This chapter illustrates four interrelated strategic learning processes, namely knowledge creation, dissemination, interpretation, and implementation, that are critical in ensuring the effective and rapid renewal of the core capabilities of technology-based small and medium-sized enterprises (SMEs). Based on a cluster analysis of 182 Finnish software companies and information from illustrative case examples, the chapter highlights success factors related to strategic learning practices necessary for survival and prosperity in the highly dynamic IT industry. By offering a consistent strategic learning framework and multiple practical examples, the chapter provides SME leadership teams with practical suggestions to facilitate strategic learning. In addition, the chapter considers learning traps that prevent firms from renewing their capabilities and highlights practices to avoid those traps to facilitate strategic learning in technology-based SMEs

Purpose– The purpose of this paper is to investigate how technological hubs (THs), defined as knowledge intermediaries, can assist companies in creating successful partnerships to develop innovations. Specifically, the authors ask how THs can help firms connect with horizontal networks and how THs can assist firms on finding suppliers and customers from the vertical network with whom to collaborate. By answering these two main questions, the paper sheds light on the important role of THs and its incubators as knowledge intermediaries in innovation co-creation. Design/methodology/approach– The research is founded on a longitudinal case study of an Italian technologic hub, ComoNExT, that aims to improve the competitiveness of its local economy. Specific attention is given to the role of the incubator that was formed as a joint effort in the technology hub. Findings– The authors find that THs can facilitate networking among tenants and among tenants and external actors within the same epistemic network. The TH that the authors studied is characterized by a new business model that is founded on providing value-added services and networking. The TH sustains the networking at different levels: within tenants, with local actors, extra-local and international actors. The authors’ analysis suggest that THs become knowledge intermediaries who allow firms to identify innovation parties and transform them into innovation partners and, thus, outline the shift from outsourced innovation to co-managed innovation. Originality/value– The paper shows how knowledge intermediaries facilitate the intermediation between heterogeneous organizations who are located at different network positions and characterized by relational proximity that is the basis for reaching effective innovation. The research depicts how knowledge intermediaries reinforce the drivers of a co-membership network to co-create innovation to improve the strength of a relationship characterized by a shared vision.

This chapter illustrates four interrelated strategic learning processes, namely knowledge creation, dissemination, interpretation, and implementation, that are critical in ensuring the effective and rapid renewal of the core capabilities of technology-based small and medium-sized enterprises (SMEs). Based on a cluster analysis of 182 Finnish software companies and information from illustrative case examples, the chapter highlights success factors related to strategic learning practices necessary for survival and prosperity in the highly dynamic IT industry. By offering a consistent strategic learning framework and multiple practical examples, the chapter provides SME leadership teams with practical suggestions to facilitate strategic learning. In addition, the chapter considers learning traps that prevent firms from renewing their capabilities and highlights practices to avoid those traps to facilitate strategic learning in technology-based SMEs

The Dualistic Model of Passion has gained increasing attention in social psychology in the past decade. Besides defining passion as “a strong inclination or desire toward an activity that one likes, finds important, and in which one invests time and energy” (Vallerand et al., 2003, p. 757), it acknowledges two types of passion, harmonious and obsessive, which develop according to how individuals internalize an activity in their self-concept. A growing body of empirical research, particularly in nonwork settings, has demonstrated that harmonious passion and obsessive passion have distinct outcomes. As such, this two-dimensional passion construct may be particularly useful for developing a more comprehensive understanding of how individuals engage with work compared to the existing one-dimensional constructs of job engagement used in organizational literature. The present study develops hypotheses and tests the direct effect of harmonious and obsessive passion with work satisfaction. It also aims to develop theory by connecting the dualistic passion approach with work–life conflict; in doing so, it tests how individuals' off-task thoughts at work and on-task thoughts off work may mediate this relationship. Using a quantitative survey, the hypotheses are tested on a random sample of individuals engaged in business start-ups in Sweden. Whereas harmonious passion exhibits a direct effect with work satisfaction, obsessive passion exhibits an indirect effect through on-task thoughts off work with work satisfaction

Purpose – The strategic learning perspective has attracted increased interest among strategic management scholars, yet the operationalisation of this concept is still in its infancy. The aim of this study is to develop a multidimensional understanding of the strategic learning process and to build an instrument to measure this concept.Design/methodology/approach – The article confirms the validity of the developed measurement instrument with expert evaluations and quantitative data from the analysis of 206 Finnish software companies. Structural equation modelling was the primary statistical technique used.Findings – The results of the validation study suggest that strategic learning is a multidimensional construct that is manifested through the sub-processes of strategic knowledge creation, distribution, interpretation, and implementation. The results demonstrate that the reliability and validity of the developed measurement model is satisfactory, thus enabling its use in further studies.Research limitations/implications – Although the validation study and the use of a panel of expert judges present substantial support for the developed construct, future research is necessary to continue to examine and refine the measure in other industries and cultural contexts.Practical implications – Executives and practitioners can use the developed tool to identify potential areas for improvement and thus bring focus to organisational development efforts to enhance collective strategic learning.Originality/value – This study contributes to strategic management research by developing and validating a measurement method for the concept of strategic learning. To date, the empirical research of strategic learning has been mainly limited to descriptive case studies, and the literature lacks a comprehensive measurement tool.