中国系统集成企业的技术能力成长研究

产业模块化是以技术模块化为基础的产业组织的模块化发展,其中系统集成企业是产业模块化发展的核心和主导,其技术能力成长关系到整个模块化产业的技术发展.从产业模块化的基本原理出发,分别对模块化产业的3个组织层次及其作用机理、模块知识系统的3类知识及其相互关系进行界定和说明,并从系统复杂性角度提出关键模块的概念;指出关键模块是模块化系统存在和发展的基础,基于模块化产业的组织和知识特征提出创新导向的系统集成企业技术能力成长分析框架,选取中国典型的模块化产业(通信设备制造业和轿车产业)对合资和自主研发两种不同技术能力培育模式下系统集成企业的技术能力成长进行分析;总结以中国为代表的后发国家系统集成企业的技术能力在成长方式、成长内容、成长动力和成长规律上的特点,在此基础上提出促进中国系统集成企业技术能力提升的建议.     

“引智”学习、组织信任及企业技术能力提升——基于珠江钢琴1987～2012年的纵向案例研究

通过一家钢琴制造企业的纵向案例研究,试图破解中国企业在中西方文化差异及信息不对称的情况下,通过“引智”学习方式设计、提升外国专家对企业的信任水平以利于专家知识向企业内部转移.研究发现:为实现企业战略目标,企业“引智”学习方式实时更迭发挥了重要作用.企业先后选择了以问题为导向、以项目为导向的学习和组织内部前馈式学习,帮助企业实现了解决技术问题、改造现有产品和开发高端产品3个阶段的战略目标;企业通过“问题导向 项目导向 组织内部”的学习方式设计,构建起从低水平到高水平的组织信任;通过选择与信任水平相匹配的“引智”学习方式,能够显著提升企业技术能力.     

技术差距与人力资本约束下的技术进步模式

基于同时内生国外模仿与自主创新的R&D增长模型,假定异质型人力资本在两种技术进步模式中具有不同的效应,分析了在技术差距和人力资本约束条件下后发国技术进步模式的决定及技术政策效应.分析表明:后发国技术进步模式的选择取决于技术差距和两种人力资本的构成比例;在人力资本的约束下,鼓励技术进步的政策效应取决于技术差距.其政策含义十分明显:后发国应当根据研发资源和技术水平选择适宜的主导技术进步模式,科技政策应体现行业和区域主导技术进步模式的差异性,并根据主导技术进步模仿变化体现其动态性.     

基于技术追赶过程的后发企业能力重构演化机制研究

后发企业最终实现技术追赶得益于能力重构.然而,在技术追赶动态过程中,后发企业如何进行能力重构演化机制尚不明确.通过对圣龙的案例分析,本研究发现:市场动态性从外部为后发企业的技术追赶提供机会窗口,主导逻辑则从内部为后发企业的技术追赶提供认知引导.具体而言,初始追赶阶段的市场动态性低,后发企业通过定位逻辑实现能力演化;超越追赶阶段的市场动态性中,后发企业通过杠杆逻辑实现能力转换;行业前沿阶段的市场动态性高,后发企业通过机会逻辑实现能力替代.本研究强调了不同程度市场动态性的重要性,引入了主导逻辑视角,揭示了能力重构演化机制的内在规律.本研究既丰富了技术追赶理论,又为后发企业追赶实践提供了管理启示.     

基于学习成本的技术联盟动因分析

在经济全球化的今天,高新技术知识为主导的经济改变了企业单向竞争的格局,企业的R&D更趋向于复杂化、集成化的特点,使得单个企业难以依靠自身知识水平获取综合性技术需求。技术联盟已成为企业适应全球经济的一种有效模式,通过分享联盟成员的资源、知识和能力,加速技术资源整合利用,以形成自身优势,是企业适应变化的新手段。而技术联盟建立的基点是组织间互相学习能力,这种学习途径将产生一定学习成本。本文从技术联盟的学习成本进行分析,阐述了技术联盟形成的经济学动因。     

基于台湾中小型企业学习能力的组织学习取向研究

选择适宜的组织学习方法是创建学习型组织建的关键环节。本文以台湾中小型企业的组织学习取向选择为例,研究了组织学习能力与组织学习取向对组织学习绩效的影响。研究发现,组织学习能力较强的企业应该选择内部性知识来源和变革式学习取向,而组织学习能力较弱的企业对于外部性知识来源和渐进式学习取向应慎重选择。     

产业转型中转型企业技术能力研究评述——兼论转型企业技术能力再造途径

在对企业产业转型和技术能力研究现状分析的基础上,提出产业变迁背景下,基于原有技术能力挖掘和技术学习的转型企业技术能力培育模式,并对影响模式选择的关键因素进行分析;构建了技术知识整合平台与技术能力整合模型,探寻产业转型中转型企业技术能力的再造路径和内在规律.     

