The Learning Economy

Modern economies can be characterised as 'learning economies' in which knowledge is the crucial resource and learning is the most important process. Different kinds of learning and economically relevant types of knowledge can likewise be identified. It is argued that pure market economies, if such existed, would have severe problems in terms of learning and innovation. The 'learning economy' is a mixed economy in a fundamental sense.

Tacit knowledge, organizational learning and societal institutions: An integrated framework

The importance of tacit knowledge in organizational learning and innovation has become the focus Of considerable attention in the recent literature. Our understanding of the nature of the links between tacit knowledge and organizational learning, however, has been hampered by the lack of a conceptual framework integrating micro-level learning activities with organizational forms and macro-level societal institutions. This paper seeks to achieve such an integrative task. It argues that there is an interactive relationship between dominant knowledge types and organizational forms. Further, the extent to which tacit knowledge constitutes the knowledge base of the firm, and how it is formed and used are powerfully shaped by the broader institutional context. The paper develops a four-fold typology at the cognitive, organizational and societal levels, as an analytical framework to explain the links between knowledge types, organizational forms and societal institutions. It shows how the three levels interact to shape the learning and innovative capabilities of firms. The theory developed in this paper represents the first attempt to integrate the diverse strands of literature and different levels of analysis into a single coherent framework

The importance of open and closed styles of energy research

This paper explores the styles of research associated with wind turbines, ethanol and fuel cells in six countries. The concept of a ‘research style’ emphasizes that values and interests, along with deeper historical and cultural influences, shape research and get built into technology. Open research styles are epitomized by a broad inclusion of actors in the research process, participatory ownership of its results, cooperation among stakeholders and users, and experimentation and flexibility. Closed research styles are distinguished by limited access and ownership, competition among researchers, centralization of the research process and rigidity in dictating programme goals and preferences. The paper uses the concept of open and closed research styles to compare the experiences of Denmark, Brazil and China (open) with those in the USA, France and Norway (closed)