theroleof knowledgeand learningforregional development workshop nov... · 2016. 2. 27. ·...
TRANSCRIPT
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iens
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Theroleof knowledgeand
learningforregional development
Simone Strauf
Kaunas, 5thNovember 2007
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Pag
e2Central issues
�What are the key factors contributing to the positive economic
development of a region?
�par
adig
m s
hift
in t
he r
egi
onal
deve
lopm
ent
theories
�co
nce
pt
of th
e “
lear
nin
g re
gion”
�The importance of knowledge and learning for regional development
�explic
it a
nd t
acit k
now
ledge
�fo
rmal
, non-f
orm
al u
nd info
rmal
lear
nin
g
�Examples for different kinds of learning
�Conclusion
�how
to initia
te a
nd im
pro
ve lear
nin
g pro
cess
es
in a
regi
on?
�how
can
lear
nin
g pro
cess
es
lead
to a
succ
ess
ful re
gional
deve
lopm
ent
pro
cess
?
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Pag
e3
Thecurrentresearchstatus
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Pag
e4Historyof theregional developmenttheories
�Traditional locationtheories
�Transport costs, workcosts, groundrent
�byThünen, Weber, Christaller(1950‘s)
�Polarisation theories
�Sectoralareasof growth, agglomerationeffects,
availabilityof workand capital
�Perroux, Myrdal, Krugman
�Territorial innovationmodels
�Cluster approach, milieuapproach, „learning
regions“, networkrelationships, processorientation,
capacityforinnovationand learning
�Porter, Morgan
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Pag
e5Paradigmshiftin regional development
theories
�Basic paradigmshiftin theregional development
theory:
�Thetheoreticalperspectivechangesfroman exogenousto
an endogenouspoint of view.
�Thetheoriesmoveawayfromproductionfactorsin a strict
sense, to an interactivecorrelationbetweeninstitutions
and/oractors.
�Thefocusof thetheoriesshiftfroma staticviewof location
factorsto developmentprocesses.
�Todaythere
isno longertheoneand only
predominatingdevelopmenttheory. There
isa range
of diverse theoreticalapproachesthatcanclarifythe
successof regionsand locations.
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Pag
e6Thepredominantregional development
strategies
�Endogenousregional development
�Return to regional resourcesand skillsshowthenecessityof usingthese, in
order to generatedevelopmentimpulsesand ideas.
�"LearningRegions"
�Importanceof knowledge, qualificationand competenceaquisitionas a basis
fortheeconomicaldevelopmentof a region
�"Socialcapitalapproach"
�Relationshipsbetweenpeopleas a resourcealso fortheeconomic
developmentof a regionand/orborough.
�"CapacityBuilding"
�Setup of institutions, whichusetheorganisationaland individualknowledgeof
a regionfor(economical) development.
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Pag
e7DefiningtheLearningregion
“To b
e e
ffective in this
incre
asin
gly
bord
erless g
lobal econom
y, re
gio
ns m
ust be
defined b
y the s
am
e c
rite
ria a
nd e
lem
ents
whic
h c
om
prise a
know
ledge-inte
nsiv
e firm
:
continuous im
pro
vem
ent, n
ew
ideas,
know
ledge c
reation a
nd o
rganis
ational
learn
ing.
Regio
ns m
ust adopt th
e p
rincip
les o
f
know
ledge c
reation a
nd c
ontinuous learn
ing;
they m
ust in
effect becom
e k
now
ledge
cre
ating o
r le
arn
ing regio
ns”
(R. Flo
rida)
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Pag
e8Thecentralelementsof „LearningRegions“
�Theconceptof thelearningregiondistinguishesbetween
threebasicapproaches:
�Human capitalorientatedapproaches, in whichthe
developmentof a regional knowledgebase, as well as co-
ordinationof furthereducationopportunitiesin theregionare
thefocus(„learningbycoordinating“).
