Books on the topic 'Open innovation strategy'

The manufacturing digital transformation is changing the industry through the introduction of advanced solutions that allow companies to re-interpret their role along the value chain. The industrial revolution opens up great opportunities for Italian companies, in terms of process efficiency, cost reduction and improvement in productivity, but also in the rethinking of products, new services, and the ability of reaction to market needs. This report examines the possible impact of Industry 4.0 on business models considering technological innovation also as a driver of strategic innovation.

There are many similarities in how firms pursuing an open innovation strategy can utilize crowds and communities as sources of external innovation. At the same time, the differences between these two network forms of collaboration have previously been blurred or overlooked. In this chapter, we integrate research on crowds and communities, identifying a third form—a crowd–community hybrid—that combines attributes of both. We compare examples of each of these three network forms, such as open source software communities, gated contests, crowdsourcing tournaments, user-generated content, and crowd science. We then summarize the intrinsic, extrinsic, and structural factors that enable individual and organizational participation in these collaborations. Finally, we contrast how these collaborative forms differ regarding their degree of innovativeness and relevance to firm goals. From this, we identify opportunities for future research on these topics.

Opening Strategy recounts the origins and development of Strategy as a profession from the middle of the last century to the present day. In particular, it focuses on how strategic planning superseded long-range planning, and the more recent rise of strategic management and open strategy. Together, these practices have contributed to growing inclusiveness and transparency in contemporary organizations. Informed by interviews with corporate strategists at leading companies around the world, eminent consultants at firms such as Bain, the Boston Consulting Group, and McKinsey & Co., and the internal archives of strategic innovators such as General Electric and Shell, this book provides vivid insights into the trials and tribulations of practice innovation in Strategy, and stresses the hard work of the little-recognized and sometimes eccentric innovators within the profession. By building on a wide range of illustrations, covering both successes and failures, the book draws out general lessons for practice innovation in Strategy. Those studying the topic will be able to set standard strategy techniques in historical and social context and develop new areas for investigation, while practising executives and consultants should gain a sense of how to innovate in Strategy—and how not to.

This chapter focuses on the European Union’s employment policy, which is currently formulated and implemented via several parallel modes of policy-making, including the standard Community method of legislating and a softer mode of policy-making and innovation via the European Employment Strategy (EES). The chapter begins with a discussion of the three modes of policy-making and governance in European employment policy that have been developed since the 1960s: the mode of legislated ‘rights’, based on the classical Community method; the mode of ‘law via collective agreement’; and a ‘new’ mode of governance, using the open method of coordination. It then considers employment policy-making before the Treaty of Amsterdam and employment policy innovations post-Amsterdam. It also examines social and employment vs economic rights in EU law and concludes with an assessment of future prospects for EU employment policy.

Examples of the value that can be created and captured through crowdsourcing go back to at least 1714, when the UK used crowdsourcing to solve the Longitude Problem, obtaining a solution that would enable the UK to become the dominant maritime force of its time. Today, Wikipedia uses crowds to provide entries for the world’s largest and free encyclopedia. Partly fueled by the value that can be created and captured through crowdsourcing, interest in researching the phenomenon has been remarkable. For example, the Best Paper Awards in 2012 for a record-setting three journals—the Academy of Management Review, Journal of Product Innovation Management, and Academy of Management Perspectives—were about crowdsourcing. In spite of the interest in crowdsourcing—or perhaps because of it—research on the phenomenon has been conducted in different research silos within the fields of management (from strategy to finance to operations to information systems), biology, communications, computer science, economics, political science, among others. In these silos, crowdsourcing takes names such as broadcast search, innovation tournaments, crowdfunding, community innovation, distributed innovation, collective intelligence, open source, crowdpower, and even open innovation. The book aims to assemble papers from as many of these silos as possible since the ultimate potential of crowdsourcing research is likely to be attained only by bridging them. The papers provide a systematic overview of the research on crowdsourcing from different fields based on a more encompassing definition of the concept, its difference for innovation, and its value for both the private and public sectors.

According to conventional wisdom on crowdsourcing, the number of people defines the crowd and maximization of this number is often assumed to be the goal of any crowdsourcing exercise. However, some structural characteristics of the crowd might be more important than the sheer number of participants. These characteristics include (1) the growth rate and its attractiveness to members, (2) equality among members, (3) density within provisional boundaries, (4) goal orientation of the crowd, and (5) “seriality” of the interactions between members. Therefore, a typology is proposed that may allow managers to position their companies’ initiatives among four strategic types for driving innovation: crowd crystals, online communities, closed crowds, and open crowds. Incumbent companies may prefer closed and controlled access to the crowd, limiting the potential for gaining results and insights from fully open crowd-driven innovation initiatives. Thus, the effects on industries and organizations by open crowds are still to be explored.

