Dynamic knowledge trajectories in regions. A new paradigm for design of the development policy?

Th e aim of this paper is to explore new concepts of the spatial aspects of the knowledge economics. Th ere are already many existing studies about knowledge, about regional innovation systems, regional learning, that are dominating paradigm of the industrial society. We can formulate a theoretical shift to new paradigm based on multi-local and multiscalar knowledge dynamics. In the RIS paradigm, learning is mainly cumulative, but today the quantity of knowledge has increased and its general access has improved. Sectors split in new ?entities? which are made of much more numerous and complex interaction, we observe composite knowledge dynamics. Th us cumulative and composite trajectories will become more and more interweaved. Regarding space and territory, the large opening of access to multiple potential partner and knowledge means that territorial knowledge dynamics are more multilocal and multi-scalar. We argue that cognitive proximity (i.e. an absorptive capacity open to new ideas) is a prerequisite for interactive learning processes to take place. When knowledge is collective, technological communication is a crucial governance mechanism. Th e diff usion and hence the adoption of technologies and technological knowledge developed elsewhere (e.g., other fi rms and universities) is now seen as an active process that enters the fi rm?s ability to create new technological knowledge and to introduce technological change. For this being eff ective, a minimum amount of internal competencies must be accumulated and available for the fi rm. New policies based on knowledge dynamics concept should capture the importance of making connections between related sectors, fostering knowledge spill-overs. Knowledge relationships may cross over regional and national boundaries, as they do over sector boundaries. Network linkages, in general, and non-local linkages in particular, are oft en found crucial for learning and innovation, in order to avoid cognitive lock-in.