�Innovation orientatedapproaches, in whichlearningby
interactingas well as exchangeof inform
ationand diffusionof
innovationsare
thefocus(„learningbyinteracting“)
�A policynetworkapproach, whichdealswithnewco-
operationprocessesthroughnetworksin theregion(„learning
bynetworking“)
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Pag
e9Knowledgeand Regional Development
�For regionsas an overallsystem,
innovationand innovative abilityare
the
centralrequirement, so thattheycan
adjustin thelongterm
to theconstantly
changingendogenousand exogenous
term
sand conditions.
�Only„learningregions“ cansurvivein
thefuture.
�Knowledgeand learningwill bethe
centralfactorsin thecompetitivenessof
a location.
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Pag
e10 Theimportanceof knowledgeand learning
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Pag
e11Regional repositoryof knowledge
regional
secretary
projectmanager
NGOs
private
actors
enterprises
localcommunities
regional educational
institutions
regional planning
Departement of Regional Development
scienceand research
europeanregional policy
national policy
regional authorities
inhabitants
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Pag
e12Theway fromknowledgeto innovation
Iden
tific
atio
n Id
enti
ficat
ion
Iden
tific
atio
n Id
enti
ficat
ion
of
of
of
of Kn
ow
ledge
Kno
wle
dge
Kno
wle
dge
Kno
wle
dge
Dev
elo
pmen
tD
evel
opm
ent
Dev
elo
pmen
tD
evel
opm
ent
and
Co
ding
and
Co
ding
and
Co
ding
and
Co
ding
of
Kno
wle
dge
of
Kno
wle
dge
of
Kno
wle
dge
of
Kno
wle
dge
Cre
atin
gC
reat
ing
Cre
atin
gC
reat
ing
Co
mpe
tenc
esC
om
pete
nces
Co
mpe
tenc
esC
om
pete
nces
Inno
vati
on
Inno
vati
on
Inno
vati
on
Inno
vati
on
man
agem
ent
man
agem
ent
man
agem
ent
man
agem
ent Source: after von Krogh 1995
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Pag
e13Different kindsof Knowledge
�Explicitknowledge,
�co
nta
ined
in m
anual
san
d
pro
cedure
san
d
�Tacitknowledge,
�le
arned
only
by
experience
, and
com
munic
ated
only
indirect
ly, t
hro
ugh
meta
phor
and a
nal
ogy
Source: Nonaka, Takeuchi 1997
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Pag
e14Characteristicsof explicitand tacitknowledge
Bycommonlearning
Documentationin words,
numbers, pictures
Communicationof
knowledge
Connectedwith
intellectualexperiences
Explicitknowledge
Bycommonexperience
Adoption
Complexprocessof
externalisation
Explicitation
Common applicationof
knowledge
Transfer
Connectedwithsensory
experiences
Context
Tacitknowledge
Source: Wilke1997
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Pag
e15TheProcessof KnowledgeCreation
Source: von Krogh 1998
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Pag
e16Characteristicsof KnowledgeCreation
Source: von Krogh 1998
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Pag
e17Fromknowledgeto learning
„Ifyouusetheclassificationof tacitand explicitknowledge,
learningisfirstof all thetransferof explicitortacitknowledge
intotacitknowledge. It‘sa processwhichcausesan inner
personal changeand leadsto a more
orlesssustainable
increasein competencesand skills.“
(Source: Back et al. 2001)
�Knowledgeisthecontent, whichiscommunicatedby
learningas a concreteprocessand activity
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Pag
e18FromKnowledgeto Competencevia Learning
Know-
ledge
Com-
petence
Learning
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Pag
e19Definitionsof different kindsof learning
�Formal Learning:
�Lear
nin
gty
pic
ally
pro
vided
by
an e
duca
tion
or
trai
nin
gin
stitution, s
truct
ure
d(in
term
sof le
arnin
gobje
ctiv
es, lear
nin
gtim
e o
rle
arnin
gsu
pport
) an
d lead
ing
to
cert
ifica
tion. F
orm
al lear
nin
gis
inte
ntional
fro
mth
ele
arner’s
pers
pect
ive.
