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Roberta Capello - One of the best experts on this subject based on the ideXlab platform.
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The Role of Collective Learning in Ict Adoption and Use
2004Co-Authors: Roberta Capello, A. SpairaniAbstract:The purpose of this study is to examine the relationship between information and communication technology (ICT) use and firms' performance, as well as the role played by Collective Learning in this relationship.Following a summary of the main conceptual approaches of economic theory with regard to the impact of ICT use on firms' performance, four testable hypotheses are formulated.A database containing data on 183 firms located in three Italian territorial contexts (Milan, Piacenza, and Sicily) is used to test these hypotheses.The sample comprises firms from the food and textile sectors, as well as the mechanical and high-tech sectors. Analysis of the data indicates that ICT adoption depends mostly on intra-firm characteristics and internal Learning processes. Strategic ICT use, however, depends on Collective Learning processes (local knowledge cumulated during the time).Surprisingly, small firms are more inclined than larger firms to engage in ICT adoption, although large firms are more capable of strategically exploiting ICTs.Finally, strategic ICT use explains firm's performance, particularly among firms characterized by high levels of organizational flexibility, innovative attitude, and exploitation of local knowledge. (SAA)
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spatial transfer of knowledge in high technology milieux Learning versus Collective Learning processes
Regional Studies, 1999Co-Authors: Roberta CapelloAbstract:CAPELLO R. (1999) Spatial transfer of knowledge in high technology milieux: Learning versus Collective Learning processes, Reg. Studies 33 , 353‐365 . An analysis of the definitions provided so far in the literature shows ambiguities in the conceptualization of Collective Learning. A parallel analysis of the concepts of Learning and Collective Learning is provided, and similarities and differences underlined. One of the main distinguishing features of Collective Learning is embedded in the element of ‘club externality', while ‘continuity' and ‘dynamic synergies' are common properties of Learning and Collective Learning. These reflections lead to some interesting empirical questions which are investigated in the empirical part of the paper. In particular, the empirical analysis addresses the questions: (1) is it true that Collective Learning is not the result of co-operative behaviour, but of a Collective behaviour; and (2) is it true that Collective Learning is the way of achieving new creative resources ...
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spatial transfer of knowledge in high technology milieux Learning versus Collective Learning processes
Regional Studies, 1999Co-Authors: Roberta CapelloAbstract:CAPELLO R. (1999) Spatial transfer of knowledge in high technology milieux: Learning versus Collective Learning processes, Reg. Studies 33 , 353‐365 . An analysis of the definitions provided so far in the literature shows ambiguities in the conceptualization of Collective Learning. A parallel analysis of the concepts of Learning and Collective Learning is provided, and similarities and differences underlined. One of the main distinguishing features of Collective Learning is embedded in the element of ‘club externality', while ‘continuity' and ‘dynamic synergies' are common properties of Learning and Collective Learning. These reflections lead to some interesting empirical questions which are investigated in the empirical part of the paper. In particular, the empirical analysis addresses the questions: (1) is it true that Collective Learning is not the result of co-operative behaviour, but of a Collective behaviour; and (2) is it true that Collective Learning is the way of achieving new creative resources ...
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Collective Learning in a milieu approach: Conceptual elements and empirical evidence from Italy
1998Co-Authors: Roberta CapelloAbstract:The aim of the paper is twofold: a) it stresses the concept of Collective Learning from a theoretical point of view, and provides new insights into its definition; b) it provides a measurement of the presence of Collective Learning in three Italian milieux. An analysis of the definitions provided so far in the litterature on Collective Learning shows in fact an ambiguity between these two concepts. A parallel analysis of the two concepts is run, and similarities and differences underlined. One of the main distinguishing features of Collective Learning is embedded in the element of "club externality", while the elements of "continuity" and "dynamic synergies" represent the elements of similarities with the concept of Learning. The paper explains these concepts in depth, and once the "public" nature of Collective Learning is emphasised, it moves into the problem of whether the public nature guarantees its exploitation. To reply to this question, the paper moves into the problem of which local spatial preconditions have to be present in a territorial setting to exploit Collective Learning. In this respect, the paper provides a logic framework of preconditions for a territorial system to move from specialised areas, through to "local districts", "milieux" and "milieux innovateurs", and provides a distinction between the concept of "milieu" and that of a "milieu innovateur", which is so far remained ambigous. The logic framework allows in fact to distinguish in a clearcut way among all these concepts. These reflections lead to some interesting empirical questions which are investigated in the empirical part of the paper. In particular, the empirical analysis replies to the following questions: ? is it true that Collective Learning is not the result of a cooperative behaviour, but of a Collective process; ? if it is true that Collective Learning is the way of achieving new creative resources for SMEs in local areas. The empirical analysis is based on three Italian high-tech milieux. Descriptive and interpretative statistical instruments are used in this part of the paper.
Edward Lorenz - One of the best experts on this subject based on the ideXlab platform.
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Collective Learning tacit knowledge and regional innovative capacity
Regional Studies, 1999Co-Authors: Clive Lawson, Edward LorenzAbstract: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 regio...
