Cities and Regions in the New Learning Economy

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OECD Publishing, Jan 18, 2001 - 148 pages
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Is there a "new learning economy"? Do regions and cities play new roles in terms of governance and intervention in order to promote learning, innovation, productivity and economic performance at the local level? Such questions are high on the political agenda everywhere. This publication, which views the debate from the perspective of a regional learning economy, clearly answers in the affirmative. Of central importance is the idea that learning regions and cities, which are especially well attuned to the requirements of the new learning economy, may be fostered through the development of appropriate strategies of public governance and intervention. The relationships between various forms of learning and economic performance at the regional level are analysed and provide strong evidence of the importance of individual and firm-level organisational learning for regions’ economic performance. Case studies of five regions and cities indicate that social capital affects both individual and organisational learning.


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Page 9 - Society (even defined in these terms) involves a complexity of economic and social processes. On the one hand, it holds the promise of increased productivity and an improved standard of living. On the other, it simultaneously implies that individuals and organisations face major challenges in adjusting to new circumstances. The emergent forms of economic activity affect the characteristic nature of work and the types and levels of skills required in the economy. As a result, the security and general...
Page 15 - Organizational knowledge creation, therefore, should be understood as a process that "organizationally" amplifies the knowledge created by individuals and crystallizes it as a part of the knowledge network of the organization. This process takes place within an expanding "community of interaction...
Page 20 - This includes the relations among various kinds of organizations, but also those between organizations and institutions. For example, the long-term innovative performance of firms in science-based industries is strongly dependent upon the interactions of these firms with universities and research institutes.
Page 12 - Advances in technologial and organisational knowledge have to be absorbed by firms and applied to the production process and organisation of work. This is true irrespective of whether the new knowledge is created externally [such as in universities or research institutions] or...
Page 121 - ... lives can be developed. • Co-ordinate carefully the supply of skilled and knowledgeable individuals through education and training and the demand for them within the regional economy, so that the full benefits of individual learning may be reaped through its effects on organisational learning. • Establish appropriate framework conditions for the improvement of organisational learning, both within firms and between firms and other organisations in networks of interaction, and demonstrate to...
Page 23 - ... supply architecture' for learning and innovation. It can now be seen that theoretical predictions that globalization means the end to economies of proximity have been exaggerated by many analysts because they have deduced them only from I— O analysis.
Page 19 - These interactions should be facilitated by means of policy - if they are not spontaneously functioning smoothly enough. This can partly be done by changing the laws and rules which govern the relations between universities and firms.
Page 26 - On the one hand, it suggests that localised learning policies are required. On the other, it shows that such localised learning policies cannot readily be transposed from one region to another, because not only are regions located within different national systems, but also such learning policies derive their efficacy precisely from the specificities of their regional context.
Page 9 - ... capacity of both organisations and individuals to engage successfully in learning processes of a variety of kinds has come to be regarded as a crucial determinant of economic performance (for example, Lundvall and Johnson, 1994). For some commentators, this implies nothing less than a fundamental transition from an industrial to a knowledge-based or learning society (OECD, 1996; Leadbeater, 1999).
Page 19 - ... habits, conventions including regulation, values and routines (Morgan, 1997) that assist in regulating the relations between people and groups of people within, as well as between and outside, the organisations. Where the interrelationships between organisations are characterised by high levels of trust...

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