�Non-formalLearning:
�Lear
nin
gth
atis
not
pro
vided
by
an e
duca
tion
or
trai
nin
gin
stitution
and t
ypic
ally
does
not
lead
to c
ert
ifica
tion. I
tis, h
ow
eve
r, s
truct
ure
d(in t
erm
sof le
arnin
gobje
ctiv
es, lear
nin
gtim
e o
rle
arnin
gsu
pport
). N
on-f
orm
alle
arnin
gis
inte
ntional
fr
om
the
lear
ner’s
pers
pect
ive.
�InformelLearning:
�Lear
nin
gre
sultin
gfr
om
dai
lylif
e a
ctiv
itie
sre
late
dto
work
, fam
ilyor
leisure
. It
isnot
stru
cture
d(in t
erm
sof le
arnin
gobje
ctiv
es, lear
nin
gtim
e o
rle
arnin
gsu
pport
) an
d
typic
ally
does
not
lead
to c
ert
ifica
tion. I
nfo
rmal
lear
nin
gm
aybe
inte
ntional
but
in
most
case
sit
isnon-inte
ntional
(or
“inci
denta
l”/r
andom
)
Source: European Commission 2001
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Pag
e20Recognitionof Competencies
1.Theoverallprocessof grantingofficialstatusto
competences, (thisis
form
al re
cognitio
n), gainedeither
–fo
rmal
ly(b
yaw
ardin
gce
rtifi
cate
s) o
r
–in
a n
on-form
alor
info
rmal
sett
ing
(by
gran
ting
equiv
alence
, cre
dit
units,
valid
atio
nof ga
ined
com
pete
nce
s);
and/o
r
2.Theacknowledgementof thevalueof competencesby
economicand socialstakeholders(thisis
socia
lre
cognitio
n).
Source: European Commission 2001
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Pag
e21
Examplesof thethreekindsof learning
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Pag
e22Main topicsof formal and non-formal
Learning
•Aneignung des explizitem W
issen durch form
alisierte und
nicht-form
alisierteLernprozesse
–zi
elt p
rim
är a
uf die
Verm
ittlung
von e
xpliz
item
Wisse
n
–ist
syst
em
atisch
in B
ezu
g au
f Lern
ziele
, Lern
dau
er
und L
ern
mitte
l
–und d
amit e
in z
ielg
erich
ete
rLern
pro
zess
–zw
isch
en L
ehre
ndem
und L
ern
enden
–der
aber
nic
ht
zwin
gend p
ers
onenge
bunden s
ein
muss
–Z
ert
ifizi
eru
ng
des
Lern
pro
zess
es
als
Unte
rsch
ied z
wisch
en d
em
fom
alisie
rten
und d
em
nic
ht-
form
alisie
rten
Lern
pro
zess
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Pag
e23Formal learning: e.g. theeducationalsystem
Source: Benneworth2006
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Pag
e24Universitiesat theheartof thehuman capital
upgradingprocess
Source: Benneworth 2006
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Pag
e25Non-formalLearningin Regional Development
�classicaleventson job-related
orprivate furthereducation
�learningobjectivesdifferin the
learningintensity
�different kindsof learning
processes
�besid
es
of explic
itknow
ledge
the
dis
sem
ination
of ta
cit
know
ledge
isals
o im
portant
and inte
nded
X
X
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Pag
e26Informal Learningin Regional Devlopment
e.g.: Knowledgemanagement Regional Development Switzerland
•Sh
are
and
exch
ange
Kno
wle
dge
•N
ew K
now
ledg
e
by p
erso
ns:
Mobi
lise
+N
etw
ork
ing
Net
zwer
kN
etzw
erk
Net
zwer
kN
etzw
erk- ---
Man
agem
ent
Man
agem
ent
Man
agem
ent
Man
agem
ent
Net
wo
rkN
etw
ork
Net
wo
rkN
etw
ork
- ---Man
agem
ent
Man
agem
ent
Man
agem
ent
Man
agem
ent
by p
erso
ns:
Qua
lify
by T
echn
ics:
Kno
wle
dge-
Infr
astr
uctu
re
Kno
wle
dge �
Kom
pete
nces
�
Inno
vation
Colle
ct a
nd d
eliv
er
know
ledg
e
Kno
wle
dge-
Port
al
„Reg
iona
l-G
oogl
e“
•Pr
actitione
r-C
om
m.-
.
