基于三方演化博弈的政产学研协同创新机制研究

政产学研协同创新是实施创新驱动，推动国家和区域经济发展的重要动力，然而企业牵头、高校参与的协同创新机制存在弊端。鉴于此，本文构建了政府引导、高校牵头、企业参与的协同创新三方演化博弈模型，分析了政产学研三方在协同创新过程中的策略选择，并用仿真分析研究了政产学研协同创新策略选择的影响因素。结果表明：政府、企业和高校受彼此参与意愿的影响程度不同；政府不同的激励机制对企业和高校的影响存在差异；企业对惩罚力度和收益分配更加敏感。     

Acquiring technological competencies through inter-organizational collaboration: An organizational learning perspective

Firms are becoming increasingly sophisticated in their technology strategies and are procuring know-how through a variety of collaborative methods including licensing agreements, joint ventures, minority investments, and equity acquisitions. This paper examines the relationship between an organization's learning capability and inter-organizational collaboration in acquiring technological competencies. Organizational learning is posited to be a mediating mechanism through which technological competencies are developed via varying levels of organizational interaction. A general model is developed which suggests an “efficient fit” relationship between an organization's ability to learn, characteristics of the technology, and mode of inter-organizational collaboration. The concept of a “learning gap” is introduced, and managerial implications are suggested. Finally, propositions are developed to facilitate future empirical research.     

Reference model for collaborative management in the automotive industry

Changes in the competitive environment require corporate restructuring, strengthening the relationship between the participants in a supply chain, implementing inter-organisational collaborative actions. Different strategies for collaborative actions render the subject relevant to researchers and managers. Integration, cooperation and partnership are essential to the success of this restructuring; the practices in this subject will be treated as Collaborative Management. The main objective is to analyse and synthesise the requirements of Collaborative Management in the automotive industry. The multicase study begins with an exploratory study to identify the theoretical elements that involve collaborative activity between companies, followed by a multiple case study in order to analyse the collaborative strategies used by companies. With the data collected a reference model will be produced using the Enterprise Knowledge Development methodology under a collaborative management approach. The data will enable the systematic and consistent representation of the collaboration between companies, helping to clarify the Collaborative role, and the integration relationship with the inter-organisational managing strategies.     

Thank you!

The study focuses on the question of how HRD personnel employed in a large multinational company perceive learning at work. We are interested in how HR development staff describe learning at the individual, collective and organizational levels. The participants were Finnish and Chinese human resource professionals (n?=?17) who used an asynchronous web-based tool to study adult education. The empirical data consist of all the texts sent to a web-based discussion forum. The findings showed that the HRD practitioners' views of learning covered quite evenly all three levels of organizational learning. The practitioners paid special attention to practical learning taking place in connection with everyday work activities, to communication and collaborative learning and to the development of a learning organization. This reflects the multifaceted nature of learning at work and the necessity of using HRD to integrate individual- and organizational-level needs in order to enhance organizational learning. The participants frequently reported that they found this a demanding task that required a clear 'understanding of humans, people in the organizations and their learning'. If organizational learning is to meet its current challenges it should take note of messages like these from HRD practitioners, which emphasise the diversity of learning experiences. Promoting a shared understanding and especially awareness and recognition of the fundamental issues associated with learning at work is a possible first step.     

协同创新、知识溢出的演化博弈机制研究

基于演化博弈理论,研究企业、大学和科研机构间协同创新过程的"演化稳定策略"。通过设计知识共享模型分析知识投入与知识溢出对协同创新的影响并进行仿真检验。研究认为,长期的协同创新中"合作"策略是参与方采用的"演化稳定策略";当参与方数量不同时,小群体一方率先实现"合作"策略稳定,群体数量相近时双方采用"合作"策略的收敛速度趋于一致;增加知识溢出有利于提高协同创新效率与稳定性。在理论上解释了协同创新博弈的合作策略稳定性,为产学研合作的机制设计提供决策参考。     

Dynamic Capability Building in Service Value Networks for Achieving Service Innovation

Service organizations increasingly create new service offerings that are the result of collaborative arrangements operating on a value network level. This leads to the notion of “elevated service offerings,” our definition of service innovation, implying new or enhanced service offerings that can only be eventuated as a result of partnering, and one that could not be delivered on individual organizational merits. Using empirical data from a large telecommunications company, we demonstrate through structural equation modeling (SEM) that higher‐order dynamic capabilities in services are generated as a result of collaboration between stakeholders. Furthermore, it is through collaboration and education of the stakeholders that additional higher‐order capabilities emerge (customer engagement [CuE], collaborative agility [CA], entrepreneurial alertness [EA], and collaborative innovative capacity), all of which influence the service innovation outcome. Our study also reveals empirical evidence for an ongoing process of continuous dynamic capability building in accordance with the changing dynamics of business. Managers of service organizations should recognize the potential embedded in these higher‐order skill sets, starting from collaboration, learning, and management of creative ideas for both strategic and operational benefits. Moreover, the capabilities of CA, EA, and CuE are even more important in managing the flexibility, timely delivery, and reliability of service offerings. Managers should take measures to inculcate, promote, and manage these dynamic capability skill sets to foster innovation in services.     

