Learning models...46 CHAPTER III: THE CONTRIBUTION OF RESEARCH ORGANISATIONS...55 Introduction...55 Policy issues...
Learning models...74 CHAPTER IV: ENTREPRENEURSHIP AND START-UPS...83 Introduction...83 Policy issues...83 Assessment of the region...
Learning models...98 CHAPTER V: SME DEVELOPMENT IN ANDALUSIA...106 Introduction...106 Policy issues...106
Learning models...115 CONCLUSIONS...127 Human capital and labour market...128 Contribution of research organisations...128
The quality of universities needs to be enhanced The university system †10 public universities with a total of approximately 230 000 students â€
whether their †clustering†has fostered a more collaborative culture of learning and knowledge exchange. While in technology parks there is a relatively high level of collaboration with universities
to good practice learning models implemented in other OECD countries ï The current and future role of RETA in the local development framework
or grow absorptive learning capacities to make best use of the factors individually and collectively in networks,
this context is a function of both formal skills development and experiential forms of learning by
industrial innovation through a variety of channels, including learning by researching, learning by interacting and learning by doing,
international'learning model'programmes addressing the policy recommendations A final chapter summarises main conclusions and policy messages on entrepreneurship promotion and
international learning models Policy issues A rich literature debates the role of human capital formation and labour market dynamics in
would allow overcoming the current bureaucratic obstacles to the recognition of degrees and movement of students, researchers, faculty and staff within European universities.
Graduate programs also attract an increasing number of foreign students to Andalusia universities: 20%are of foreign origin, with 8%coming from
which are supported by the learning models in the final section 10 For instance, it recently started the Andalucã a Lab,
Learning models East Bay Green Corridor Partnership: Linking workforce and economic development in the regional green economy
, the project-based learning model (Rasmussen & Sørheim, 2006. Programs at both the Chalmers School and the School of economics and Commercial law at the University of
specifically a new learning-by-doing program as has been so successful in Gothenburg, at one of the biggest universities.
Self evaluation Report. Paris: OECD Directorate for Education Programme on Institutional Management in Higher education Madsen, H.,Neergaard, H,
learning models are described which complement the key policy recommendations in the chapter and provide some insight into how they can be implemented
generation of innovation approaches focuses on the role of shared knowledge and learning processes and the importance of building relationships and social capital between key actors and institutions
-based learning (Jensen, Johnson, Lorenz, et al. 2004). ) Innovation in the STI mode draws substantially upon existing bodies of codified knowledge, both those involved in previous research undertaken by
involves a process of learning-by-interacting and is much more local in nature (closer to the synthetic
however, the recent self evaluation report prepared for the OECD review of higher education in the region notes that the relation between the universities†research
The self evaluation report concludes that †this shows that the universities do not have their
of the learning models. The introduction of a full-fledged co-op program at several of the regional
Learning models This part of the chapter presents evidence from three learning modules, largely from North
America, that provides further support for the policy recommendations set out above The Industrial Research Assistance program/National Research Council
The first learning model explores the relevance of Canada†s Industrial Research Assistance Program (IRAP.
The second learning model provides more details about the University of Waterloo†s cooperative education program and particularly, the crucial role that it plays in the local innovation system.
funds the acquisition of technology to enhance classroom learning. As a result Waterloo became one
The third learning model corresponds to the third policy recommendation in that it draws upon the evolving trend of science
In this respect, the learning model is more prospective in pointing to work that has recently been carried out on the future evolution of technology parks.