•In
tere
st-C
om
m..
•R
esea
rch-
Net
work
-
•Pr
actitione
r-C
om
m.-
.
•In
tere
st-C
om
m..
•R
esea
rch-
Net
work
-
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Pag
e27Informal Learningin Regional Devlopment:
e.g.: Exchange of experiences
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Pag
e28Characteristicsof different kindsof learning
+ + +
+ + / --
---
Individualisation
---
--
+ + +
Form
alisation
+ + +
+ + / --
---
Exchange of tacit
knowledge
---
+ +
+ + +
Exchange of
explicit knowledge
Informal
Learning
Non-formal
Learning
Formal
Learning
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Pag
e29
Universitiesas a repositoryof knowledgein a
LearningRegion
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Pag
e30Universitiesand Regional Development
•Exchange of Experiences
•Alumni
•Mentoring-Programmes
Informal Learning
•FurtherEducation
•Conferences, Congresses, Meetings
•Public lectures, speechesetc.
Non-formalLearning
•Educationand Learning
•PhD-Studies
•Job-o
riente
dE
ducation
Formal Learning
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Pag
e31Universitiesand Regional Development
Source: after Cooke (2004); in Benneworth (2004)
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Pag
e32
Conclusion
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Pag
e33Requirementsforuniversitiesand regional
players
�Universitieshavemore
to offerthaneducationand research
�U
pdat
ing
skill
sof em
plo
yees
�Id
entify
ing
and s
olv
ing
soci
alpro
ble
ms
�U
niv
ers
ity
expert
ise
isneeded
in a
n incr
eas
ingl
yla
rge r
ange
of pro
fess
ional
and p
olit
ical
field
s
�Research resultshaveto betransferredintoinnovationprocesses,
incorporationintoregional actionplansand programmes
�Take theuniversitiesseriouslyas a playerand partner, mindmap
�Usinguniversitiesas a repositoryof knowledge
�help
the
regi
on
to u
nders
tand
itse
lf
�ga
tew
ayto
glo
bal
info
rmat
ion
to m
eet
the
needs
of diff
ere
nt
sect
ors
of th
ere
gional
eco
nom
y
�Creatinga mechanismthroughwhichtheresourcesof universitiescan
bemobilisedto contributeto theregional developmentprocess
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Pag
e34Perspectives
�Whyisexplicitand tacitknowledgeimportantforthe
developmentof ourregion?
�Howcanwecreateexplicitand tacitknowledgein our
region?
�Howcanregional learningprocessesbedeveloped?
�Howcanregional learningprocessesbedesignedto
contributeto a positive and sustainableregional
developmentprocess?
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Pag
e35
„Stets sorg
e, d
aß
das Volk o
hne W
isse
n u
nd
Wunsc
h sei. Und sorg
e zugleich, daß
die
Wisse
nden
nicht zu h
andeln w
agen
“
Lao-tse
, ch
ines
isch
er P
hiloso
ph (um
300 v. Chr.)
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Pag
e36
“All men by nature desire knowledge”
Aristo
tle (384-3
22 B
C), G
reek p
hilo
sopher M
eta
physic
s,
Book 1
, C
hapte
r 1
but
„There is much pleasure to be gained from
useless knowledge.“
Bertra
nd R
ussell
(1872-1
970)