to open data and also in  encouraging more women to participate in learning to code through open
interesting examples include the organization of learning seminars, the establishment of clusters of policy makers, or the establishment of learning communities
•4vqqpsujohï¿TUVEJFT ï¿SFTFBSDIÏ¿BOEÏ¿FWJEFODFÏ¿PGÏ¿HPPEÏ¿QSBDUJDFÏ¿GPSÏ¿QPMJDZÏ¿QMBOOJOHÏ¿BOEÏ¿QPMJDZÏ
growth, energy and sustainability, 22 learning, tele-care applications and so forth. There are also a number of projects in the areas of einclusion, ehealth, participatory planning, 23and egovernment24 25.
learning and education activities are only a few examples. The Fab Foundation (http://www. fabfoundation org/)is an example of the latter.
Opportunities for learning and network -ing Visibility and reputation Open/big data Organization of competi -tions
learning and adaptation turns the ideas into forms that may be very different from the expectations of the pio
-ingly sophisticated understanding of how learning takes place. New models such as the collaboratives in health (used by the U k. National Health Service to
These examples highlight innovation as a learning curve, rather than as the â€oeeureka†moment of a lone genius. Ideas start off as possibilities that are only
learning once again becomes more tacit, until another set of simpler syntheses emerge Some organizations appear particularly good at maintaining the momentum
there are sophisticated metrics of success that can reward rapid learning and evolv -ing end goals
â€oeepistemic Communities, Situated Learning and Open source Software Developmentâ€, Working Paper, Department of Manufacturing Engineering and Management, Technical University of Denmark
Public and private learning in a changing society, Harmondsworth Penguin Steindl, J (ï oe990. â€oefrom Stagnation in the ï oe930s to Slow Growth in the ï oe970sâ€, in Political economy in the 20th century
A Way of Knowing and Learning, London: Routledge Watzlawick, P, Beavin, J H, and D Jackson (ï oe967).
2013) of social learning, where novel socio-technical configurations evolve. Furthermore, some novel configurations break through
What are we learning about the impact of digital technologies on Social Innovation? 40 How Digital social innovation happens 45
and †from new models of learning, access to knowledge and education, to new ways of improving the quality of the environment, to mass scale behav
These kinds of projects are able to combine open hardware technologies with new learning methods to ex
within the learning environment 27 Table 4 Â Health wellbeing and inclusion Sustainable socio -economic
capacity-building & constructing informal learning networks •Fab Academy •Institute for network culture
What are we learning about the impact of digital technologies on Social Innovation Analysing network data:
will create learning capabilities, and absorptive capacity, exploiting the creativity of Europe, building digital literacy, skills and inclusion
a kind of learning tool to understand what digital social innovation concretely means •Create better visualisation with the current relational data that can be exported (see here an example of
The objective of this work package is to compile the learning of the project by distilling a set of policy rec
Iterative Learning and Prototyping: Importantly, neither the Your Prior -ities nor the Better Reykjavik websites were Citizen Foundation team†s
and learning from peers. A Fablab gives access to individuals to use lab facilities to make almost anything (that does not hurt anyone
asâ a publishing platform, a peer review system, a learning management tool, and a locus for intra-and inter-institutional collaboration
They purport that the peer-learning aspect could be made even strong -er through the addition of design elements in the process and on the
to positive and measurable outcomes as a learning tool for students in developing countries. However as the case of Bolgatanga in the Upper
Raspberry Pi ICT learning environment was installed at Dachio Primary and JHS Schools, which included 6 Raspberry Pi†s. These have been net
Academy†s curriculum of free learning materials. With the Pi, a 64gb SD card to put all the learning materials on (which actually costs about twice
what the Pi you†ll need to run it on does) and a Wi-fi dongle, allowing
corporations †learning web users location or tracking their browsing habits. It offers a technology that bounces Internet users†and websitesâ€
What are we learning about the impact of digital technologies on Social Innovation How Digital social innovation happens
What are we learning about the impact of digital technologies on Social Innovation? 40 How Digital social innovation happens 45
and †from new models of learning, access to knowledge and education, to new ways of improving the quality of the environment, to mass scale behav
These kinds of projects are able to combine open hardware technologies with new learning methods to ex
within the learning environment 27 Table 4 Â Health wellbeing and inclusion Sustainable socio -economic
capacity-building & constructing informal learning networks •Fab Academy •Institute for network culture
What are we learning about the impact of digital technologies on Social Innovation Analysing network data:
will create learning capabilities, and absorptive capacity, exploiting the creativity of Europe, building digital literacy, skills and inclusion
a kind of learning tool to understand what digital social innovation concretely means •Create better visualisation with the current relational data that can be exported (see here an example of
The objective of this work package is to compile the learning of the project by distilling a set of policy rec
Iterative Learning and Prototyping: Importantly, neither the Your Prior -ities nor the Better Reykjavik websites were Citizen Foundation team†s