后发追赶背景下“引智”学习促进企业升级的机制研究——基于珠江钢琴1987~2013年嵌套式纵向案例分析

后发追赶背景下,本土企业获取外部知识来弥补自身的不足已成为促进企业升级的重要路径。伴随着外部知识获取研究的深入,有学者近来开始关注到"引智"学习方式研究。为打开企业通过"引智"学习促进企业升级这一过程黑箱,本文通过以珠江钢琴为背景的嵌套式案例研究发现:首先,"引智"方式经历了一个动态演进过程,从注重简单灵活的问题导向方式演变为注重系统性的项目导向方式,最后演变为注重长期性的内化导向方式。其次,组织惯例作为组织认知和行为的结合体,对于企业通过"引智"学习活动推动企业升级产生了重要的影响。在企业后发追赶的过程中,外部环境因素和内部吸收能力共同驱动"引智"学习方式的演进。最后,组织惯例生成显著提升了企业技术能力、拓展了市场空间,进而反馈作用于企业面临环境压力和吸收能力,引导企业进入新阶段的"引智"学习和企业升级。     

供应链企业间知识共享影响因素的实证研究

将企业组织学习能力、技术知识壁垒属性、知识共享平台、知识共享激励机制和企业间相容性水平作为供应链企业间知识共享的影响因素,以知识获取和合作绩效作为知识共享效果的评价标准,建立了理论关系模型.通过实证分析,表明企业组织学习能力、技术知识壁垒属性、知识共享平台、知识共享激励机制和企业间相容性水平对知识获取存在显著的影响;企业组织学习能力和技术知识壁垒属性对合作绩效影响不显著,知识共享平台、知识共享激励机制和企业间相容性水平对合作绩效存在显著影响.     

后发国家企业技术能力发展理论与实证研究

本文从技术能力发展路径、技术能力提升途径以及技术能力提升过程的差异性三个角度研究后发国家企业的技术能力发展．以华松和吉利两家企业的技术能力发展情况为案例进行实证分析。发现后发国家企业的技术能力发展遵循着从技术引进到自主性创新逐步演进的路径,自主研发活动是后发国家企业技术能力提升的有效途径,后发国家企业的技术能力提升过程因不同产业产品或技术特性等的不同会呈现出差异性。     

Technological distinctive competencies and organizational learning: Effects on organizational innovation to improve firm performance

This paper analyzes how top management support of technology influences the generation of technological skills, technological distinctive competencies and organizational learning. The research also examines the effects of technological distinctive competencies and organizational learning on organizational innovation and reflects how all of these variables impact organizational performance. The results of our empirical analysis, based on a sample of 201 Spanish technological firms, suggest that: (1) top management support positively influences the generation of technological skills, technological distinctive competencies and organizational learning; (2) technological distinctive competencies and organizational learning positively affect organizational performance, directly and indirectly through organizational innovation.     

Linking business models with technological innovation performance through organizational learning

This study examines how business models affect technological innovation performance through the mediating role of organizational learning. Using hierarchical regression analysis with data from 173 Chinese manufacturing firms embedded in global manufacturing networks, this study shows that both efficiency-centered and novelty-centered business models affect organizational learning. The results also demonstrate that organizational learning fully mediates the relationship between efficiency-centered business models and technological innovation performance and partially mediates the relationship between novelty-centered business models and technological innovation performance. This study provides new insights into the influence of business models on technological innovation performance by showing the indirect influence of business models. This study may help managers better understand the influence of business models on technological innovation performance.     

Acquiring technological competencies through inter-organizational collaboration: An organizational learning perspective

Firms are becoming increasingly sophisticated in their technology strategies and are procuring know-how through a variety of collaborative methods including licensing agreements, joint ventures, minority investments, and equity acquisitions. This paper examines the relationship between an organization's learning capability and inter-organizational collaboration in acquiring technological competencies. Organizational learning is posited to be a mediating mechanism through which technological competencies are developed via varying levels of organizational interaction. A general model is developed which suggests an “efficient fit” relationship between an organization's ability to learn, characteristics of the technology, and mode of inter-organizational collaboration. The concept of a “learning gap” is introduced, and managerial implications are suggested. Finally, propositions are developed to facilitate future empirical research.     

Innovation and Organizational Learning: the Case of Computer-Aided Production Management

Recent experience of unsuccessful implementation of integrated advanced manufacturing technology suggests that much of the problem is due to a lack of innovation in organizational in parallel with the technological dimension. Discussion of this issue argues the need for some kind of ‘organizational learning’ to obtain the full benefits of AMT. This paper reviews the topic of organizational learning in technology and explores its relevance to the problem of AMT implementation through the case example of computer-aided production management systems.     