Building Industry–University Research Centers: Some Strategic Considerations

This paper reviews the importance of industry–university relationships and the strategic considerations within the context of these partnerships in university research centers. We have identified several factors that are particularly important to industry in building relationships with university centers. These include: acquiring skills, knowledge and gaining access to university facilities; organizational cultures that are more organic; flexible university policies for intellectual property rights, patents and licenses; and the presence of champions. Firms also have explicit collaborative strategies for partnering with universities where firms can be segmented into three distinct clusters: Collegial Players, Aggressive Players and Targeted Players. Collegial Players are often large firms working with universities and university-sponsored consortia on topics of interest that have long-term value rather than promise immediate commercial opportunities. Aggressive Players are both large and small firms who employ university relationships specifically to develop and commercialize a wide range of marketable products and services. Targeted Players are often smaller firms, largely interested in using university relationships to address specific issues central to their business. We conclude by discussing key implications for both industry and universities.     

Supply Chain Learning and Spillovers in Vendor Managed Inventory

Despite extensive literature on the value of supply chain collaboration programs, little research has examined the issue from the perspective of organizational learning. Using a unique, operational level dataset, we empirically examine the learning curves through which performance improvements are realized under vendor managed inventory (VMI). Performance is measured at the downstream distributor locations by examining inventory levels after controlling for customer service performance (stockouts). We identify and assess three sources of learning: a supply chain dyad's self‐learning, learning spillovers from electronic data interchange (EDI), and learning spillovers from other supply chain dyads. We find that self‐learning, learning spillovers from EDI, and learning spillovers from other supply chain dyads, all have positive and significant impacts on a distributor's inventory performance. In addition, we find that self‐learning may exhibit a U‐shaped learning curve (i.e., performance first improves and then plateaus or declines). These findings suggest that the various learning experiences with VMI and EDI can lead to improved performance over time, but the path to improvement may be complex.     

Towards better understanding and narrowing of the science–practice gap: A practitioner-centered approach to management knowledge creation

The lack of mutual communication and collaboration between academic research and management practice, and the limited implementation of the research findings in strategic and tactical decision-making in practice settings, known as the science-practice ‘gap’, remains an essential issue in management research. We challenge the primary focus on academics for the possibilities of bridging the gap by arguing that the picture remains incomplete without a closer look at the positions, perceptions, and attitudes of practicing managers toward the joint production of relevant management knowledge. Based on the inductive, grounded theory approach, we conducted a qualitative study of 47 practicing managers with different organizational and functional responsibilities across various industry sectors. Although practitioners perceived practice-engaged research design and execution, relevant management research, and benefits from complementary knowledge as enablers of fruitful science-practice collaboration, our emerging findings revealed limited trust, limited cognition, coping strategies, and heuristic information processing to be important barriers for practitioners that hamper the collaboration process. Relying on the cognitive and information processing framework and theory of the conservation of resources, we aimed to explain the antecedent of (un)successful collaboration on the practitioners' side, thus extending our understanding of the scholarship of integration.     

Barriers to organizational learning: An integration of theory and research

This paper develops a theoretical foundation to describe and explain impediments to organizational learning (OL). Based on the expanded 4I model ( Crossan et al . 1999 . Academy of Management Review , 24 , 522–537), which was further developed by Lawrence et al . (2005 . Academy of Management Review , 30 , 180–191), different learning barriers are categorized and discussed with regard to factors complicating or impeding OL. Finally, the paper analyses the impact of particular barriers on different kinds of organizational units, the relationship between OL barriers, single-loop and double-loop learning, as well as typical combinations of barriers and their respective impact on organizational performance.     

Individual and organizational strategies for coping with organizational change

During times of significant change to organizations in strategies and structures, employees can experience high levels of stress as their jobs, areas of responsibility and roles also change. Yet research is curiously silent about how people react to organizational change, especially towards promoting healthy responses to change. As a first step to outlining areas for future research this paper considers a range of individual and organizational strategies that may be effective in reducing employee stress and related problems. Prior to the implementation of these strategies, however, organizations must empower employees to adopt the role of change agent and encourage them to take action to solve the problems that stress them. At the individual level, employees can respond to the stress created by organizational change by using problem- and emotion-focused strategies. Also important in coping with change are the personal resources of employees, including a sense of hardiness, beliefs about having control over their work environment, and the availability of social supports within and outside the organization. Although few organizations fully acknowledge their role in helping employees cope with change, there are a number of initiatives that organizations can pursue. Several strategies are discussed in relation to communication, leadership, job-related tasks and stress management programmes.     

