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Spatial Transfer of Knowledge in High Technology Milieux: Learning Versus Collective Learning Processes


  • Roberta Capello


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 for SMEs in local areas, and not other kinds of learning? The empirical analysis is based on three Italian high technology milieux. Descriptive and interpretative statistical methodologies are used in this part of the paper. CAPELLO R. (1999) Le transfert spatial de la connaissance dans des technopoles: l'apprentissage contre les processus d'apprentissage collectif, Reg. Studies 33 , 353-365 . Puisant dans la documentation, il en resulte d'une analyse des definitions disponibles quelques ambiguites apropos de la conceptualisation de l'apprentissage collectif. On fournit une analyse parallele des concepts d'apprentissage et d'apprentisage collectif et souligne les similarites et les differences. L'une des principales caracteristiques de l'apprentissage collectif est ancree dans la notion de 'retombee commune', tandis que les notions de 'continuite' et de 'synergies dynamiques' sont des traits particuliers de l'apprentissage et de l'apprentissage collectif. Ces remarques laissent supposer des questions empiriques interessantes qui se voient aborder dans la partie empirique de l'article. En particulier, l'analyse empirique remet en cause la verite des affirmations suivantes: a). l'apprentissage collectif ne resulte pas d'un comportement cooperatif mais d'un comportement collectif; b). par rapport aux autres genres d'apprentissage, c'est par l'apprentissage collectif que l'on peut engendrer de nouvelles ressources dynamiques en faveur des PME situees dans les collectivites locales. L'analyse empirique est fondee sur trois technopoles en Italie. Cette partie de l'article se sert des methodologies de description et d'interpretation statistiques. CAPELLO R. (1999)Ra ¨umliche Wissensvermittlung in hoch technisierten Milieus: Lernen gegen kollektive Lernprozesse, Reg. Studies 33 , 353-365 . Eine Analyse der Definitionen, die bisher von der Literatur angeboten wurden, weist Ambiguita ¨ten in der begrifflichen Fassung kollektiven Lernens auf. Es wird eine Parallelanalyse der Konzepte des Lernens und kollectiven Lernens vorgestellt, und A ¨hnlichkeiten sowie Unterschiede hervorgehoben. Einer der Hauptunterschiede kollektiven Lernens ist in dem Element des a ¨usseren Zuges der geschlossenen Gesellschaft verankert, wa ¨hrend 'Kontinuita ¨t' und 'dynamische Zusammenfassung der Kra ¨fte zum gleichen Zweck' gemeinsame Eigenschaften des Lernens und des kollektiven Lernens sind. Diese U¨berlegungen fu¨hren zu interessanten empirischen Fragen, die im empirischen Teil des Aufsatzes behandelt werden. Die empirische Analyse bescha ¨ftigt sich vorallem mit den folgenden Fragen: a)trifft es zu, dass kollektives Lernen nicht das Ergebnis ko-operativen Verhaltens ist, sondern das eines kollektiven Verhaltens? b) trifft es zu, dass kollektives Lernen der Weg fu¨r kleine und mittlere Unternehmen ist, am Orte neue scho ¨pferische Reserven anzuzapfen, die andere Arten des Lernens nicht ero¨ffnen? Die empirische Analyse stu¨tzt sich auf drei italienische, hoch technisierte Milieus. In diesem Teil des Aufsatzes werden deskriptive und interpretative statistische Methodiken benutzt.

Suggested Citation

  • Roberta Capello, 1999. "Spatial Transfer of Knowledge in High Technology Milieux: Learning Versus Collective Learning Processes," Regional Studies, Taylor & Francis Journals, vol. 33(4), pages 353-365.
  • Handle: RePEc:taf:regstd:v:33:y:1999:i:4:p:353-365 DOI: 10.1080/00343409950081211

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    References listed on IDEAS

    1. Dosi, Giovanni, 1982. "Technological paradigms and technological trajectories : A suggested interpretation of the determinants and directions of technical change," Research Policy, Elsevier, pages 147-162.
    2. Dosi, Giovanni, 1993. "Technological paradigms and technological trajectories : A suggested interpretation of the determinants and directions of technical change," Research Policy, Elsevier, pages 102-103.
    3. Roberta Rabellotti & Hubert Schmitz, 1999. "The Internal Heterogeneity of Industrial Districts in Italy, Brazil and Mexico," Regional Studies, Taylor & Francis Journals, vol. 33(2), pages 97-108.
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