Complex technological capabilities in emerging economy firms: The role of organizational relationships

Formal organizational relationships are important sources for capability building in emerging economy firms eager to move up the value chain. We examine how access to valuable knowledge available to firms via organizational relationships creates learning opportunities necessary for the development of complex technological capabilities. Using a sample of 852 observations of emerging economy firms from the Indian software industry between 1992 and 2000, we find that developing strong domestic intra-organizational relationships, through affiliation with a moderately diversified business group or operating in a related industry, promote more complex technological capabilities. In the case of foreign inter-organizational relationships, we find that greater foreign client contact enhances the complexity of firm technological capabilities. However, accessing knowledge from domestic inter-organizational relationships appears to hinder the development of firm complex technological capabilities. An interesting result from our research was that having greater access to knowledge from foreign intra-organizational relationships, embedded within foreign subsidiaries, did not lead to the development of complex firm technological capabilities. The results of our study highlight that for emerging economy firms wanting to improve their complex technological capabilities, there may be diminishing benefits to learning from and acquiring knowledge available within specific types of formal organizational relationships.     

Internationalization and performance: The moderating effects of organizational learning

By proposing a conceptual outline for a general model that explains the internationalization–performance link, we test the moderating effects of organizational learning on the relationship between internationalization and performance empirically. Integrating two distinct literature streams from the organizational learning perspective and the resource-based view, we present an integrated, multidimensional framework for analyzing multinational enterprises’ (MNEs’) resources, internationalization, and organizational learning, as well as their associated impact on firm performance. Specifically, using a sample of 110 American MNEs, we find that while certain MNE resources motivate and precede internationalization, social and market learning (whereas technological learning does not) moderates the relationship between internationalization and performance. These findings extend prior research by establishing the importance of the relationships among MNE resources, internationalization, organizational learning, and firm performance.     

我国企业学习取向的初步研究

组织学习取向的研究有助于理解和改善组织学习过程,从而提升组织学习能力。实证研究得出我国企业有五个学习取向:知识来源、学习效果、学习幅度、学习投入、传播形式。我国企业在各个学习取向上都不太极端,都采取比较折衷的学习方式;但是也存在着比较偏重于内部开发知识、渐进式的学习取向、侧重群体学习的特点。我国企业学习风格可以称之为不断改良型和实践共同体型(community of practice:即非正式的、集体学习实践)。     

Technology Learning, Technology Strategy and Competitive Pressures

This paper develops some hypotheses concerning technological learning in firms. The hypotheses are examined using a detailed study of Europe's leading dedicated biotechnology firm, Celltech Ltd. It relates how the competitive pressures facing the company, and similar US companies, have changed over the past decade, and how Celltech's technology strategy has placed considerable emphasis on technological learning in order to maintain its competitive position compared with large, multinational pharmaceutical companies. Some of the features of technological learning are examined, including: its purposive character; its differential and complex nature; its internal and external components; the complementary nature of the company's technology and human resource development strategy; and the importance of organizational considerations.     

Creativity and technological learning: the roles of organization architecture and crisis in large-scale projects

Creativity increasingly takes place in organizational settings best described as large-scale, long-time duration projects. Such projects, directed at the development of complex products such as aircraft, autos and computers, are characterized by high levels of complexity including ambiguity as to the ultimate outcome and design of the product. In developing these types of products, firms design organizational structures that are composed of many multi-functional teams, each responsible for the design of some sub-system of the overall project. Through a process of inductive theory building based on a case analysis of one such organization, we propose that creativity is affected by multiple levels of interdependence. We find that even the best attempts at developing an organizational architecture to handle such complexity are never complete and that periodically crises arise during the design process. These crises are significant events where creativity occurs and new technical knowledge is generated, allowing the organization to realize its project objectives. Although the case analysis centers on the relation of context to creativity, we argue that creativity leads to technological learning, which we define as a form of organizational learning.     

Examining Facilitative Configurations of Entrepreneurially Oriented Growth: An Information Processing Perspective

This study examines how the relationship between entrepreneurial orientation and firm growth is shaped by learning orientation in technologically sophisticated environments. We draw upon an information processing perspective that emphasizes alignment between information processing demands and support mechanisms. Using data from 116 small to medium‐sized enterprises in the Netherlands, we observe that the ability of entrepreneurial orientation to drive firm growth greatly depends on the joint consideration of technological sophistication and learning orientation. Our findings contribute to a better understanding of how configurations of strategic orientations and environmental considerations work in concert to influence the efficacy of organizational entrepreneurial efforts dramatically.