This paper aims to diffuse the concept of a multi‐lateral learning process as a means to promote experimental didactics and research (and the cross‐fertilization between these two…
Abstract
Purpose
This paper aims to diffuse the concept of a multi‐lateral learning process as a means to promote experimental didactics and research (and the cross‐fertilization between these two activities) in the field of design of sustainable product‐service systems (PSSs) and to consider the university campus as the locus for the design, implementation and dissemination of sustainable innovative solutions.
Design/methodology/approach
The presentation, description and justification of the working hypothesis, i.e. the campus as community “lab” and “window” to design and promote sustainable innovation. It is described throughout the direct and experimental experiences matured by the design in emerging context for sustainability (DECOS) educational network. This is introduced by both a general overview of disciplinary contents and by the presentation, description and justification of the disciplinary issue. The achievements of the case study (the educational projects spin‐off) and the (disciplinary) contextualization of the case study (the educational design projects) are discussed.
Findings
The paper presents findings at two levels. First, disciplinary: the paper justifies the concept of sustainable PSS as a radical innovation model towards sustainability, highlighting its potentialities for emerging contexts (countries). Within this disciplinary framework, it points out the necessity of raising a new generation of designers equipped to operate as system sustainability innovators. Second, educational: through the presentation of a successful case study, it validates the multilateral learning process (network) as a means to develop and promote curriculum innovation and validates the hypothesis that university campuses can be used as optimum show‐cases for the design, testing and dissemination of sustainable solutions for society at large.
Practical implications
Concrete implications of the actions described in the paper are the introduction of advanced/experimental education courses within the curricula. It suggests also the development of tools and mechanisms (such as the use of specific collaborative design web tools and the students and teachers exchanges) as possible future developments for the presented actions.
Originality/value
The idea of studying the PSS applicability and potential in emerging countries represents an original approach. Furthermore, the paper presents an original and effective way of linking experimental didactic with open‐front research issues.
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Carlo Vezzoli and Dalia Sciama
The purpose of this paper is to introduce the hypothesis that it is fruitful to study new areas within research for sustainability, through experimental education courses, that…
Abstract
Purpose
The purpose of this paper is to introduce the hypothesis that it is fruitful to study new areas within research for sustainability, through experimental education courses, that are based on international and multilateral (transcultural) learning processes.
Design/methodology/approach
This way of introducing education into open research issues is presented throughout the experiences and the results of the DECOS campus network (Design in Emerging COntexts for Sustainability). This is an informal expert network on higher design education which involves university campuses from emerging and industrialized countries. The learning process established among those universities has been yearly assessed by the didactic observatory of the Politecnico di Milano University, considering also the feedbacks of the various involved professors.
Findings
The paper presents both the opportunities of such learning processes and the results actually achieved (designed) by the students, i.e. the students' sustainable system concepts.
Practical implications
The described experience encourages its continuing and its further implementation and dissemination.
Originality/value
The originality this experience is due to the combination of both experimental education and open‐front research issues and design for sustainability with transcultural learning processes.
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Keywords
Jorge Tello-Gamarra, David Jesus Mayorga Gutierrez, Martin Hernani-Merino and Julio Zevallos
In general, it is believed that firms belonging to the high technological intensity stratum have a more innovation capability. However, evidence has begun to appear in the…
Abstract
Purpose
In general, it is believed that firms belonging to the high technological intensity stratum have a more innovation capability. However, evidence has begun to appear in the literature demonstrating that firms in the low-tech stratum also have the innovation capability. This paper seeks to solve this dilemma. Through an analysis of industrial firms in an emerging country, this study aims to identify the existence of innovation capability in all strata of technological intensity.
Design/methodology/approach
The authors empirically assessed the impact of innovation capability on the performance of firms in all strata of technological intensity. The authors studied a sample of 910 firms from different industries and technology intensities operating in Peru, by applying a partial least squares structural equation model (PLS-SEM).
Findings
This study obtained three important findings. First, the authors show that innovation capability is present in all strata of technological intensity. Second, innovation capability differs according to the technological stratum. Third, firms in the lowest technological stratum can use more capabilities than those in the other strata.
Originality/value
This study pioneers the empirical analysis of innovation capability and technological intensity simultaneously to verify that innovation capability exists in the four strata of technological intensity.