Clive Lawson - One of the best experts on this subject based on the ideXlab platform.
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Collective Learning tacit knowledge and regional innovative capacity
Regional Studies, 1999Co-Authors: Clive Lawson, Edward LorenzAbstract: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 regio...
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Collective Learning Processes, Networking and 'Institutional Thickness' in the Cambridge Region
Regional Studies, 1999Co-Authors: David Keeble, Clive Lawson, Barry Moore, Frank WilkinsonAbstract:KEEBLE D., LAWSON C., MOORE B. and WILKINSON F. (1999) Collective Learning processes, networking and ‘institutional thickness' in the Cambridge region, Reg. Studies 33 , 319-332 . The paper investigates the nature and extent of regional Collective Learning processes and networking by innovative, technology based, small and medium sized enterprises(SMEs)in the Cambridge region. It highlights the importance of socio-cultural preconditions for Learning involving the University of Cambridge, and documents the significance of firm spin-offs, inter-firm and organization networking, and local scientific and managerial recruitment, as dynamic Collective Learning processes. It also, however, identifies the complementary importance of wider national and global networks for SME innovation inputs, research collaboration and professional staff recruitment. Finally, it assesses the relevance of the concept of ‘institutional thickness' in evaluating firms' experience of regional support structures and services. KEEBLE D...
Chen Schechter - One of the best experts on this subject based on the ideXlab platform.
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Toward Collective Learning in Schools: Exploring U.S. and Israeli Teachers’ Perceptions of Collective Learning from Success:
International Journal of Educational Reform, 2015Co-Authors: Chen SchechterAbstract:Whereas Collective Learning has mostly been centered on detecting and solving problems and overcoming failures, this study explores U.S. and Israeli teachers’ perceptions of the determinants of col...
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Collective Learning in schools: exploring the perceptions of leadership trainees
International Journal of Educational Management, 2013Co-Authors: Chen SchechterAbstract:Purpose – The purpose of this paper is to explore leadership trainees’ perceptions of determinants of Collective Learning in school settings and of the principal's role in Collective Learning.Design/methodology/approach – In total, 24 interviews were conducted with all leadership trainees in a university‐based principal preparatory program. Data analysis inductively generated themes that were grounded in the various perspectives articulated by leadership trainees.Findings – Leadership trainees pointed out three main difficulties facing Collective Learning: time and place; staff reaction to Collective Learning; and acceptance atmosphere. Trainees listed four main roles that principals have in shaping the Collective Learning process: administrator; team leader; collaborator; and visionary.Research limitations/implications – The findings call for ongoing research on the connection between leadership trainees’ conceptualizations of Collective Learning and their practical capabilities to initiate these learnin...
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Developing teachers’ Collective Learning: Collective Learning from success as perceived by three echelons in the school system
International Journal of Educational Research, 2012Co-Authors: Chen SchechterAbstract:Abstract As both researchers and school faculty members explore ways to develop Collective Learning in schools, this qualitative, topic-oriented study examines teacher leaders’, principals’, and superintendents’ perceptions about the notion of teachers’ Collective Learning from their successful practices. Face-to-face interviews were conducted with 65 teacher leaders and their respective principals (65) and superintendents (61). Generating themes was an inductive process, grounded in the various perspectives articulated by participants. Participants argued that in contrast to Collective Learning processes to solve problems and overcome failures, Collective Learning from teachers’ successful practices requires a deliberate and conscious shift in mental models with regard to collaborative Learning in schools. This study sheds light as to whether this Collective Learning process can nurture teachers’ interactive professionalism.
Anette Oxenswärdh - One of the best experts on this subject based on the ideXlab platform.
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Collective Learning towards Sustainability
2017Co-Authors: Anette OxenswärdhAbstract:Purpose The purpose of this paper is to discuss Collective Learning as a tool for deeper understanding of sustainability as a concept. The discussion includes how Collective Learning can be incorporated in organizational context within tourism organizers. MethodologyA literature review has been carried out in order to discuss how sustainability through Collective Learning can be incorporated in organizational context. Main resultsThe new kind of thinking, as requested in this paper, can be generated through powerful Learning processes in organizational context, which can lead to individual and organizational transformation. In this paper is suggested how sustainability can be incorporated in organizational context within tourist organizers through processes of Collective Learning. Practical implicationsThis paper gives an example of how powerful Learning processes in organizations who organize tourism activities can be used in order to give a deeper understanding of sustainability and in the end even be able to transform an organization. Originality/valueThe study makes a contribution to the discussion about Learning in organisations.
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Collective Learning towards Sustainable Tourism
2017Co-Authors: Anette OxenswärdhAbstract:The purpose of this paper is to discuss Collective Learning as a tool for a deeper understanding of sustainability. The author describes how Collective Learning can be incorporated by organisations ...
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Leading Schools as Developmental Spearheads through Collective Learning
2017Co-Authors: Anette Oxenswärdh, Kamran NamdarAbstract:PurposeThe purpose of this paper is to discuss Collective Learning as a possible tool for deeper understanding of transformative leadership for sustainable development.context.MethodologyA literatu ...