further through work experience, learning and knowledge sharing the demand for competent personnel provides challenges for the education system
international surveys have shown norwegian pupils to be less proficient in reading and science subjects than those of countries we usually compare ourselves with.
today†s pupils and students are the ones who will be creating the job opportunities and
Professor Klaus Busch for the project idea; Martin Hagemann (Link MV e. V.)and Dr. Gerd
Therefore, we also address students or continuing professional development trainees who might use it as â€oea pocket guide†for economic and innovation related subjects.
learning and working tool For other, more complex tools, expert assistance or further learning will be necessary.
This can be done best in useful learning scenarios by way of workbased, project based, project
integrated learning or similar After reading the content you will be in a better position to make a sound decision on the
usefulness of a certain innovation tool for your purposes and your working environment This way, we hope to encourage the user of this guide to reflect on the question â€oewhat else
and 3) Policy workshops to carry out peer reviews of policy schemes. The Innobarometer is an opinion poll conducted among enterprises to gather their appreciation of innova
-novation and knowledge via talented graduates from Universities to business, involving businesses and academics or researchers that work together on commercially and strategically important devel
of Management offers individual courses related to innovation and also post graduate programmes "Innosupport: Supporting Innovation in SMES
-tise through academic staff and graduates with the aim to facilitate innovation South East Development Agency:
A mid-sized school district (11,000 students) had used the bond process to aggressively acquire and deploy technology.
ï Accreditations, qualifications, certifications ï Processes, systems, IT, communications ï Cultural, attitudinal, behavioural ï Management cover, succession
ï Accreditations, etc ï Processes and systems, etc ï Management cover, succession Opportunities ï Market developments
Quick MBA is an address for strategic management in general and therefore it contains the tool of
They noticed that the rosters for the students were sent invariably very late, so there wasn†t enough time to prepare the materials needed to be given to the students who attended
the workshop. Moreover, they observed that they could change the process flow, by removing A v
ï personal/individual learning and the capacity to apply these things to produce greater personal
ï transfer of the personal learning to group learning and then reaching the organisational goals
Individual/Learning Partner Reinforcement & Coaching Learning is done in pairs with the purpose of offering support
and understanding and, in the end, the participants have identified obvious behaviour changes Phase VI: Change measurement The results obtained have been analysed by specialists;
openness towards learning and change; at business level (6 months after growth in sales and closing new deals;
Faster learning; cutting the personal and organisational learning curve in everything new that you do
for learning, hire for openness to ideas Belief that knowledge is prerogative of par -ticular groups, not invented here syndrome
The University offers a Master's and Doctoral program, as well as a KM Graduate Certificate program ï http://www. knowledgemedia. org
-lished channels, celebration of successes and learning from failures Checks and balances Finally, checks and balances need to be in place.
methodologies from each other, by observing how other companies operate, thus learning valuable lessons What Benchmarking is the continuous process of measuring subjects against competitors or market leaders
The training takes the form of classroom -based lectures and tutorials CMLS€ s general manager decided to broaden their area of expertise and offer a new business analy
1. Solid up-front homework †to define the product and justify the project 2. Voice of the customer †a slavelike dedication to the market
This is a direct result of better pre-development homework better cross-functional teamwork and tighter project specifications. â€
He has a Masters degree in Engineering and joined the company in 2000. Miroslaw says, every month we add about ten new models to our product
ï http://c2kschoolbox. granada-learning. com/pdf/keystage3and4/marketing worksheet4. pdf A useful address about the marketing mix
Learning through instruction has utilised always some kind of media to illustrate and facilitate the learning content,
-logue and then digital the use of media in learning has become an increasingly important feature.
has allowed the potential facilitation of learning content to a range of learning styles and learner
-ing the learning environment within the workplace is a key element in the facilitation and management
Media-based training basically utilises some of these media to enhance the learning process, address different learning styles
and to broaden the range of learning resources and often making them more accessible, especially those that are based digitally via online learning
The use of media only enhances learning when the media matches the learning content. Media for the
sake of media will not achieve the desired learning effect. There must be a clear link between the
learning method employed and the media Electronic media can be distinguished between analogue and digitally based media.
Analogue media is by now means dated if appropriate in the learning context. It can be cheap and easy to utilise.
Digi -tal media however can be more versatile, flexible in its application, especially when using the internet
as a resource. Most of the following refers to digital media 9. 2. 2. Where media applies
Minds wander, attention wanes, learners muddle through maybe. When learners are through, they want to escape as quickly as possible.
Little is retained Needed behaviours have not been established. Rich associations do not exist for learners to remem
-ber key points. Learning trough media will provide choices in how to learn. Media-based Training
MBT) is concerned with teaching and learning through the media It is worthy to notice that there is a clear need of emotional intensity of media simulated
experience for learning to last. Good MBT solutions are more than purely cognitive exercises †they evoke emotions.
but learner can use them also on request. Moreover, given the so -cially constructed nature of knowledge
others, creation of meaning and efficient learning are inevitably a social process. MBT cre -ates the conditions for deep learning through reflective dialogue with others.
