Spaces of Innovation: learning, proximity and the ecological turn

Contrary to the fashionable “death of distance” thesis, the socio-spatial context for innovation remains as important as ever for firms, networks and the public institutions that tend to be neglected in orthodox narratives of learning. In this article we explore the changing socio-spatial dynamics of innovation through the medium of three arguments: (i) that the “learning region” debate was worth having because it triggered a fruitful dialogue between innovation theorists and economic geographers; (ii) that geographical proximity remains central to our understanding of learning and innovation and should not be reduced to, or conflated with, physical co-location; and (iii) that “the ecological turn” challenges conventional conceptions of learning, innovation and development, posing unsettling questions about the forces of path dependency, especially in less favoured regions.Learning, regions, innovation, proximities

Absorptive capacity and relationship learning mechanisms as complementary drivers of green innovation performance

This paper aims to explore in depth how internal and external knowledge-based drivers actually affect the firms\u2019 green innovation performance. Subsequently, this study analyzes the relationships between absorptive capacity (internal knowledge-based driver), relationship learning (external knowledge-based driver) and green innovation performance. This study relies on a sample of 112 firms belonging to the Spanish automotive components manufacturing sector (ACMS) and uses partial least squares path modeling to test the hypotheses proposed. The empirical results show that both absorptive capacity and relationship learning exert a significant positive effect on the dependent variable and that relationship learning moderates the link between absorptive capacity and green innovation performance. This paper presents some limitations with respect to the particular sector (i.e. the ACMS) and geographical context (Spain). For this reason, researchers must be thoughtful while generalizing these results to distinct scenarios. Managers should devote more time and resources to reinforce their absorptive capacity as an important strategic tool to generate new knowledge and hence foster green innovation performance in manufacturing industries. The paper shows the importance of encouraging decision-makers to cultivate and rely on relationship learning mechanisms with their main stakeholders and to acquire the necessary information and knowledge that might be valuable in the maturity of green innovations. This study proposes that relationship learning plays a moderating role in the relationship between absorptive capacity and green innovation performance

The prescriptive quality of 11 design principles for knowledge productivity

This study explores the learning processes that contribute to knowledge productivity: gradual improvement and radical innovation of an organisation’s operating procedures, products, and services, based on the development and application of new knowledge. The research is based on the assumption that innovation is the result of a series of powerful social learning processes. Previous research revealed a set of eleven design principles that reflect factors that really matter in an innovation process. The study at hand presents how these design principles facilitate the design of an innovation practice. Review workshops and design workshops were used to answer the main research question: How do the design principles facilitate the design of an innovation practice? The data reveals that the design principles do not work as prescriptive rules that in a specific combination, applied to a predefined situation, will result in certain effects. Every design principle offers a new perspective on the innovation practice. This new perspective helps to get new ideas for interventions in the innovation practice. After the design of these interventions it is mainly the facilitator who has an important role in making it a success. If he sees opportunities and is capable, then he can use the interventions to create breakthroughs in the innovation practice

Learning to Innovate in Nigeria's cable and wire manufacturing sub-sector: inferences from a firm-level case study

Firm performance is known to be connected to firm-level innovation capability. Innovation capability, in turn, is an output of technological learning. This paper evaluates technological learning among firms in the Cable and Wire manufacturing sub-sector in Nigeria, using a purposively selected case firm. We developed a model of the relationship between the innovative activities of the firm - as evidence of its capability – and its knowledge acquisition methodology. These are discussed within the context of the firm’s stock of human capital. We found low technological innovation capability and high capability for organisational and marketing innovation. Preparedness for technological learning is relatively poor with staff training intensity of 5% and innovation intensity of 0.0075%. We therefore propose stronger interconnectedness of the National Innovation System and creation of industry specific structures that could enhance learning.Technological learning; sub-sector; Cable and Wire manufacturing industry

Learning towards system innovation.Evaluating a systemic instrument.