With the rise of China’s information and communications technology (ICT) sector, a number of Chinese high-tech firms are approaching transnational stages and shifting the center of gravity in global ICT markets. In the meantime, China’s digital economy has raised the debate with regard to the nature and direction of its developmental model. This book investigates Huawei Technologies—China’s most competitive high-tech company—as a microcosm of the rise of China’s corporate power and its evolving digital economy. Yun Wen first traces Huawei’s history against the backdrop of China’s ICT development and its outward expansion in global markets. Focusing on Huawei’s research and development strategies, she then delineates Huawei’s path to its cutting-edge technology and innovation leadership. Huawei’s distinct experience in the design of its ownership structure and labor practices is also examined in the book. By examining how Huawei’s growth intertwined with the trajectory of China’s ICT development and how it responded to various forces of corporate China’s globalization, this book sheds light on distinguishing features of the “Huawei model” and the geopolitical economic implications of China’s corporate globalization. It argues that the core of China’s pathbreaking model lies in local alternatives and indigenous agencies that have the ability to insist on a self-reliant, open-minded, and innovation-oriented developmental strategy.

This chapter analyses the role of electricity storage as an innovative strategy to attain the Mexican Government’s goals regarding carbon dioxide emission reduction and energy transition. The survey includes the analysis of the different electricity storage technologies as well as the legal framework governing electricity storage as the fifth link of the energy supply chain from a comparative perspective. The authors discuss whether energy storage is a generation or a distribution/transmission asset. The chapter also analyses Mexico’s experiences in energy storage and briefly describes the way it is regulated in other jurisdictions. Finally, the authors propose the regulation of energy storage as a separate licensed activity.

These Guidelines are one of the results of the four-year research project “Open Online Learning for Digital and Networked Society” (2017-2021). The project objective was to enable university teachers to design open and online learning through open and online learning curriculum and environment applying learning analytics as a metacognitive tool and creating open and online learning assessment and recognition practices, responding to the needs of digital and networked society. The research of the project resulted in 10 scientific publications and 2 studies prepared by Vytautas Magnus university Institute of Innovative Studies research team in collaboration with their international research partners from Germany, Spain and Portugal. The final stage of the research attempted creating open and online learning assessment and recognition practices, responding to the learner needs in contemporary digital and networked society. The need for open learning recognition has been increasing during the recent decade while the developments of open learning related to the Covid 19 pandemics have dramatically increased the need for systematic and high-quality assessment and recognition of learning acquired online. The given time also relates to the increased need to offer micro-credentials to learners, as well as a rising need for universities to prepare for micro-credentialization and issue new digital credentials to learners who are regular students, as well as adult learners joining for single courses. The increased need of all labour - market participants for frequent and fast renewal of competences requires a well working and easy to use system of open learning assessment and recognition. For learners, it is critical that the micro-credentials are well linked to national and European qualification frameworks, as well as European digital credential infrastructures (e.g., Europass and similar). For employers, it is important to receive requested quality information that is encrypted in the metadata of the credential. While for universities, there is the need to properly prepare institutional digital infrastructure, organizational procedures, descriptions of open learning opportunities and virtual learning environments to share, import and export the meta-data easily and seamlessly through European Digital Hub service infrastructures, as well as ensure that academic and administrative staff has digital competencies to design, issue and recognise open learning through digital and micro-credentials. The first chapter of the Guidelines provides a background view of the European Qualification Framework and National Qualification frameworks for the further system of gaining, stacking and modelling further qualifications through open online learning. The second chapter suggests the review of current European policy papers and consultations on the establishment of micro-credentials in European higher education. The findings of the report of micro-credentials higher education consultation group “European Approach to Micro-credentials” is shortly introduced, as well as important policy discussions taking place. Responding to the Rome Bologna Comunique 2020, where the ministers responsible for higher education agreed to support lifelong learning through issuing micro-credentials, a joint endeavour of DG Employment, Social Affairs and Inclusion and DG Research and Innovation resulted in one of the most important political documents highlighting the potential of micro-credentials towards economic, social and education innovations. The consultation group of experts from the Member States defined the approach to micro-credentials to facilitate their validation, recognition and portability, as well as to foster a larger uptake to support individual learning in any subject area and at any stage of life or career. The Consultation Group also suggested further urgent topics to be discussed, including the storage, data exchange, portability, and data standards of micro-credentials and proposed EU Standard of constitutive elements of micro-credentials. The third chapter is devoted to the institutional readiness to issue and to recognize digital and micro-credentials. Universities need strategic decisions and procedures ready to be enacted for assessment of open learning and issuing micro-credentials. The administrative and academic staff needs to be aware and confident to follow these procedures while keeping the quality assurance procedures in place, as well. The process needs to include increasing teacher awareness in the processes of open learning assessment and the role of micro-credentials for the competitiveness of lifelong learners in general. When the strategic documents and procedures to assess open learning are in place and the staff is ready and well aware of the processes, the description of the courses and the virtual learning environment needs to be prepared to provide the necessary metadata for the assessment of open learning and issuing of micro-credentials. Different innovation-driven projects offer solutions: OEPass developed a pilot Learning Passport, based on European Diploma Supplement, MicroHE developed a portal Credentify for displaying, verifying and sharing micro-credential data. Credentify platform is using Blockchain technology and is developed to comply with European Qualifications Framework. Institutions, willing to join Credentify platform, should make strategic discussions to apply micro-credential metadata standards. The ECCOE project building on outcomes of OEPass and MicroHE offers an all-encompassing set of quality descriptors for credentials and the descriptions of learning opportunities in higher education. The third chapter also describes the requirements for university structures to interact with the Europass digital credentials infrastructure. In 2020, European Commission launched a new Europass platform with Digital Credential Infrastructure in place. Higher education institutions issuing micro-credentials linked to Europass digital credentials infrastructure may offer added value for the learners and can increase reliability and fraud-resistant information for the employers. However, before using Europass Digital Credentials, universities should fulfil the necessary preconditions that include obtaining a qualified electronic seal, installing additional software and preparing the necessary data templates. Moreover, the virtual learning environment needs to be prepared to export learning outcomes to a digital credential, maintaining and securing learner authentication. Open learning opportunity descriptions also need to be adjusted to transfer and match information for the credential meta-data. The Fourth chapter illustrates how digital badges as a type of micro-credentials in open online learning assessment may be used in higher education to create added value for the learners and employers. An adequately provided metadata allows using digital badges as a valuable tool for recognition in all learning settings, including formal, non-formal and informal.