跨国专利合作网络中技术接近性的调节作用研究

技术接近性对于企业间的跨国专利合作具有重要作用.基于多维接近性整体分析框架,采用中国电力系统技术领域2000年至2008年国外专利合作数据,分析技术接近性对其他接近性的调节作用.通过构造112家中外企业的专利合作网络,运用QAP网络回归方法实证检验跨国专利合作网络中技术接近性在地理接近性和社会接近性影响专利合作网络中节点连接距离和连接重要性过程中的调节作用.研究结果表明,在考虑多维接近性共同作用时,技术接近性对网络节点的连接距离和连接重要性具有重要影响,有助于节点之间构筑较短的连接渠道并形成较为重要的合作关系.除此以外,技术接近性还能正向调节社会接近性对连接重要性的正效应,但对于社会接近性与连接距离之间的关系没有显著的影响.由此验证了技术接近性可以影响其他接近性与跨国知识合作关系的基本假设,为进一步揭示不同接近性之间的相互作用机制提供了理论基础.     

Individual and organizational strategies for coping with organizational change

Abstract

During times of significant change to organizations in strategies and structures, employees can experience high levels of stress as their jobs, areas of responsibility and roles also change. Yet research is curiously silent about how people react to organizational change, especially towards promoting healthy responses to change. As a first step to outlining areas for future research this paper considers a range of individual and organizational strategies that may be effective in reducing employee stress and related problems. Prior to the implementation of these strategies, however, organizations must empower employees to adopt the role of change agent and encourage them to take action to solve the problems that stress them. At the individual level, employees can respond to the stress created by organizational change by using problem- and emotion-focused strategies. Also important in coping with change are the personal resources of employees, including a sense of hardiness, beliefs about having control over their work environment, and the availability of social supports within and outside the organization. Although few organizations fully acknowledge their role in helping employees cope with change, there are a number of initiatives that organizations can pursue. Several strategies are discussed in relation to communication, leadership, job-related tasks and stress management programmes.     

Facilitation and Dialogue as Methods of Reflective Practice in Professional Education

Students may fear sharing their learning in public because classrooms are not traditional places where we teach skills needed for mutual understanding, such as facilitation and dialogue. This is a pedagogical challenge for planning, policy, and design fields because contemporary teaching requires collaboration among participants. We propose that learning to work collaboratively in the classroom has broader relevance for practice because it mirrors the learning that happens in organizations. To address this opportunity, we trained students in facilitation and dialogue. In this article, we discuss the design, implementation, and outcomes of this intervention.     

不确定环境下的Supply-hub协同补货决策

个性化需求与零部件创新使得产品需求和补货提前期不确定,对供应链补货决策和运行成本产生重要影响。将提前期不确定因素引入Supply-hub协同补货研究中,探讨提前期随机和需求不确定情况下,考虑零部件配套性的三供应商单制造商生产两定制产品的Supply-hub协同补货决策问题;提出了三种补货策略,以供应链运行成本最小化为目标,建立不同策略下的供应链补货模型并求解最优补货批量和供应链最小运行成本;发现三种补货策略均存在唯一最优补货批量,基于Supply-hub的两种协同补货策略和基于分散决策的供应商独立补货策略各有优势,但基于Supply-hub的批量及时间协同的补货策略恒优于基于Supply-hub的集中补货策略。最后,通过MATLAB进行算例分析验证结论,发现基于Supply-hub的批量及时间协同的补货策略能有效降低需求不确定性带来的成本增加风险;通用件的提前期波动对于供应链期望运行成本的影响要高于定制件提前期波动的影响,因此在进行供应链补货策略选择时更加关注通用件提前期。     

创业者个体学习、组织学习如何交互影响企业创新行为？——基于整合视角的纵向单案例研究

社会经济的不断发展促使分工愈发精细,对个人与组织间的技术隔离也愈加明显,亟待创业者个体及组织开展跨层次的交互学习以构建组织创新优势。基于此,本文援引学习理论与意义构建视角,从"行动"与"解释"出发,采用纵向单案例研究方法,基于"个体-组织"整合性分析框架,探究了不同创业阶段内跨层次行动主体间的学习互动模型,揭示了其对企业创新的影响路径。研究发现:创业者个体学习与组织学习间的互动,表现为渐变初期个体利用式学习经"自上而下"团队互动主导形成组织单环式行动;而在调整转变期,个体学习与组织学习发生交互影响,包含个体探索式学习经"横向协同式"团队互动主导形成组织双环式行动,以及组织双环式行动转换为单环式之后,经由持续反思与质询,刺激形成创业者个体利用式学习;最后,在发展突变期,个体利用式学习经"制度化统筹式"团队交互合作促成组织单环式行动,同时个体探索式学习经"跨越层次自主式"团队交互激活组织双环式学习。此外,在不同创业阶段,3种互动逻辑与意义构建框架下的创新决定机制呈现出以个体创意激发与扩散、信息整合与匹配以及平衡矛盾与冲突3种不同的影响路径展开的态势。本研究为创业学习理论和创业实践过程贡献了新的启示。     

