Search results

This study aims to focus on a key unanswered question about how digitalization and the knowledge processes it enables affect firms’ strategies in the international arena.

The authors conduct a systematic literature review of relevant theoretical and empirical studies covering over 20 years of research (from 2000 to 2023) and including 73 journal papers.

This review allows us to highlight a relationship between firms’ international strategies and the knowledge processes enabled by applying digital technologies. Specifically, the authors discuss the characteristics of patterns of knowledge flows and knowledge processes (their origin, the type of knowledge they carry on and their directionality) as determinants for the emergence of diverse international strategies embraced by single firms or by populations of firms within ecosystems, networks, global value chains or alliances.

Despite digital technologies constituting important antecedents and critical factors for the internationalization process, and international businesses in general, and operating cross borders implies the enactment of highly knowledge-intensive processes, current literature still fails to provide a holistic picture of how firms strategically use what they know and seek out what they do not know in the international environment, using the affordances of digital technologies.

This study aims to investigate how primary teachers, when taking part in digital didactic design (D³) workshops at the Digital Laboratory Centre at the university, develop their insights about how digital tools can be designed and further used in their teaching of science. The research question addresses how D³ can be used to develop primary teachers’ knowledge about teaching science with digital technologies.

During two semesters, 14 primary science teachers from three different schools participated in an in-service course at the university. Five D³ workshops lasting 4 h each were conducted with the aim to analyze, design and implement digital tools based on the needs of teachers and students. This includes discussions about the technological, pedagogical and content knowledge (TPACK) framework and further recommendations about how to choose, design, implement and evaluate digital tools for different teaching and learning situations. In between the workshops, the teachers were told to reflect on their experiences with colleagues and students and share their ideas and reflections to support collegial learning.

The results indicate that D³ has an opportunity to promote deep learning experiences with a framework that encourages teachers and researchers to study, explore and analyze the applied designs-in-practice, where teachers take part in the design process. This study further indicates that having teachers explicitly articulates their reasoning about designing digital applications to engage students’ learning that seems important for exploring the types of knowledge used in these design practices and reflecting on aspects of their teaching with digital technologies likely to influence their TPACK.

This research indicates that the increasing prevalence of information communication technology offers challenges and opportunities to the teaching and learning of science and to the scientific practice teachers might encounter. It offers solutions by investigating how primary teachers can design their own digital technology to meet students’ science learning needs. One limitation might be that the group of 14 teachers cannot be generalized to represent all teachers. However, this study gives implications for how to work with and for teachers to develop their knowledge of digital technologies in teaching.

As this project shows teachers can take an active part in the digital school development and as such become producer of knowledge and ideas and not only become consumers in the jungle of technical applications that are implemented on a school level. Therefore, it might well be argued that in science teaching, paying more careful attention to how teachers and researchers work together in collaborative settings, offers one way of better valuing science teachers’ professional knowledge of practice. As such, an implication is that digital applications are not made “for” teachers but instead “with” and “by” teachers.

The society puts high demands om teachers’ knowledge and competencies to integrate digital technologies into their daily practices. Building on teachers’ own needs and concerns, this project addresses the challenge for teachers as a community to be better prepared for and meet the societal challenge that digitalization means for schools.

Across the field of science education, knowledge about the relation between teachers’ use of digital technology and how it might (or might not) promote students’ learning offers access to ideas of how to design and implement teacher professional development programs. This offers enhanced communication opportunities between schools and universities regarding school facilities and expectations of technology to improve teachers’ experiences with integrating technology into their learning and teaching. This pragmatic approach to research creates theory and interventions that serve school practice but also produces challenges for design-based researchers.

This paper aims to explore how the cross-fertilization of knowledge and technologies in EU-funded research projects, including serious games and gamification, is influenced by the following variables: multidisciplinarity, knowledge base and organizations (number and diversity). The interrelation of actors and projects form a network of innovation. The largest contribution to cross-fertilization comes from the multidisciplinary nature of projects and the previous knowledge and technology of actors. The analysis draws on the understanding of how consortia perform as an innovation network, what their outcomes are and what capabilities are needed to reap value.

