrepreneurship unit at Sahlgrenska Academy, University of Gothenburg, Sweden. Before that paper, I performed most of my research as an external academic, in association with
academicians from universities in Sweden and the USA Paper 4 introduces the concept of innovation capital.
paper, Head of the Innovation and Entrepreneurship unit, Professor Thomas Hedner, noted 79 that researchers needed to relate innovation to the degree of the openness of the innovation
performed by me with the support of Professor Michael Busler from The Richard Stockton College of New jersey, USA.
The only exception was paper 6, which I co-authored with Professor Thomas Hedner from Sahlgrenska Academy, University of Gothenburg, Sweden
Paper 7, on the other hand, was developed with the support of Professor Magnus Klofsten from Linkã ping University, Sweden,
and also Professor Thomas Hedner 82 Contribution of paper 7 to the purpose of the thesis
The SIV model has the advantage of balancing both quantitative and qualitative input parameters. The quantitative variables in the model include R&d and other outward
technology costs, as well as inward technology costs such as management and administrative innovations. These aspects are summed up in the technology intake parameter.
the case of the learning models. Other models are concerned more with the internal experiences of single firms,
International University. ISBN 91-628-6140-9 Abouzeedan, A. 2002. Performance factors of small and medium-size enterprises:
Development and Public Policy in the Emerging Digital economy, University of Trollhã¤ttan/Uddevalla, Uddevalla, Sweden, 6†8 june, 7†19
International Conference on Medium Enterprise Development, Collingwood College University of Durham, Durham, U k.,14†16,july 2002, paper no. 15 (CD version
Abouzeedan, A. and Busler, M. 2003. Survivability coefficient: New measurement of SMES performance. In the proceedings (CD version) of the ISBA 26th National Small Firms
Policy and Research Conference, University of Surrey, Surrey, UK, 12†14 november Abouzeedan, A. and Busler, M. 2004.
University of Michigan Press, 164†173 Adams, J. D. 1980. Relative capital formulation in the United states. Journal of Political
Harvard Business school Press Baldwin, J. R. 1995. The dynamics of industrial competition. Cambridge, Massachusetts Cambridge university Press
role of training, learning and innovation. Journal of Evolutionary Economics 7 (4), 435†457 Barnard, C. 1938.
University Press Baum, J. A c. 1998. Disciplinary roots of strategic management. Advances in strategic management, vol. 15.
University of Kansas, Lawrence, Kansas, 29†53 Bergek, A. and Norrman, C. 2008. Incubator best practice:
Harvard Business school Press Chesbrough, H.,Vanhaverbeke, W. and West, J. 2006. Open innovation: Researching a new
Research Conference, Babson College Wellesley, Massachusetts, 1-22 Churchill, N c. and Lewis, V. L. 1983.
Innovation and learning: The two faces of R&d Economic Journal 99 (397), 569†596 Cohen, W. M. and Levinthal, D. A. 1990.
learning and innovation. Administrative Science Quarterly 3, 128†152 Cole, R. E. 1994. Different quality paradigms and their implications for organizational
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.
Paper prepared for the OECD Directorate for Social affairs, Manpower and Education†GERI. (IUI w. p. 350b, Stockholm
educational research. Lewis, UK: Falmer Press Fink, D. and Kazakroff, K. 1997. Getting IT right. Australian Accountant 67 (10), 50†52
Chalmers University of Technology. Vinnova Report, VR 2008: 02 Freel, M. S. 2000. Do small innovating firms outperform non-innovators?
Journal of International Business studies 32 (4), 749†768 Gnyawali, D. R. and Park, B-J. 2009.
Institute of Public Administration, Columbia University Hadjimanolis, A. 2000. An investigation of innovation antecedents in small firms in the
University of Pennsylvania Press Hopenhayn, H. A. 1992. Entry, exit, and firm dynamics in long run equilibrium
Department of Industrial Management and Economics, Chalmers University of Technology Jain, B. A. and Nag, B. N. 1997.
University of Michigan Katz, J. A.,Safranski, S. R. and Khan, O. 2003. Virtual instant global entrepreneurship
Linkã ping University, Department of management and Economics, No. 24, Ph d dissertation, Linkã ping, Sweden
University of Chicago Press Koh, H. C. and Killough, L. N. 1990. The use of multiple discriminant analysis in the
Law, Gothenburg University Lawrence, P. R. and Lorsch, J. W. 1967. Organization and environment: Managing
Graduate school of Business Administration, Harvard university Lei, D. T. 1997. Competence building, technology fusion, and competitive advantage:
key roles of organisational learning and strategic alliances. International Journal of Technology Management 14 (2†4), 208†237
Management and Economics, Chalmers University of Technology 117 Lindholm, Ã. 1994. The economics of technology-related ownership changes:
Chalmers University of Technology (ISBN 91-7197-054 Lussier, R. N. and Pfeifer, S. 2001.
Graduate school of Business Administration, Harvard university Mazzarol, T. and Reboud, S. 2008. The role of complementary actors in the development of
Harvard Business school Mckee, T. E. and Greenstein, M. 2000. Predicting bankruptcy using recursive partitioning and a realistically proportioned data set.
The learning region: Institutions, innovation and regional renewal Regional Studies 31 (5), 491†503 Moss, S. 1984.
Linkã ping University, No. 1175 (ISBN 987-7393-923-2), Linkã ping Sweden NUTEK. (2004.
Journal of International Business studies 25 (1), 45†64 Paasio, A.,Picard, R. G. and Toivonen, T. E. 1994.
logistic analysis. University of Liverpool, Discussion papers in Economics, No. 54 October), University of Liverpool, Liverpool, UK
Peel, M. J. 1987. Timeliness of private company accounts and predicting corporate failure The Investment Analyst:
University of Trollhã¤ttan, Uddevalla, Uddevalla, Sweden, 6†8 june, 393†411 Porter, M. E. 1980.
University of Chicago Press Powell, W. W.,Koput, K. W. and Smith-Doerr, L. 1996.
Networks of learning in biotechnology. Administrative Science Quarterly 41 (1), 116†145 Propp, V. 2003.
University of Texas Press, Austin Texas, USA Pugh, D S. and Hickson, D. 1976. Organizational structure in its context:
School of economics & Finance, University of St andrews, St andrews, UK Rice, M.,Kelley, D.,Peter, L. and O†Conner, G. C. 2001.
International Student Edition. Edward Elgar Publishing Limited, Cheltenham, UK Ritchie, J. and Lewis, J. 2003.
students and researchers. Sage Publications, London, UK 122 Roethlisberger, F. J. and Dickson, W. J. 1939.
The role of education and of research New york, New york: Free Press Schumpeter, J. A. 1934.
F. W. Olin Graduate school of Business, Babson College, Babson Park Massachusetts, USA Trippi, R. R. and Desieno, D. 1992.
Education in production. Journal of Political economy 78 (1), 561†577 Welch, S. and Comer, J. 1988.
University Press Yin, R. K. 1989. Case study research, design and methods. Beverly Hill, California: Sage
Vanderbilt University Press, Nashville Tennessee, USA Zaltman, G.,Duncan, R. and Holbek, J. 1973. Innovations and organizations.
Overtext Web Module V3.0 Alpha
Copyright Semantic-Knowledge, 1994-2011