MBT can be applied in all types of firms. In the new online evolving collaborative learning and work
-ing environment creative thinking may emerge 9. 2. 3. Why Media Based Training Each approach to learning has advantages and disadvantages.
This is no different when using MBT. The illustrations below are aimed to list some of these
-pect can at times become the focal point rather than the learning as illustrated below Disadvantages requires
Learners progress through a lesson along paths determined by the designer or choices by the learner.
In many ways, a lesson is a miniature course requiring its own objectives, introductions, assessments and
knowledge that requires rich interaction with the computer or other learners ï Learner-customized tutorials:
is used to let learners customize training to their individual needs; especially suits learners with widely varying needs, interests and levels of knowledge
ï Knowledge-paced tutorials: is used to let impatient learners skip over topics on which they are
already knowledgeable ï Exploratory-tutorials: is used to teach learners to learn on their own by developing their skills
of navigating complex electronic information sources ï Generated-lessons: is used to customize learning for those who have very specific needs and
not much time or patience to complete topics they have learned already Metaphors and their support for innovation
A metaphor is a consistent design that models the structure and the appearance of the MBT solution
on something familiar to learners. A metaphor can be extended an analogy, theme, motif, ongoing scenario or overall question.
ï makes the learning environment more predictable ï contains objects and actions corresponding to real-world
Efficient deep learning "Innosupport: Supporting Innovation in SMES "-9. 2. Use of Media to support innovation
A learning centre is operating at the Melfi factory (near Potenza) of Fiat Auto. It is an innovative struc
learning centre will be open, outside working hours, to everyone working inside the factory premises Shifts will be organized according to demand.
models and simulations for economics and business teachers, lecturers and students. The simulations also have support materials that have been written to enhance their educational value.
Dustin sets up situations that the student will encounter in real life and allows the student to demon
-strate his competence. If the student succeeds at one task, he can skip ahead to the next lesson.
If he has trouble, he can return to the beginning of the instruction. Because the student is simulated in a
situation identical to the one in which he will have to function, he does not have to learn things that will
Dustin allows students to learn language in realistic situations. But it will probably not enhance a student's performance on achievement tests.
A Dustin student cannot be graded in the conventional sense, but what we can see is
if a student successfully completed various tasks Domains: Foreign language http://www. engines4ed. org/hyperbook/nodes/NODE-302-pg. html
Modern training regimens often divorce instruction from practice, concentrating on either one or the other.
monitors the student's ongoing activity in the simulation and offers a particular type of intervention
and implies collaboration in learning and self professional development. These solutions take into account approaching the learners as whole
persons, not only as intellects, the change with respect to knowledge in terms of approach, concep -tion, attitudes and behaviour,
and the achievement of transformation skills, self evaluation and crea -tion of learning communities. The use of the right metaphors in combination with the appropriate les
-son structures can provide for a rich and effective learning environment that can be stimulating the generation of innovative ideas
Media-based training will continue to grow and advance. Soon most product sold will have MBT avail
Related topics are based web learning, computer-based learning and elearning 9. 2. 7. Resources Bibliography
Allesi, S m.,Trollip, S. R.,Multimedia for Learning. Methods and Development. Allyn and Ba -con, 2001
I.,Facilitating Reflective Learning in Higher education. SRHE and O -pen University Press Imprint, 1998 ï Buckingham, D.,Media Education:
Literacy, Learning and Contemporary Culture, Polity Press 2003 ï Cartwright, S. R.,Cartwright G. P.,Designing and Producing Media-Based Training, Butter
Learning about Teaching and Learning through Modelling. Falmer Press, 1996 ï Schank, R.,Designing world-class e-learning.
Schunk, D. H.,Zimmerman B. J.,Self-regulated learning †from teaching to self-reflective prac
Thorne, K.,Blended learning †how to integrate online & traditional learning, Kogan Page Ltd 2003
ï http://www. city. londonmet. ac. uk/deliberations/collab. learning/panitz2. html ï http://www. solt. info
The great importance of training, further training, learning, human resource development etc. should not be neglected â€
learning methods "Innosupport: Supporting Innovation in SMES "-10.1.0. Introduction page 209 of 271 10.1.1. What:
measures is to create training activities in such a way that the learning party can go through learning
ï planning of content and methods (didactics, forms of learning ï target group planning ï evaluation planning (â€oehow will we know that we reached our objectives and
Within the concrete learning situation the participant is confronted actually with the teaching staff as well as with the contents and activities.
ï use of new methods of teaching and learning, as well as the use of new learning tech
-nologies A central position within the training process holds the transfer and the implementation of the
ï What attempts are made to support the transfer of learning results onto the job ï What attempts are made to determine the results of further training measures
However, in the longer term a better understanding of the business in terms of a learning organi
growing complexity of research and innovation, the importance of knowledge and learning etc form the innovation process.