African scholarly research is relatively invisible globally because even though research production on the continent is growing in absolute terms, it is falling in comparative terms. In addition, traditional metrics of visibility, such as the Impact Factor, fail to make legible all African scholarly production. Many African universities also do not take a strategic approach to scholarly communication to broaden the reach of their scholars'work. To address this challenge, the Scholarly Communication in Africa Programme (SCAP) was established to help raise the visibility of African scholarship by mapping current research and communication practices in Southern African universities and by recommending and piloting technical and administrative innovations based on open access dissemination principles. To do this, SCAP conducted extensive research in four faculties at the Universities of Botswana, Cape Town, Mauritius and Namibia.

The introduction opens with a sketch of the state of contemporary Spinoza studies and argues that the time is ripe to return to Spinoza’s own self-described project of integrating metaphysics and ethics. It promises a systematic reading of the core of Spinoza’s metaphysical and ethical projects that tries to do justice to his innovative doctrines, while also treating him as an illuminating conversation partner for contemporary philosophical discussions, especially with contemporary analytic metaphysics. One of the overarching theses of this book is that conceptual relations form the backbone of Spinoza’s explanatory project and perform a surprising amount of work in his metaphysics and ethics. This introduction connects this thesis to Spinoza’s explanatory naturalism and outlines the work Spinoza’s conceptualist strategy does in the rest of the book.

Land use policy is at the center of suburban political economies because everything has to happen somewhere but nothing happens by itself. This book explores how well a century of strategic land-use decisions served the public interest in Montgomery County, Maryland, a suburb of Washington, D.C. Transformed from a rural hinterland into the home of a million people and a half-million jobs, Montgomery County built a national reputation for innovation in land use policy—including inclusive zoning, linking zoning to master plans, preservation of farmland and open space, growth management, and transit-oriented development. A pervasive theme of the book involves the struggle for influence over land use policy between two virtual suburban republics. Developers, their business allies, and sympathetic officials sought a virtuous cycle of market-guided growth in which land was a commodity and residents were customers who voted with their feet. Homeowners, environmentalists, and their allies saw themselves as citizens and stakeholders with moral claims on the way development occurred and made their wishes known at the ballot box. This book evaluates how well the development pattern produced by decades of planning decisions served the public interest.

The project of the educational program for establishments of specialized education of a scientific direction is the normative document containing a complex of educational components for achievement by pupils of education of the results of training defined by the Standard of specialized education of a scientific direction. The project is the basis for integration processes between formal and non-formal education, convergence of educational systems, different types of educational institutions and institutions that can provide educational services. It contributes to the creation of optimal conditions for the implementation of specialized education in the scientific field and the development of an integrated educational space of relevant educational institutions. The key goal of the project program is to ensure the development of research competence through the direct involvement of students of basic and specialized schools in educational research, design, invention and exploration activities in accordance with the Standard of specialized education. The project is developed on the basis of modern state educational policy and strategy of reforming the education system of Ukraine. The project of the educational program for institutions of specialized education of scientific direction is an open, dynamic resource intended for creative pedagogical communities ready to carry out innovative activity on development of specialized education of scientific direction.