Collaborative practices in new product development projects involving suppliers

Abstract

Collaboration with suppliers in New Product Development (NPD) is essential for business competitiveness. However, the management of such collaborative project needs to focus on interactions between team members from different companies since they performed inter-organizational activities. While the impact of collaboration with suppliers on NPD project performance has been widely studied, the investigation of practices to support daily collaborative activities between both teams has received limited attention. This paper aims at developing a framework of operational practices for successful inter-organizational collaboration in NPD. The practices enacted by both project teams in six case studies were examined according to the stages of the collaboration and a knowing perspective. The results revealed some peculiarities linked to the inter-organizational context. Practices interact with each other across stages with a specific dynamic. More particularly, early in the project, practices to justify the collaboration with the suppliers are determinant for practices related to the creation of social interactions between project members and project commitment. The results also show that boundary objects are useful formal socialization mechanisms for supporting the undertaking of collaborative work.     

Development of absorptive capacity over time and across boundaries: The case of R&D consortia

Absorptive capacity (AC) has been identified as the ability of firms to acquire, assimilate, and apply external knowledge, and thus as a pre-condition for learning from knowledge environment. However, extant literature has focused on AC as (1) a static and (2) a firm-centred concept. In particular, there is little conceptual framing and empirical evidence of how AC develops over time and across boundaries. Taking R&D consortia as the unit of analysis and based on insights from three in-depth case studies of collaborative R&D, our contribution is a framework for AC development over time and across inter-organizational, intra-organizational, and practice boundaries at different stages of collaboration in R&D consortia. Using this framework, we identify a set of mechanisms which enable the development of AC and we discuss the preconditions for these mechanisms. For R&D managers, our research implies that in order to enhance effectiveness of knowledge transfer and learning in R&D consortia they need to develop a strategy that (1) supports learning and AC development throughout the whole cycle of the collaboration, not only by focusing on intra-firm capabilities, but in particular by providing flexible interfaces for overcoming a variety of interaction and learning boundaries between heterogeneous R&D partners, and (2) enables the integration of created and acquired knowledge within the organization once the collaboration is over.     

考虑先期和当期资源投入的能源应急协同研究

鉴于当前中国能源应急协同过程中暴露出的临时性和过度依赖政府的问题,构建了两种情况下政府和能源供应链企业的应急协同模型,一种是仅有当期应急协同资源投入,一种是有先期和当期两种应急协同资源投入。通过对两种情况的建模以及结果的比较分析,表明两种情况下政府和能源供应链企业的最优协同参与度一样,且受到边际协同收益及补偿力度等参数的影响;政府的补偿力度与能源供应链企业的应急协同参与度正相关,政府的协同参与度与能源供应链企业的边际协同收益负相关;应急协同资源投入与政府的协同参与度正相关,应急协同资源投入与政府的补偿力度正相关;高效的日常应急资源投入有利于提高当前能源应急协同收益,反之亦然。通过算例分析,对研究结果进行直观验证和说明。建议政府和能源供应链企业应加快建设常态化的应急管理体系;政府和能源供应链企业应权责分明,合理分工;加快构建能源应急补偿机制,调动能源供应链企业应急积极性,使其承担更多的责任,以此提高能源应急协同效率。     

Critical Aspects of Organizational Learning Research and Proposals for Its Measurement

Based on an extensive literature review, this paper reveals several gaps in organizational learning (OL) research that need filling before we can really talk about a theory of organizational learning or verify the traits and very existence of learning organizations (LO) as a phenomenon. The critique, however, is not targeted at any single model or theory of organizational learning, but at theory building, which constantly drifts away with new definitions and approaches that break up rather than construct a theory. Despite the fact that numerous consultation tools for turning organizations into learning models have been developed and applied, the concept of organizational learning itself still remains vague and there is an urgent need for a holistic model of OL. Too much emphasis is put on studying the learning of individuals instead of concentrating on the learning of organizations. Since the theory is highly dispersed and does not really build on earlier findings, rich empirical studies are needed in order to validate measures of organizational learning. Modelling of the organizational learning process and clarification of how learning of individuals is turned into learning of organizations is needed. This paper introduces one set of OL measures developed to study whether organizational learning occurred during the operational and business culture change process of a single case company. Suggestions for further OL research are made on the basis of experiences gained when empirically testing this model.