Self evaluation Report. OECD Reviews of Higher education in City and Regional Development. Seville: General Secretariat for Universities, Research and
international †learning models†which are designed to illustrate what is being done in other regions to
Learning models This part of the chapter will provide evidence from three learning models from EU countries that
can provide further illustration and support for the policy recommendations set out above The Entrepreneurship Action Plan for Wales:
Unlike the preceding two examples this learning model is not based on a concrete best practice
support environment for the different types of SME before proposing a number of learning models that
collaborative culture of learning and knowledge exchange. A recent study that explored the type and
There are limitations to how much of a collaborative learning culture can be instilled on SMES from top-down initiatives imposed by regional government agencies
At the same time, regions that have been most successful in inculcating a better collective learning culture tend to be those that have developed sectorally based support organisations that can provide
level of cooperative activities in agri-food sectors) to create †bottom-up†forms of collective learning
SMES and larger firms building more effective collective learning networks both within but also outside the region.
promote collective learning activities, though these are seen often as remote from most SMES because of their overt focus upon higher level forms of knowledge creation.
should be replaced by a flatter and more †negotiated†set of collective learning relationships, where
Learning models The Tuscan Model of Localised Quality in the Agri-Food Sector Description of the approach
Cumbers, A. Mackinnon, D. Chapman, K. 2003) Innovation, collaboration and learning in regional clusters: a study of SMES in the Aberdeen oil complex.
Lorenzen, M. 1998 Specialisation and Localised Learning: Six Studies on the European Furniture Industry. Copenhagen Business school Press, Copenhagen
Maskell, P. 1997 Learning in the village economy of Denmark. In Braczyk, H. J. Cooke, P. and
Localised Learning and Regional Development: Specialisation and Prosperity in Small Open Economies, London, Routledge Maskell, P. 1998 Successful low-tech industries in a high-cost environments:
questionable whether †clustering†has fostered a more collaborative culture of learning and knowledge exchange. Indeed, few firms appear to develop collaborations with other firms co-located in the same
R&d activity focused on strategic growth areas and problem-solving or learning-oriented activities centred round the need for upgrading existing sectors could be given equal priority.
e g. collaborative learning and knowledge exchange) may have not been working in the region as well as hoped for.
3. Absorptive Capability and Organizational Learning Theory 27 4. Social network in Organizational Contexts 32 5. Entrepreneurial Orientation 35
2. 2. Learning-by-exporting: from export activities toward innovativeness 99 3. Research Design 100
Table 4. Absorptive capability (ACAP) and organizational learning OLER): ) a brief of main studies 30
Learning Theory Research design 9 Quantitative study 9 Survey from 121 Spanish SMES 9 Multiple regression analysis
strategic learning from failure firm size, and firm age Lumpkin and Dess 1996 Dynamism, munificence
3. Absorptive Capability and Organizational Learning Theory Absorptive capability and organizational learning have been used in diverse and
significant organizational phenomena. The importance of these approaches has been noted across the fields of strategic management (Lane and Lubatkin, 1998;
organizational learning, and firm outcomes that pertain to creating a competitive 28 advantage. Table 4 provides a useful example
using absorptive capabilities and organizational learning approaches in different fields of organizational management The Learning Theory, in essence, suggests that an organization learns when its routines
systems, and policies assimilate activities and experiences (Grant, 1996. In this vein Sapienza et al. 2005) pointed out that the greater a firm†s attention to developing new
the greater its learning is. This point of view is consistent with previous theory, which holds that the amount of information
presence, â€oeinternational learning effort†(Sapienza et al. 2005), extends, and highlights the idea of an absorptive-based view and learning theory as a framework for theory and
hypotheses regarding international business. Consistent with Johanson and Vahlne 1991), firms may learn directly from foreign-market experience and indirectly via
Table 4. Absorptive capability (ACAP) and organizational learning (OLER: a brief of main studies Study Theoretical
expansion promotes technological learning, which in turn enhances performance 9 Technological learning has a positive effect on firm
performance 9 International diversity and mode of entry have a positive, direct effect on firm performance, in
technological learning 31 Table 4. Continued Study Theoretical approach Treatment/modeling Outcome/effects Lane et al.
