Living Labs for User-Driven Innovation: A Process Reference Model

Guzmán, Javier García; Carpio, Alvaro Fernández Del; Colomo‐Palacios, Ricardo; Diego, Manuel Velasco de

doi:10.5437/08956308x5603087

Cited by 52 publications

(67 citation statements)

References 6 publications

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“…Strategic management Zimmer et al, 2014Castro, 2015Guzmán et al, 2013Arthurs et al, 2009Davis et al, 2009Ji and Gunasekaran, 2014Yannou et al, 2017Pîrnău et al, 2014Schlossstein and Yun, 2008 Evolutionary economics Esmaeilpoorarabi et al, 2018Nemkova, 2017 Behavioral economics Wang et al, 2017Bayne et al, 2016Alventosa et al, 2016O'Dwyer et al, 2015Chiu and Lee, 2012Calamel et al, 2012Letaifa and Rabeau, 2013Liyanage, 1995Smith, 2007Yoon, 2017 Open Innovation Wyrzykowska, 2015Fang, 2012Choi et al, 2013Schindler et al, 2017Foley et al, 2011 Clusters as Innovation Engines 45 innovation clusters, information flows through formal channels (corporate meetings, forums, fairs, conferences, seminars, specialized magazines, etc.) and informal channels (e.g.…”

Section: The Information Strengthmentioning

confidence: 99%

Clusters as Innovation Engines: The Accelerating Strengths of Proximity

Ferràs-Hernández

Nylund

2018

European Management Review

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As economic competition is becoming global, innovation clusters emerge as a salient level of competitive analysis. We hence study when and how innovation clusters strengthen innovation at firm level. We review insights in this topic from different theoretical perspectives, for example, neoclassical economics, evolutionary economics, behavioral economics, strategic management and open innovation, in search of a comprehensive theoretical framework that explains the relationship between firm innovation and the concentration of innovative activities in the proximity. We then deduce five strengths which drive technological change in innovation clusters, namely attraction, information, interaction, anticipation, and rivalry. The model has implications for researchers, managers, and policymakers and contributes to our understanding of the acceleration of innovation within clusters.

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Section: The Information Strengthmentioning

confidence: 99%

Clusters as Innovation Engines: The Accelerating Strengths of Proximity

Ferràs-Hernández

Nylund

2018

European Management Review

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“…The LL environment is used to create an innovation platform where academia, industry, researchers, government, and other stakeholders can cocreate new ideas and concepts that can support their teaching and learning, as well as improve their skills in a quest to address challenges (Callaghan & Herselman, ; De Arias et al, ; Guzmán, Fernández del Carpio, Colomo‐Palacios, & Velasco de Diego, ). It is a concept that refers to a research and development methodology where innovations such as services, products, and application enhancements are created and validated in collaborative, multicontextual empirical real‐world settings (Geerts, ).…”

Section: Literature Review On Cocreation and Innovationmentioning

confidence: 99%

Teachers become cocreators through participation in a teacher professional development (TPD) course in a resource constraint environment in South Africa

Botha

Herselman

2017

E J Info Sys Dev Countries

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The purpose of this paper is to provide insight into how teachers became cocreators by merging their existing knowledge of their subject, context, and new knowledge of using mobile tablets towards enhancing their teaching practices. This was achieved in a specific area in the Eastern Cape Province of South Africa over a period of 3 years. The intentional situating of teachers as cocreators was implementation through a teacher professional development (TPD) course. The course consisted of 10 modules presented and completed over a 1-year period. The TPD course was developed as an artefact using Design Science as a methodology with 3 iterations of implementation to refine it. The development of the course and its iterative implementation and refinement was grounded in the Living Lab open innovation approach with elements of gamification (coopetition), and various stakeholders were incorporated. Structuration theory was applied to indicate the "duality of structure" where structure and agency are related and dependent on each other and agents' actions produce, reproduce, and develop social structures. Technology endowments were integrated as part of the gamification and were dependent on predefined cocreation events. Each event was linked to a badge, and teachers had to provide practice-based evidence of how new knowledge, proficiencies, and skills gained during the TPD sessions was adapted to their own subject and context knowledge and practically implemented in their classrooms. This presents an innovative way to introduce and use tablets in teaching and learning (structure) as teachers (agents) are acknowledged as domain and subject experts, and through exposure to technology and pedagogical strategies in using the technology (resources), they become cocreators of their own new enhanced classroom practice (social structures) and adopted the technology.KEYWORDS cocreation, innovation, resource constrained, teacher professional developmentTeacher professional development (TPD) is not frequently associated with the terms cocreation and innovation. These concepts are more related to the process of innovation where the feedback of the user is regarded as significant to provide an improved product, service, process, business models, or policies in an existing context or adapting them from one context to another to achieve desired impact. However, in a recent TPD course that was developed for teachers in a rural context, strong evidence of cocreation, innovation, and an observed enhancement in classroom practice was evident. In this course, teachers were exposed to the use of mobile tablets to support their teaching and learning.Technology and in this instance mobile tablets are often regarded as the magic wand needed to facilitate technology-enhanced, studentcentred teaching environments (Hermans, Tondeur, van Braak, & Valcke, 2008). Hardman (2005) and technological knowledge towards integrating it into their teaching activities (Bytheway et al., 2012;Ford & Botha, 2010;Were et al., 2011).They are exposed to t...

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“…User-aided innovation -the development of new products with active help from users-was placed in the research agenda by Von Hippel [94], followed up by a relatively recent stream of studies [39,50,61,97].…”

Section: Introductionmentioning

confidence: 99%