All the research projects including serious games and/or gamification, funded by the EU-Horizon 2020 work programme, have been analyzed to test the hypotheses in this paper. The study sample covers the period between 2014 and 2016 (June), selecting the 87 research projects that comprised 519 organizations as coordinators and participants, and 597 observations – because more organizations participate in more than one project. The data were complemented by documentary and external database analysis.

To create cross-fertilization of knowledge and technologies, the following emphasis should be placed on projects: partners concern various disciplines; partners have an extensive knowledge base for generating novel combinations and added-value technologies; there is a diverse typology of partners with unique knowledge and skills; and there is a limited number of organizations not too closely connected to provide cross-fertilization.

First, the database sample covers a period of 30 months. The authors’ attention was focused on this period because H2020 prioritized for the first time the serious games and gamification with two specific calls (ICT-21–14 and ICT-24–16) and, second, for the explosion of projects including these technologies in the past years (Adkins, 2017). These facts can be understood as a way to push the research to higher technology readiness levels (TRLs) and introducing the end-user in the co-creation and co-development along the value chain. Second, an additional limitation makes reference to the European focus of the projects, missing strong regional initiatives not identified and studied.

This paper has attempted to explore and define theoretically and empirically the characteristics found in the cross-fertilization of collaborative research projects, emphasizing which variables, and how, need to be stimulated to benefit more multidisciplinary consortia and accelerate the process of innovation.

Empresa Brasileira de Pesquisa Agropecuária (Embrapa, the Brazilian Agricultural Research Corporation), owned by the Brazilian Government, is one of the most efficient agencies for promoting sustainable tropical agriculture in the world. However, although information is available, farmers do not always put the technologies and knowledge into practice. There is a large difference between the average productivity of farmers and crop or herd potential. Thus, this paper aims to describe and analyze the process of technology transfer of the Embrapa Agrobiology Unit.

The study reviewed the classical and diffusionist models of technology transfer (TT) in Brazilian agriculture and the role of the government in innovation. This was based on documentary research and structured interviews with four employees, supported by a structured roadmap composed of four categories for analysis: the role of TT; the organizational structure of the area; the TT strategies; and the ways of delivery, methods and tools of TT. By a qualitative approach, the results were treated through content analysis.

The results indicated that the area of TT at Embrapa went through a recent restructuring, which included the interchange and collective construction of knowledge (ICC) in its TT process, to turn entrepreneurship into reality. The company is dedicated to bringing knowledge to the most important people: farmers. This has been done through a participatory TT model, which has involved multiplier agents from the research stage to the transfer stage.

Some limitations were found, among them, the fact that only internal members of Embrapa were interviewed, limiting the view of the TTICC staff and without knowing the multiplier agents’ opinion and other actors involved in the process. In addition, it is a qualitative research that is subject to the interpretation of the researcher.

This study contributed to reflections about the TT process and how it can be used by different actors, along with the role of the State in innovation.

In addition to contributing to the development of products, processes and technologies for the economic, social and environmental development of Brazil, Embrapa has been outstanding in generating knowledge for the advancement of science. Its results have had impacts not only nationally but also worldwide. Embrapa has played a key role in Brazilian agriculture as well as in livestock, mainly, in supporting governmental projects and in the implementation of public policies.

