LAWSON C. and LORENZ E. (1999) Collective learning, tacit knowledge and regional innovative capacity, Reg. Studies 33 , 305-317 . The paper reviews key ideas in the firm capabilities literature and shows how they can be usefully extended to develop a conception of collective learning among regionally clustered enterprises. The paper also explores the relationship between codifiable and tacit knowledge in the innovation process, and investigates the claim that tacit knowledge, because it is difficult to transfer in the absence of labour mobility, may constitute a basis for sustained regional competitive advantage. The closing section uses case study material based on Minneapolis and Cambridge to illustrate the importance for innovation of a regional capability for combining and integrating diverse knowledge, and of the sources of such capabilities as pre-conditions for successful high technology regions. LAWSON C. et LORENZ E. (1999) L'apprentissage collectif, la connaissance implicite et la capacite regionale a innover, Reg. Studies 33 , 305-317 . Puisant dans la documentation qui traite des competences de l'entreprise, l'article fait la critique des idees cle et montre comment on peut les elargir afin de developper une conception de l'apprentissage collectif parmi des entreprises regroupees sur le plan regional. L'article examine aussi le rapport entre les connaissances explicite et implicite dans le processus d'innovation, et cherche a verifier l'affirmation que la connaissance puisse servir de base a l'avantage competitif regional soutenu, parce qu'il s'avere difficile de la transferer, faute de mobilite de la maind'oeuvre. A partir des etudes de cas de Minneapolis et de Cambridge, la derniere partie montre l'importance pour l'innovation de la capacite regionale a combiner et a integrer des connaissances diverses, et des origines de telles competences comme prealables a la reussite des regions a la pointe de la technologie. LAWSON C. und LORENZ E. (1999) Kollektives Lernen, selbstversta �ndliche Kenntnisse und regionale innovative Leistungsfa �higkeit, Reg. Studies 33 , 305-317 . Dieser Aufsatz bespricht Grundgedanken derLiteraturzurLeistungsfa �higkeit von Firmen, und zeigt, wie sie nutzbringend ausgeweitet werden ko �nnen, um ein Konzept kollektiven Lernens unter regional geklusterten Unternehmen zu entwickeln. Der Aufsatz erforscht auch die Beziehung zwischen kodifizierbarem und als selstversta �ndlich hingenommenem Wissen im Innovationsprozess und untersucht die Behauptung, dass als selbstversta �ndlich hingenommenes, weil ohne Arbeitsplatzwechselschwer zu u �bertragendes Wissen eineGrundlage fu �r dauerhaften regionalen Wettbewerbsvorteil darstellen ko �nnte. Zum Abschluss wird Fallstudienmaterial von Minneapolis und Cambridge dazu benutzt, die Bedeutung einer regionalen Fa �higkeit zurKombination und Integration unterschiedlichen Wissens fu �r die Innovation, und den Quellen solcher Fa �higkeiten als Voraussetzung fu �r erfolgreiche, hoch technisiertete Regionen zu erla �utern.Collective Learning, Tacit ...
Openness and collaboration in scientific research are attracting increasing attention from scholars and practitioners alike. However, a common understanding of these phenomena is hindered by disciplinary boundaries and disconnected research streams. We link dispersed knowledge on Open Innovation, Open Science, and related concepts such as Responsible Research and Innovation by proposing a unifying Open Innovation in Science (OIS) Research Framework. This framework captures the antecedents, contingencies, and consequences of open and collaborative practices along the entire process of generating and disseminating scientific insights and translating them into innovation. Moreover, it elucidates individual-, team-, organisation-, field-, and society-level factors shaping OIS practices. To conceptualise the framework, we employed a collaborative approach involving 47 scholars from multiple disciplines, highlighting both tensions and commonalities between existing approaches. The OIS Research Framework thus serves as a basis for future research, informs policy discussions, and provides guidance to scientists and practitioners.
This paper studies the impact of university-industry collaboration on academic research output. We report findings from a unique longitudinal dataset on all the researchers in all the engineering departments of 40 major universities in the UK for the last 20 years. We introduce a new measure of industry collaboration based on the fraction of research grants that include industry partners. Our results show that productivity increases with the intensity of industry collaboration, but only up to a certain point. Above a certain threshold, research productivity declines. Our results are robust to several econometric estimation methods, measures of research output, and for various subsamples of academics.
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