تحلیل سبک های یادگیری و نوآوری در کشورهای در حال توسعه (مطالعه موردی بخش فاوا ایران)

نویسندگان

1 دانش‌آموخته کارشناسی‌ارشد مدیریت فناوری، دانشگاه تهران

2 استادیار مرکز تحقیقات سیاست علمی کشور

چکیده

در پیشینه مدیریت نوآوری، دو سبک متمایز و غالب "نوآوری و یادگیری از طریق علم، فناوری و نوآوری(STI)"و "یادگیری از طریق انجام، استفاده و تعامل(DUI)" وجود دارد. یکی از تفاوت های نظام های نوآوری کشورها، تفاوت در سبک غالب نوآوری آنها است. ماهیت نوآوری و یادگیری فناورانه نیز در کشورهای توسعه یافته و در حال توسعه متفاوت است. شاخص های مورد استفاده پژوهش های گذشته در تحلیل سبک های یادگیری، بیشتر متناسب با شرایط کشورهای توسعه یافته بوده است. در این پژوهش به منظور تحلیل دقیق تر سبک یادگیری و نوآوری از 14 شاخص مناسب شرایط کشورهای در حال توسعه و روش تجزیه و تحلیل کلاس پنهان، اطلاعات مربوط به 138 شرکت حوزه فناوری اطلاعات و Latent Gold استفاده شده است. با استفاده از نرم افزار( ضعیف، 3 STI 2) یادگیری ،STI+DUI ارتباطات کشور مورد تحلیل قرار گرفت و مشخص شد که چهار سبک یادگیری و نوآوری: 1) یادگیری ترکیبی یادگیری تجربی و تعاملی و نهایتاً 4) یادگیری تعاملی ضعیف و یا فاقد یادگیری، در این شرکت ها وجود دارد. با تحلیل شاخص های عملکردی (رشد گردش مالی، داشتن نوآوری و همچنین گستردگی منطقه عرضه کالا) شرکت ها از طریق روش رگرسیون لجستیک ترتیبی، مشخص شد که سبک مناسب یادگیری، سبک بیشترین رشد گردش مالی را دارند. STI+DUI اول بوده و شرکت های با یادگیری ترکیبی

کلیدواژه‌ها

عنوان مقاله [English]

Analysis of Learning and Innovation Modes in Developing Countries; Case study ICT in Iran

نویسندگان [English]

  • Mehdi Mohammadi 1
  • Naser Bagheri Moghadam 2
  • Arash Shojaei Charmineh 1
1 M.A of Technology Management, University of Tehran, Iran
2 Assistant Professor, National Research Institute for Science Policy, Tehran, Iran
چکیده [English]

In the past, many studies have been conducted to analyze the modes of learning and innovation. In literature of innovation management there are two distinct modes of learning through science, technology and innovation (STI) and learning by doing, using and interacting (DUI). Having variations in the dominant mode of innovation, can be considered as one of the existing differences in innovation systems of countries. The essence of innovation and also the technological learning differ in developed and developing countries. In previous studies, the utilized criteria for analyzing the learning styles have been mostly suitable for and compatible with the situations in developed countries. In the current study, fourteen criteria which comply with the situations of developing countries and are relevant to two dimensions of technological learning resources and inter-organizational factors, have been utilized and applied in order to achieve a more accurate analysis of learning style and innovation. Having studied the relevant information of 138 companies active in the field of ICT, it was shown that the following four learning and innovation styles exist in these companies: 1) Companies with little or no interactional learning styles, 2) Companies with weak STI learning style & 3) Those with combined style STI+DUI. 4. And finally those with experimental and interactional style DUI. The analysis of operational criteria of these companies displayed that the best and the most suitable learning style is the third mentioned style and that the companies with the combined style STI+DUI have experienced the highest level of growth in their turnover.

کلیدواژه‌ها [English]

  • Technological Learning
  • Modes of learning and innovation
  • Developing countries
  • Empirical and interactive learning

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سیاست علم و فناوری
دوره 10، شماره 1
فروردین 1396
صفحه 53-68

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