The aim of this study was achieved, as there was a possibility of describing and analyzing the technology transfer process at Embrapa Agrobiology Unit, located in the city of Seropédica, Rio de Janeiro. It is concluded that Embrapa has been committed to involving the farmer in the process of interchange, collective construction of knowledge and technology transfer. The farmer has become the focus of this process, reducing the development of “shelf” researches and increasing the participation of the farmer or of the multiplier agent. The importance of studying and knowing the process of technology and knowledge transfer to the public of interest should be highlighted, and especially the reasons why this technology or knowledge are often not adopted by the public. It was possible to identify that Embrapa has noticed the difficulties of farmers and realized that the best way the best way of transforming technological solutions and knowledge into innovation is by involving the farmer in the process of construction and of transfer. Thus, the farmer gives greater credibility to the technology or generated knowledge because this is something that he himself helped build. In the sphere of contemporary institutional knowledge management, Embrapa has had as its main point of departure the demand and the needs of society. For this, it has created means to ensure the participation of different actors because they signal the construction of technological solutions and of innovation and they are the ones who know the real situation. However, this is a recent progress within Embrapa that has evolved and generated results. Thus, research, science and technology institutions must go beyond technology transfer and must ensure the involvement, participation and interaction of the public of interest to promote significant change, social, economic and environmental development and transformation. Embrapa observed this from the referential framework that included technology transfer, interchange and the collective construction of knowledge.

The benefits associated with visibility in organizations depend on employees' willingness to engage with technologies that utilize visible communication and make communication visible to others. Without the participation of workers, enterprise social media have limited value. This study develops a framework to assess what deters and drives employees' use of enterprise social media.

Data were collected from 753 employees of a global company using an online survey. The response rate was 24.5%. The authors used structural equation modeling to test the hypothesized framework.

The results show that various fears by workers may deter or motivate enterprise social media use. This offers an alternative viewpoint for examining the consequences of communication visibility in organizations. Specifically, the findings demonstrate that the fear of accountability and the fear of losing uniqueness reduce enterprise social media use through increased codification efforts. The fear of missing out is directly and positively related to collecting behaviors on enterprise social media.

Expectations about participation in visible organizational communication environments are rising. However, as individuals may experience anxiety in such settings, the authors need to direct more analytical focus to the ways individuals manage communication visibility in organizing contexts and develop a deeper understanding of the consequences of fear in workplace communication.

The analysis recognizes that fear can play a key role in deterring or motivating workers' specific choices in navigating the challenges that occur when technology can make communication broadly visible. This study uses theorizing on communication visibility to bring together different fear mechanisms to predict enterprise social media use.

Industry 4.0 technologies are promising to increase manufacturing companies' performance through the new knowledge that such digital technologies allow to create and manage within the firm boundaries and through customer interactions. Despite the great attention on the Industry 4.0 adoption paths, little is known about the relationships with previous waves of digital technologies, namely, information and communication technologies (ICTs), and how different groups of both types of technologies link to knowledge and its related performances.

The study employed a quantitative research design using a survey method. Submitting the questionnaire to entrepreneurs, chief operation officers or managers in charge of the operational and technological processes of Italian manufacturing firms, 206 respondents stated that their firm has adopted at least one of the seven Industry 4.0 technologies investigated.

The findings of the study highlight the positive relationship between ICT and Industry 4.0 technologies in terms of both intensity and groups of technologies (Web-based, Management and Manufacturing ICT; Operation, Customization and Data-processing 4.0), and how technologies affect knowledge-related performances in terms of products and processes, job-learning, product-related services and customer involvement.

This study is one of the first attempts to link groups of ICT to groups of Industry 4.0 technologies and to explore the effects in terms of knowledge-related performances as a measure of technology use. The study shows strong path dependency among ICT, Industry 4.0 and knowledge performance, enriching the literature on technological innovation and knowledge management.

This study aims to investigate the relationships between firms’ strategic planning (SP), leadership and technology transfer competence (TTC) by specifically incorporating the mediating role of strategic quality management (SQM).

This study performs structural equation modeling using AMOS on survey data collected from 200 Turkish firms operating in multiple industries and sectors.

This study finds that leadership in Turkish firms operating in multiple sectors is positively associated with SQM. This study further finds that SQM positively influences Turkish firms’ TTC and mediates the roles of SP and leadership in TTC.

