已有文献大多笼统分析组织学习对创新绩效的影响,而细化分析企业不同学习行为对创新绩效影响的研究较少。本文分析了基于科学/经验的两种学习对创新绩效的影响以及环境动态性在其中的调节作用,并以我国230家制造企业为样本进行了实证检验。结果表明:(1)基于科学/经验的两种学习对创新绩效都有显著的正向影响;(2)科学/经验两种学习密切相关,交互促进企业的技术创新;(3)环境动态性对科学/经验学习与创新绩效之间的关系起调节作用。研究结论对我国企业提升自主创新能力和创新绩效有指导意义。
Abstract
Exsisting studies mainly devote to the general analysis on how organizational learning determines innovation performance; however a thorough and systematic research involving the effects of different learning behaviors on the inovation performance of enterprises is quite rare. The impact of Science, Technology, Innovation(STI)/Doing, Using, Interacting(DUI)-based learning on technological innovation performance as well as the moderative effect of environmental dynamicity is studied, and by taking the survey of 230 manufacturing enterprises in China as sample, a empirically study is carried out. Results indicate that (1) both STI-based learning and DUI-based learning are able to facilitate the technological innovation performance of enterprises; (2) STI learning and DUI learning are closely related with each other and are able to complementarily facilitate the technological innovation of enterprises; (3) environmental dynamicity moderates the relationship between STI learning and DUI learning and innovation performance. Hopefully, the findings are able to provide the guidance for enterprises to enhance their innovative capabilities and innovation performance.
关键词
基于科学的学习 /
基于经验的学习 /
创新绩效 /
环境动态性
Key words
STI-based learning /
DUI-based learning /
innovation performance /
environmental dynamicity
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基金
国家自然科学基金青年项目(71202139,起止时间:2013.1-2015.12);国家自然科学基金面上项目项目(71273230,起止时间:2013.1-2016.12);教育部人文社会科学研究青年基金项目(11YJC630050,起止时间:2011.9-2014.12);教育部人文社会科学研究规划基金项目(12YJA630014,起止时间:2012.2-2014.12);浙江省哲学社会科学规划项目(12JCGL06YB,起止时间:2012.6-2014.12);浙江理工大学科研启动基金项目(1105144-J,起止日期:2011.1-2013.12)。浙江理工大学521人才培养计划资助。
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