Test a model of international joint ventures learning and performance that segments ACAP into the three
international joint ventures learning and performance as well as a initial insights into how those relationship change over time
entrepreneurial orientation are associated with learning activities 9 Early internationalization is positively related to learning effort 9 Entrepreneurial orientation is positively related to
learning effort Source: Self-elaborated 32 4. Social network in Organizational Contexts Approximately 30 years ago, an important new area of research within the
organizational context emerged. The starting point of the study of social networks was drawn on a broader revitalization of the field of economic sociology (Hoang and
learning from failure. Therefore, EO and growth (measured by sales growth, in this study) were related more positive among firms that employ autocratic decision-making
Consistent with the resource-and learning-based view, we focus on the relationship between innovativeness and export activity.
2. 2. Learning-by-exporting: from export activities toward innovativeness As indicated before, there is growing recognition about the relationship between
perspective on learning-by-exporting. It is acknowledged that the ability of a firm to recognize the value of new and external knowledge with an absorptive capacity (Cohen
component to learning and innovation Despite not being a longitudinal study, in this research we assume to be consistent with
2005) that there is a learning effort in foreign markets by companies. Thus, companies may learn directly from foreign
with the learning-based view, obviously this is a potential option. Despite, not having extensive literature examining the reverse relationship,
Consistent with the learning-by-exporting view, and in accordance with previous research, the following hypothesis can be addressed
may be inclined more to exert learning effort (Sapienza et al. 2005). ) For instance, we expected consumer product-oriented firms to develop more new products (Salomon and
Thus, our findings might be consistent with the existence of learning-by -exporting emphasized in recent literature (Salomon and Jin, 2008;
existence of learning-by-exporting, which could be particularly relevant for this group of firms to achieve higher levels of innovation
experimental learning and acquisitive learning (Zhao et al. 2011 4. 3. Essay Three This essay is subject to several limitations that typify behavioral research and we
should include a longitudinal perspective observing the effects of learning-by-exporting on a firm†s innovativeness (e g.,
learning and innovation. Administrative Science Quarterly, 35,128-152 Cooper, A c. 1979. Strategic Management: new ventures and small business.
Entrepreneurial orientation and organization learning: the impact of network range and network closure. Entrepreneurship Theory and Practice, 35
interorganizational learning. Strategic Management Journal, 19,461-477 Lawrence, P. and Lorsch, J. 1967. Organization and environment.
learning capability, knowledge, threshold and patterns of growth. Research Policy, 39,278-289 Lechner, C.,Dowling, M. 2003.
Exploration and exploitation in organization learning Organization Science, 2, 71-87 Meade, A w.,Watson, A m. and Kroustalis, M. 2007.
mediation of learning orientation. Technovation 30,65-75 151 Rialp, A. 2003. Fundamentos teã ricos de la organizaciã n de empresas.
and domestic learning effort. Journal of Business Venturing, 20,437-457 Salomon, R. and Jin, B. 2008.
industry heterogeneity in learning by exporting. Journal of International Business Studies, 39,132-150 Salomon, R. and Shaver, J. 2005.
Learning-by-exporting: new insights from examining firm innovation. Journal of Economics and Management Strategy, 14
Market orientation and the learning organization Journal of Marketing, 59,63-74 Schumpeter, J. 1934. The theory of the economic development, Cambridge university
organizational learning, and performance: evidence from China. Entrepreneurship Theory and Practice, 35,293-317 156 157
As digital business projects dynamically pivot with experimentation, innovation and learning, business cases may change dramatically.
13 Tsipouri, L. Paper presented at the European commission Mutual Learning seminar, 2012 14 Expert group report to the European commission, 2009, †Le monde en 2025.
technologies and innovative productsâ€, paper presented at the European commission Mutual Learning seminar 2012 references European commission
These advantages include learning and reputation effects as well as standard settings and developing innovation-friendly regulation
fundamentally new technologies to adopting organisational concepts through learning and copying. History has shown that the emergence of certain new technologies has spurred
uncertainty is reduced typically through learning, standardisation and the experiences made in applying a new technology to various fields of applications.