A key research implication from this study relates to the mediating role of SQM in TTC in an emerging economy context. This study highlights that SP and leadership can play an essential role in TTC through the mediating mechanism of SQM. Consequently, SQM emerges as a crucial linking pin in conveying the impact of quality management practices on technology transfer in emerging markets.

An essential managerial implication of this study relates to the critical roles of leadership, SP and SQM in TTC. For the managers of firms operating in a relatively uncertain emerging context such as Turkey, it is essential to adopt a supportive and empowering leadership style, where open communication and innovative activities are viewed positively and SQM is adopted holistically. Also, SP should be streamlined throughout the firm and followed by SQM to support TTC.

This paper links the technology (and knowledge) management and the strategy and leadership literature streams by focusing on the mechanisms of technology transfer and delving into the linkages between SQM, leadership, SP and TTC. It specifically presents SP and leadership as precursors to SQM in their joint influence on TTC. Accordingly, this research bridges technology, strategy and leadership research and provides a broader picture of technology transfer that encompasses the joint role of different processes in firms’ TTC.

This study aims to explore how the absorptive capacity of emerging market multinationals (EMNEs) facilitates increased acquirer performance in industry exploration and technology exploration cross-border acquisitions (CBAs).

The research context for this study is Brazilian EMNEs and their CBAs. The final database contains 101 CBAs.

The authors find that industry exploration strategies negatively affect financial performance, but technology exploration strategies have a positive effect. The acquirer’s absorptive capacity can exacerbate the negative effects, except in instances of technology exploration strategies, where there is a demonstrable benefit from the acquirer’s absorptive capacity.

The study contributes first by providing a more nuanced understanding of the effects of absorptive capacity on postacquisition performance, depending on the type of knowledge explored. Second, by drawing on EMNE learning perspectives, the authors demonstrate the versatility of absorptive capacity in emerging markets.

This research aims to shed new lights on the most shared constructs developed on Innovation Ecosystems, Entrepreneurial Ecosystems and Technology Transfer Ecosystem proposing an additional stand-alone ecosystem.

This research is built upon a qual-quantitative analysis of an empirical case. The latter analysis is performed through a single case study methodology on the San Giovanni Hub of the Federico II University of Naples.

Evidences show how a technological hub orchestrates three main ecosystems for the knowledge exploitation: the technology transfer ecosystem, devoted to gather knowledge form universities' labs towards industries; the innovation ecosystem, able to manage the exploration and exploitation of new knowledge and techniques; the entrepreneurial ecosystem, that supports startup/spinoff creation process.

Limitations mainly concern the fact that it is centred on just one case study.

Practical implications imply new opportunities of collaboration involving different stakeholders as university administrators, researchers, businesses and policymakers, creating a supportive environment for innovation.

The research offers a new vision about the role of Universities as creators and enablers of ecosystems pursuing diverse value propositions. The Academic Innovation Ecosystem is a new conceptualization of this role played by a university, and it can convey innovation and entrepreneurial attitude within its ecosystem leveraging on the transfer of university knowledge and technology.

Prior research has highlighted the pervasive importance of digital technologies in business and societal settings, but their enabling role in digital transformation, and effective forms of organization to address tensions that arise during attempts to promote it, have been insufficiently explored. Therefore, the purpose of this paper is to investigate how and why tensions affect clusters established to foster digital transformation.

Empirical data were acquired through a qualitative exploratory holistic single case study, focused on the Swedish Cluster of Forest Technology. This included interviews with informants, selected by homogeneous purposive sampling, and event observation to investigate the personal perspectives of representatives of every company engaged in the cluster, followed by a thematic analysis of their comments.

The case study revealed three major tensions, between knowledge flow, collaboration and competition, but also others that were interrelated with those major tensions, related to matters such as trust and protection of intellectual property, power equality and hierarchy, and networks that must be managed in digital transformation efforts.

The paper extends understanding of the tensions that arise, and their management, in digital transformation processes.