and learning from peers. A Fablab gives access to individuals to use lab facilities to make almost anything (that does not hurt anyone
asâ a publishing platform, a peer review system, a learning management tool, and a locus for intra-and inter-institutional collaboration
They purport that the peer-learning aspect could be made even strong -er through the addition of design elements in the process and on the
to positive and measurable outcomes as a learning tool for students in developing countries. However as the case of Bolgatanga in the Upper
Raspberry Pi ICT learning environment was installed at Dachio Primary and JHS Schools, which included 6 Raspberry Pi†s. These have been net
Academy†s curriculum of free learning materials. With the Pi, a 64gb SD card to put all the learning materials on (which actually costs about twice
what the Pi you†ll need to run it on does) and a Wi-fi dongle, allowing
corporations †learning web users location or tracking their browsing habits. It offers a technology that bounces Internet users†and websitesâ€
What are we learning about the impact of digital technologies on Social Innovation How Digital social innovation happens
Learning Resources Business model Generation•offers a wide range of resources for entre -preneurs and companies on business model innovation
Learning Resources Eco-innovate! A guide to eco-innovation for SMES and business coaches 25
Learning Resources Eco-innovate! A guide to eco-innovation for SMES and business coaches 31
The UN Global Compact†s •Quick Self-Assessment and Learning Tool is an online tool to help companies assess their approach to supply
Learning Resources Eco-innovate production processes Maximising Value: Guidance on implementing materials steward-†¢ship in the minerals
Learning Resources Eco-innovate products and services Eco-innovate! A guide to eco-innovation for SMES and business coaches
Learning Resources Figure 7: Eco-design Strategies Wheel Eco-innovate! A guide to eco-innovation for SMES and business coaches
/Learning Resources Eco-innovate products and services Eco-innovate! A guide to eco-innovation for SMES and business coaches
Learning Resourcesgood practice Eco-innovate! A guide to eco-innovation for SMES and business coaches
Learning Resources A Directory of crowdfunding platforms †¢www. crowdsourcing. org/directory Choose the category as Crowdfunding and then country.
through Interorganisational Learning. On the Economic Organisation of the Greening of Industryâ€, Copenhagen Business school, Phd
Interfirm Learning †as the Market Begins to Turn Greenâ€, in de Bruijn, T. J. N m. and A. Tukker (eds
relationship between diffusion, learning economies and subsidiesâ€, at http://www. merit. unu. edu 15 Cojanu Valentin (Coord.
Ally, Mohamed, Mobile learning: Transforming the delivery of education and training: Au Press, 2009 Altman, R c. 2009."
education and technology,"Journal of computer assisted learning, Vol. 26, No. 1, 2010, pp. 74-93
Kop, Rita,"The challenges to connectivist learning on open online networks: Learning experiences during a massive open online course,"The International Review of Research in Open and Distance learning
Design and Delivery of Social Networked Learning, Vol. 12, No. 3, 2011 Kotowska, I.,"Family Change in Europe from the Transition to Adulthood Perspective,"in Knijn, T
media impact on campaign learning "Norris, P.,"Did the media matter? Agenda-setting, persuasion and mobilization effects in The british
Media Impact on Campaign Learning,"P. Seib (red. Political Communication, Vol. 1, 2008, pp. 72-100
Sala, Xabier Bringue,"Leisure, interpersonal relationships, learning and consumption: the four key dimensions for the study of minors and screens,"Comunicaciã n y sociedad, Vol. 25, No. 1, 2012, pp
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
trust, collective learning, and smooth exchange of knowledge. Clusters play a particularly important role in compensating for the resource constraints SMES face and
provide an effective platform for learning and innovation (Feldman, 1993; Gilbert, Mcdougall & Audretsch, 2008;
their knowledge comes from learning from others (Tsui-Auch, 2003. The above arguments suggest that while proximity
learning versus collective learning processes. Regional Studies, 33 (4), 353-365 Chen, C.-J, . & Huang, J.-W. 2009).
Strategic human resource practices and innovation performance †The mediating role of knowledge management capacity. doi
a new perspective on learning and innovation. Administrative Science Quarterly, 35 (1), 128-152 Covin, J,
The micro-determinants of meso-level learning and innovation evidence from a Chilean wine cluster. doi:
Network location and learning: the influence of network resources and firm capabilities on alliance formation.
Entrepreneurial Orientation and Organizational Learning: The Impact of Network Range and Network Closure. Entrepreneurship Theory and Practice, 35,1025
A Comparative Study of Two Suppliers in Singapore Management Learning, 34 (2 201-220 Uzzi, B. 1997.
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
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
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.
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
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.
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
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
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;
Provider/Programme Learning Outcome Digital Skills Academy Webactivate Programme, NFQ Level 6 First step Microfinance Regional Training Networks †NFQ Level
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.
Overtext Web Module V3.0 Alpha
Copyright Semantic-Knowledge, 1994-2011