In this paper we develop an analytical framework for studying learning processes in the context of efforts to bring about system innovation by building new networks of actors who are willing to work on a change towards sustainable development. We then use it to evaluate two specific intervention programmes carried out by a self-proclaimed ‘system instrument’. The framework integrates elements from the Innovation Systems approach with a social learning perspective. The integrated model proposes essentially that these kinds of systemic instruments can serve to enhance conditions for social learning and that such processes may result in learning effects that contribute to system innovation by combatting system imperfections. The empirical findings confirm the assumption that differences in learning can be explained by the existence or absence of conditions for learning. Similarly, the existence or creation of conducive conditions could be linked to the nature and quality of the interventions of the systemic instrument. We conclude that the investigated part of the hypothesised model has not been refuted and seems to have explanatory power. At the same time we propose that further research is needed among others on the relation between learning, challenging system imperfections and system innovation.social learning, system innovation, systemic instruments, system imperfections, innovation systems

Learning from openness : the dynamics of breadth in external innovation linkages

We explore how openness in terms of external linkages generates learning effects, which enable firms to generate more innovation outputs from any given breadth of external linkages. Openness to external knowledge sources, whether through search activity or linkages to external partners in new product development, involves a process of interaction and information processing. Such activities are likely to be subject to a learning process, as firms learn which knowledge sources and collaborative linkages are most useful to their particular needs, and which partnerships are most effective in delivering innovation performance. Using panel data from Irish manufacturing plants, we find evidence of such learning effects: establishments with substantial experience of external collaborations in previous periods derive more innovation output from openness in the current period

Machine learning could improve innovation policy

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Learning Organization and Innovation Performance in High-Tech Small Firms

The aim of this paper is to explore the influence of processes of learning in organization on innovation performance in high-tech small firms. After reviewing the literature on learning and innovation, the author defines the concepts of knowledge management, organizational learning and learning organization and how they are interlinked. Hypotheses regarding the link between learning organization and innovation are presented. An original construct, based on 6 dimensions, is derived to evaluate the degree of learning in firms. The validities (reliability, unidimensionality and convergent validity) of the construct are assessed using confirmatory factor analysis. Then, the influence on innovation is tested through structural equation modelling (SEM) on a database of 110 US high-tech small firms from different industries. Specifically, influence on product and process innovations and financial performance are tested. The first results show that the presence of learning organization orientation and learning organization processes is related to innovativeness in our sample of high-tech small firms. The results are moderated by the degree of maturity of the industries and the strategic orientation of the CEOs. The conclusive part gives ways to ameliorate the learning organization processes and thus enhancing the innovative performance

Reflexivity and flexibility: Complementary routes to innovation?

Flexibility and reflexivity are essential processes for organisational innovation. The aim of the paper is to investigate their concurrent and interactive contribution in enhancing two innovation outcomes (the organisational openness towards innovation and the actual innovation adoption). Participants were 357 Italian employees. Results of a hierarchical regression model showed the role of both factors in fostering the two innovation outcomes under study. In addition, results showed the complementary interaction of reflexivity and flexibility, outlining two possible routes to innovation. Specifically, reflexivity appears to be a generative learning process capable of encouraging innovation in low-flexibility conditions, whereas flexibility tends to encourage innovation in low-reflexivity conditions. The findings provide empirical support of their roles as complementary resources for innovation, which has been under-examined in the literature

The effects of the design and development of a chemistry curriculum reform on teachers’ professional growth: a case study

A curriculum innovation requires new learning material for students and a preparation program for teachers, in which teacher learning is a key ingredient. In this paper we describe how three experienced teachers, involved in the development and subsequent classroom enactment of student learning material for context-based chemistry education, professionalized. For data collection a questionnaire, three interviews and discussion transcripts were used. Our results show that: (a) teachers, cooperating in a network under supervision of an expert, can develop innovative learning material; (b) the development of learning material can be seen as a powerful program to prepare teachers for an innovation; and (c) teachers’ knowledge increased in all five pedagogical content knowledge domains during the development and class enactment phases