diffusion of existing technologies, improving skills through education and training, learning from good practice-KETS are more likely to result in a leap upwards in efficiency levels
of a new technology, through learning from using (Rosenberg, 1982) and from a fierce competition among technology producers who are seeking competitive advantages by
movers can often gain long term competitive advantages through early learning and reputation building Finally, commercialisation calls for an adequate regulatory framework
learning and innovation Technical knowledge and know-how to enable innovation Capabilities Organisational/Marketing knowledge and
The European commission adopted in February 2008 the Code of conduct for Responsible Nanosciences and Nanotechnologies Research 6
result facilitate experimental learning that can be assumed to be valuable in future technology development efforts.
and learning from biology how to manipulate and process light. Photonics holds a huge potential †not only for new and even better forms
and a long story of accumulation of technological, organisational, management, and engineering capabilities which can be
strengthen the integration of industry, learning and research, at the time it uses and increases
technologies, the diffusion of advanced materials generates network and learning effects among users. As a consequence, diffusion of new materials is accelerated when a certain level
facilitate experimental learning that can be assumed to be valuable in future technology development efforts. Sustaining production capabilities can
-operation and mutual learning among SMES. Typically, programmes that focus on smaller European Competitiveness in KETS ZEW and TNO
-operation and mutual learning among SMES -Policy should also acknowledge the role of lead firms
Fagerberg, J. 1995), User-producer interaction, learning and comparative advantage, Cambridge Journal of Economics 19, 243†256
 learning  they  may  take  from  working  with  a
 learning  discussion  forums  presentations  research  and  networks Â
Towards a Theory of Innovation and Interactive Learning, Pinter Publishers, London, New york, 1992 16 B.-Ã. Lundvall, National innovation system-analytical concept and development tool, DRUID Tenth Anniversary Summer Conference, Copenhagen, 2005
33 J. G. March, Exploration and exploitation in organisational learning, Org. Sci. 2 (1)( 1991) 71†87
Learning through Networks? Harvard Business school Press, Boston, 1992 35 I. Nonaka, H. Takeuchi, The Knowledge-creating Company:
a new perspective on learning and innovation, Adm. Sci. Q. 35 (1990) 128†152 54 D. Jong, J. P. J. B. Roelofs, Tweemeting Syntens:
76 D. A. Levinthal, J. G. March, The myopia of learning, Strategic Management Journal 14 (1993) 95†112
102 L. K. Mytelka, K. Smith, Policy learning and innovation theory: an interactive and co-evolving process, Res.
networks of learning in biotechnology, Adm. Sci. Q 41 (1)( 1996) 116†145 Yuandi Wang is a postdoctoral fellow at Technical University of Denmark.
companies to start their learning process, the first necessary step is to ensure a higher visibility of
The Sustainable Learning Networks in Ireland and Wales (SLNIW) project is based on the simple concept
of entrepreneurs learning from each other. Six learning networks, of entrepreneurs and owner/managers of SMES and micro-enterprises have been established, three in Ireland and three in
Wales The aim is to increase the skill sets of these entrepreneurs by facilitating knowledge transfer between
it changes the way services are delivered e g. remote learning or healthcare and diagnostics simulation (training), virtual reality (architecture and design;
WIT also delivers strong undergraduate and postgraduate programmes in software development. Based on its excellent track record in telecommunications software and
Provider/Programme Learning Outcome Digital Skills Academy Webactivate Programme, NFQ Level 6 First step Microfinance Regional Training Networks †NFQ Level
Provider Programmetitle NFQLEVEL ECTS Years Iot Carlow Certificate in Computer systems Level 6 60 1 Iot Carlow Certificate in Mechanical engineering Level 6 60 1
Learnings from the 2010 Labour market Activation Fund, which is currently being evaluated, should also be taken on board
hinterland as a Learning Region and is committed to the educational development of the region in a way that is reflective of its national and international aspects.
