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A knowledge-based view of the venture creation process: How technology entrepreneurs mix knowledge to create radical innovation.

机译:基于知识的企业创建过程视图:技术企业家如何混合知识以创建根本性创新。

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摘要

Survey-based research was used to investigate the knowledge mix of technology entrepreneurs (n=145) within the venture creation process and the innovativeness of their product or service. Technology entrepreneurs recalled their prior knowledge at the time their opportunity was first recognized and the gained knowledge between opportunity recognition and venture formation using Shane's (2000) knowledge framework. The study uses constructivist learning theory to demonstrate how knowledge is constructed within the venture creation process and links to innovation outcomes using a scale developed from the radical innovation literature (e.g., Hage, 1980; Leifer, McDermott, O'Connor, Peters, Rice & Veryzer, 2000). Constructivist learning emphasizes the building that occurs in peoples' minds as they construct meaning (Merriam & Caffarella, 1999) and used to understand the development of an opportunity. The results of the study support the view of venture creation as a constructive knowledge-based learning process. Results showed both prior knowledge at opportunity recognition and gained knowledge forward to venture formation are vital to explaining the radicalness of succeeding innovation outcomes. These findings support previous research that theorized the importance of individual differences in knowledge (Ronstadt, 1988; Shane, 2000) and demonstrated how differences in these knowledge mechanisms result in differences in innovation outcomes. Opportunities with radical innovation outcomes were positively associated with prior technology knowledge at opportunity recognition while prior knowledge of ways to serve markets was negatively associated with innovation radicalness. This finding was somewhat counterintuitive---the less one knows about ways to serve a particular market at opportunity recognition, the better the chance of using prior technology knowledge to create breakthrough innovations within it. Once an opportunity had been recognized, gained knowledge was needed in larger amounts for radical innovation more so than for incremental innovation. Therefore, persons who embrace and practice learning may be better prepared to develop and exploit an opportunity with more radical outcomes. These results suggest that the sequence as well as the presence of knowledge play an essential role in explaining the creation of breakthrough innovation.
机译:基于调查的研究用于调查风险企业创建过程中技术企业家(n = 145)的知识组合及其产品或服务的创新性。技术企业家回忆了他们第一次认识到机会时的先验知识,并利用Shane(2000)的知识框架在机会识别和风险形成之间获得了知识。该研究使用建构主义学习理论来证明如何在风险创造过程中构建知识,并使用从激进创新文献(例如,Hage,1980年; Leifer,McDermott,O'Connor,Peters,Rice和维尔泽(2000)。建构主义学习强调人们在构筑意义时会想到的构想(Merriam&Caffarella,1999),并用来理解机会的发展。研究结果支持将风险投资视为一种建设性的,基于知识的学习过程。结果表明,机遇识别中的先验知识和风险形成的知识对于解释成功创新成果的根本性至关重要。这些发现支持了以前的研究,该研究理论化了知识个体差异的重要性(Ronstadt,1988; Shane,2000),并证明了这些知识机制的差异如何导致创新成果的差异。具有重大创新成果的机会与机会识别中的先验技术知识呈正相关,而有关服务市场的先验知识则与创新激进性负相关。这一发现有些违反直觉-很少有人会在机会识别中了解为特定市场提供服务的方式,利用现有技术知识在其中创造突破性创新的机会就越大。一旦发现了机会,就需要进行彻底创新而不是进行渐进式创新,而需要更多的知识。因此,拥抱和实践学习的人可能会更好地准备去开发和利用具有更根本成果的机会。这些结果表明,顺序和知识的存在在解释突破性创新的产生中起着至关重要的作用。

著录项

  • 作者

    Marvel, Matthew R.;

  • 作者单位

    University of Illinois at Urbana-Champaign.;

  • 授予单位 University of Illinois at Urbana-Champaign.;
  • 学科 Business Administration Management.
  • 学位 Ph.D.
  • 年度 2006
  • 页码 136 p.
  • 总页数 136
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

  • 入库时间 2022-08-17 11:39:58

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