ï †and by suitable learning among at least three partners ï †help to bring about innovation
This book outlines by means of the idea of a learning region a pro-active discussion of the
For the first time the idea of a learning region is comprehensively pre -sented. Because of the look from a business management point of view, it gives impulses for
Young learners are able to use the potential of their brain power, although they can
and reflection as older learners can. Above all, older people are very often more motivated than younger learners
The main motive for (language learning is the usefulness. An advantage of foreign language skills is that these skills are also useful in private life †for meeting interesting people,
students for intensive learning is best between 10 and 12. Ask what the adopted learning
concept Is there are still learning concepts based on reading, translating and answering questions! Pair and group working
Native speakers are needed for conversation at a later stage of learning "Innosupport: Supporting Innovation in SMES
I regard the learning with new types of media a useful learning instrument for exercises and
no learning objective. Please bear this in mind when distinguishing between what you â€oewould like to
We have used also successfully similar tables for the preparation of learning arrangements. Please give the tutor the filled-in questionnaire
online English learning platform ï http://www. ego4u. de Learning English online: free exercises, explanation, preparation for tests, games and informa
-tion about English language and culture ï http://www. tu-chemnitz. de/phil/Internetgrammar /"Innosupport: Supporting Innovation in SMES
and open for learners from all countries ï http://www. faz. com/IN/INTEMPLATES/efaz/default. asp
/This website contains many useful links for learning offers. Run by German Volkshochschule more appropriate for German users
but the links will be helpful also for learners from other countries ï http://www. esl-lab. com/index. htm
The BBC (British Broadcasting Corporation) offers very attractive and a large scale of learning subjects and exercises to improve your English skills
-cultural issues and use †action learning sets†for example 7. Hold intercultural †fun†days that include competitions that test your intercultural knowl
B. Self evaluation Competency Description Your comment †tolerance of ambigu -ity†an attitude of in situations which are not clear
way of finding out about and learning from the culture (e g. customs, practices and values) of
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
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,
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.
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
innovation and learning activities but also be a part of designing activities (Wilhelmsson & DÃ Ã s, 2009, Kianto
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
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
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
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
ï The platform will facilitate peer-to-peer learning among the coaching community and will ensure the international dimension for coaching,
ï Workshops, training, peer-learning and other actions to improve the capabilities for design-driven innovation among business development organisations, incubators and
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
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
. and D. A. Levinthal (1989), â€oeinnovation and Learning: The Two Faces of R&dâ€, The Economic Journal, Vol. 99 (397), pp. 569-596
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
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,
) 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
•Explicit-to-tacit is typified with a learning environment particularly where students are required to experiment with published information
motivational factors affecting the transfer of expertise, Stanford university Graduate school of Business Describes the complexities of tacit and explicit knowledge
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.
â€oedevelopment of a model for predicting design for manufacturability effectivenessâ€. In G. I. Susman (Ed.)Integrating Design and Manufacturing
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
â'They need help recruiting university graduates and other skilled personnel â'They need to be made aware of new ideas and technologies
experimentation and learning before they succeed. Also there are no recipes for success that will be valid
Cohen, W. and Levinthal, D.,1989, â€oeinnovation and Learning: The Two Faces of R&dâ€, Economic
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. As each period passes, a firm revises its beliefs about its true performance based on the previous
In the learning model theory of Jovanovic (1982), firms are assumed to possess a cost parameter reflecting performance.
learning regions (Morgan 1997. Laven (2008) identified the three concepts of innovation systems, clusters, and the triple helix, stating that they were novel,
transferable and facilitates the accumulation of specific human capital (Ballot and Taymaz 1997). ) Such mechanisms lead to competence-building,
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
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
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
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.
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
the case of the learning models. Other models are concerned more with the internal experiences of single firms,
role of training, learning and innovation. Journal of Evolutionary Economics 7 (4), 435†457 Barnard, C. 1938.
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.
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
Graduate school of Business Administration, Harvard university Mazzarol, T. and Reboud, S. 2008. The role of complementary actors in the development of
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.
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.
F. W. Olin Graduate school of Business, Babson College, Babson Park Massachusetts, USA Trippi, R. R. and Desieno, D. 1992.
She is professor and director of research at the TÃ lã-universitã of the Universitã du Quã bec.
societies evolve through the daily accumulation of inventions--â€oeinnovationsâ€--which gradually alter the lot of human behaviour.
Bas, 1995)( translation), a process of problem solving, a learning process which brings into Innovation and Society
comparable production processes and the goal of the established collective learning processes is to solve common difficulties.
large enterprises, SMES, institutions of higher learning (universities, research institutes local authorities (municipalities, local organizations) and government institutions
Wolfe, D. 2002) Social Capital and Clusters Development in Learning Regions. In Holbrook A. and D. Wolfe (ed.).Knowledge, Clusters and Regional Innovation.
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