which is a significant postgraduate programme. WIT is also active in providing part-time courses, which accounted for 18 percent of enrolments in 2009-2010, as
dissemination of learnings and replication of successful initiatives to other regions These initiatives bring together a range of stakeholders, for a variety of reasons, for example
from increased industry placements during their graduate programme, the current environment could provide opportunity to take a proactive, regionally based and creative
The Department for Employment and Learning in Northern ireland, sought to drive the implementation of their Skills Strategy through six regionally based employer-led Workforce
A report commissioned by the Department of Employment and Learning undertook a review of the WDF and outlines a clear mandate and recommendations to increase the effectiveness of
it changes the way services are delivered e g. remote learning or healthcare and diagnostics simulation (training), virtual reality (architecture and design;
WIT also delivers strong undergraduate and postgraduate programmes in software development. Based on its excellent track record in telecommunications software and
Facilitated networking, introductions and access to shared learning opportunities (e g through business networks, workshops, seminars
mobile media are enabling a disruptive transformation of the teaching and learning process This paradigm challenges traditional assumptions that have characterized long educational
institutions and processes, including basic notions of space time, content, and learning outcomes. Innovative educators have an opportunity to blend face-to-face and digital
learning models to advance an engaged, effective, efficient and affordable model of learning in the 21
learning dimensions, including the direction of communication, the level of interactivity, the media of communication, the constraints on the educational process, and the learning
outcomes. Recommendations for implementing new teaching and learning techniques are offered Keywords: Digital technologies; Social media; Networked society;
the forces advancing the emerging digital learning paradigm as well as the possible consequences of this fundamental transformation in teaching and learning
In the early 1980s the author was working on his doctoral dissertation at the University of
developments laid the foundation for a third educational paradigm of engaged learning taking shape three decades later
wide range of creative digital learning tools such computer algorithms for analyzing student writing and providing instantaneous user feedback in online media simulations.
the methods of teaching and learning;(2) it reshapes the content of what is taught and learned
highly effective from a learning perspective, but it is very expensive, typically requiring one-on-one instruction.
It is a model of learning based on one-to-many communication. Put in its simplest terms, it†s a broadcasting model of education.
efficient for mass learning of facts, methods and principles, and was suited particularly well for the
hierarchy in learning. It portends the end of courses. Learning becomes fluid and boundary spanning and interconnected.
Featuring online video learning modules available on an almost unlimited number of subjects, the Khan academy and MOOCS are especially
Their value is particularly high when learning analytics and artificial intelligence are used effectively to optimize
and customize student engagement and learning in real time (Fournier, 2011. Interactive, on-demand multimedia resources such as the Khan
learning customization, the ability of these systems to function effectively is limited largely to courses designed to advance subject matter mastery.
learning objectives involve developing new knowledge, solving new problems, and innovation The emerging third paradigm of education IS about students learning creative problem solving
innovation and generating new knowledge. It embraces a return of mentoring but in a cost
People, the first tuition-free, fully online four-year university to be granted accreditation http://www. uopeople. org
/Hybrid Learning One development from the late 1990s worth noting here is hybrid learning. Hybrid courses
combine face-to-face instruction and online learning. In one hybrid journalism course the author taught in the late 1990s, students working outside of formal class time could efficiently
In the emerging third paradigm, creative problem solving and innovation are the primary learning outcomes. Educators need to develop new assessment methods using the unique capabilities of
Entering this third paradigm of education, learning can transcend a variety of constraints that have
traditional learning constraints, including cost and choice (2013. Long argues that the end of these constraints creates an environment for â€oelearning unleashed. †It is an educational
Deeply Engaged Learning As suggested by Google†s Eric Schmidt and Jared Cohen, the interconnected student can become
an active collaborator in a continuous learning process (2013. Mobile technology, including wearable devices such as Google glass, enables the use of geo-location to foster deeply engaged
effective as a teaching and learning platform for minority populations. Of course, these networked digital technologies raise important privacy issues that must be managed in an
New Learning Methods Geocaching is a globally popular game of scavenger hunting that has moved efficiently from the
This kinesthetic learning approach builds on a well-established body of educational research called legitimate peripheral participation (LPP)( Wikipedia, 2014a;
multi-modal learning greatly facilitates student comprehension (Prince, 2004. LPP is just one form of active learning.
