Product Collaborative Innovation of Project-based Supply Chain under the Influence of Knowledge Input

Abstract

In a project-based supply chain, the knowledge input of member enterprises directly bears on the success of the collaborative innovation. Considering the effect of enterprise knowledge input on product collaborative innovation, this paper applies the differential game theory to coordinate the product collaborative innovation in a three-stage supply chain, consisting of a manufacturer, a supplier and a seller. The equilibrium outcomes of centralized decisionmaking mode and two decentralized decision-making modes, namely, the Stackelberg masterslave game and the Nash non-cooperative game, were subjected to a comparative analysis. The results show that, under the centralized decision-making mode, the knowledge input and collaborative innovation of enterprises were optimized, leading to the maximal overall revenue of the supply chain. Under the two decentralized decision-making modes, the manufacturer had the same knowledge input; however, the supplier and the seller both had higher knowledge input amount, enterprise revenue and collaborative innovation level under the Stackelberg master-slave game than under the Nash non-cooperative game; the increase ratios of knowledge input of the supplier and the seller are equal to the proportions of their respective knowledge input costs that are shared.

Design and Construction of a PBL Based Evaluation Index System for Classroom Music Education

“…The concept of PBL was first created by the McMaster University of Canada, the learning process in PBL simulates the process of problem solving. The knowledge and skills to be learnt are organized around the problem, and the learning is initiated by the students [7,8]. Scholars have evaluated the effectiveness of PBL by surveying the stu-dents, and the research results reveal that most students strongly agree that PBL is indeed helpful for cultivating their interest in learning, with the aid of PBL, they could have a better understanding of the knowledge and they will learn autonomously [9,10].…”