Collected worker experiences, knowledge management practices and service innovation in urban Norway

Abstract

Knowledge-intensive services firms prefer to locate in cities that provide access to rich information flows and abundant opportunities for learning-by-recruiting. Focusing specifically on such locations, this paper explores how innovation is associated with work experiences 'collected' by employees through their recent career paths and the implementation by current employer firms of practices to manage knowledge. Strong complementarities are found using a unique Norwegian dataset: The statistical association between practices and innovation outcomes depends strongly on variety of experience-knowledge among employees.

Research on Digital Management of Scientific and Technological Innovation Services in Universities Based on Artificial Intelligence Background

“…Literature [14] conducted research and analysis on the impact of academic incubators on the innovation quality of research-intensive academic institutions in the United States, pointing out that the application of academic incubators leads to a decline in the quality of innovation in colleges and universities, and at the same time, the incubator will grab resources with other campus programs, and there is internal conflict. Literature [15] explored how employees' previous work experience and the knowledge management practices of the current company influence innovation in the current company. Based on a relevant Norwegian dataset, it was learned that innovation depends heavily on employees' prior work experience.…”

Knowledge-oriented leadership and organizational performance: modelling the mediating role of service innovation, knowledge sharing quality

“…This definition is based on the concept of the acquisition of innovative and valuable knowledge as stated by Soo et al (2004). Despite the increasing number of studies on knowledge-sharing quality and service innovation its importance in enhancing organizational performance is rarely explored in HEIs (Cheng et al, 2019;Herstad et al, 2021;Waheed et al, 2020;Ganguly et al, 2020). According to Miller (2016), performance in HEIs can be gauged through various indicators such as students' learning, student satisfaction, research quality, quality of work process, the scope of innovation and financial health.…”

“…The leadership and top management do not provide enough motivation to nurture knowledge workers (Rehman and Iqbal, 2020; Sahibzada et al ., 2021b). Thus, contemporary educational research has emphasized the need of identifying the factors that might help implementers of service innovation and knowledge-sharing quality, which may boost university performance (Sahibzada et al ., 2021a, 2021b; Waheed et al ., 2020; Cheng et al ., 2019; Herstad et al ., 2021). Additionally, the present research does not establish the function of leadership in influencing the knowledge-sharing quality (Waheed et al ., 2016, 2020; Sahibzada et al ., 2021b) and service innovation (Herstad et al ., 2021; Cheng et al ., 2019).…”

“…The purpose of this study is to demonstrate that HEIs need particular leadership behavior (KOL) to increase the knowledge-sharing quality and service innovation in knowledge-intensive industries which ultimately improves organizational performance in higher education (Sahibzada et al ., 2021b; Waheed et al ., 2020; Herstad et al ., 2021; Cheng et al ., 2019). Transformational and transactional leadership characteristics provide the basics of knowledge-oriented leadership (Donate and de Pablo, 2015).…”