Other forms can involve wider use of mobile devices. Clickers, for instance, enable students to answer questions posed by
Moreover, learning analytics based on such data are increasingly being incorporated across digital learning environments. Mobile devices such as
smartphones or tablets can be used easily as well as clicker apps and other tools for active learning are widely available at low or no cost (Socrative, 2014.
This is a strategy to take advantage of many students†natural inclination toward ubiquitous and often non-stop mobile
Active learning via these or other digital devices such as those in MOOCS also provides the
instructor with real-time learning analytics. Research shows big data analytics are an effective tool to enable the professor to make instant adjustments to optimize learning and further diagnostics
of teaching effectiveness as well as learning assessment (ELI, 2011 Research further suggests that learning is increasingly a process of social engagement.
Steinkueler and Duncan report on a study of players of the popular online game â€oeworld of Warcraft†(Wow
2013). ) Their investigation shows that the dominant use of the discussion board for Wow is the
peer-to-peer learning, brings important implications for learning in the third paradigm The author†s own teaching experience over the past two decades confirms these findings.
E-texts can support collaborative reading and learning. Digital tools using artificial intelligence can enable real-time customization of learning as they are beginning to do
with some MOOCS. Merging 3d printing with AR experiences could transform learning. Students studying archeology might
not only see a 3d animated version of New york City†s 19th century Seneca Village, the community of African-american property owners who once occupied much of
The coalescence of learning analytics and artificial intelligence holds promise. Consider the case of Narrative Science (Northwestern University Innovation and New Ventors Office, 2014.
learning process. This paradigm challenges traditional assumptions that have characterized long educational institutions and processes, including basic notions of space time, content, and
learning outcomes. Innovative educators have an opportunity to blend face-to-face and digital learning models to advance an engaged, effective, efficient and affordable model of learning in the
21st century. This emerging paradigm includes changes in at least five key teaching and learning dimensions, including the direction of communication, the level of interactivity, the media of
communication, the constraints on the educational process, and the learning outcomes Recommendations for educational innovation based on this emerging paradigm include the
following. First, educators can build on and incorporate digital resources more broadly into teaching at any level and in any field.
learning process helping to create, discover and share knowledge. This transition is vital because knowledge is advancing at an ever-faster pace
teaching for 21st century learning. Education should no longer be about going to school or class In the third paradigm, education can become a process of shared discovery and collaborative and
Seven Things You Should Know About First Generation Learning Analytics. EDUCAUSE Learning Initiative Briefing. Retrieved on 24 february 2014 from http://www. educause. edu
/library/resources/7-things-you-should-know-about-first-generation-learning-analytics Fournier, H.,Kop, R,
. & Sitlia, H. 2011). The value of learning analytics to networked learning on a personal learning environment.
Retrieved on 9 june 2013 from file://C:/Users/User /Downloads/18150452. pdf Geocaching. (2014. Geocaching.
Retrieved on 24 february 2014 from http://www. geocaching com /Hayes, P. Jr. 2013). ) Nonverbal communication and computer mediated communication to
/Lave, J. & Wenger, E. 1991), Situated learning: Legitimate peripheral participation. Cambridge University Press. ISBN 0-521-42374-0
Learning unleashed: Innovation in teaching and learning achieves critical mass. Featured presentation at the Technology in Higher education conference at the Qatar
Does active learning work? A review of the research. Journal of engineering education, 93 (3), 223-231
Learning futures: Emerging technologies, pedagogies and contexts Featured presentation at the Technology in Higher education conference at the Qatar
Kinesthetic learning. Retrieved on 24 february 2014 from http://en. wikipedia org/wiki/Kinesthetic learning Wikipedia (2014b.
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