Should we circumvent knowledge path dependency? The impact of conventional learning and collaboration diversity on knowledge creation

Le Chang, Huiying Zhang and Chao Zhang

Journal of Informetrics, 2024, vol. 18, issue 4

Abstract: The choice of research strategy is patterned by the essential tension between tradition and innovation. Drawing on the leadership continuum theory, this paper proposes a theoretical framework discussing the continuum of research strategy referred to as conventional learning. We explore how knowledge creation is affected by conventional learning and collaboration diversity. Relevant hypotheses are tested using data from the Web of Science (WoS) database between 1988 and 2018. The results indicate both focused and expansive conventional learning have a positive relationship with knowledge productivity, while they have a U-shaped effect on knowledge creativity. Collaboration diversity positively moderates the relationship between focused and expansive conventional learning and knowledge productivity. Furthermore, although low-level collaboration diversity is optimal for knowledge creativity when the level of conventional learning is low, high-level collaboration diversity is more beneficial for knowledge creativity when the level of conventional learning is high, both for focused and expansive. Our study provides important implications for creative individuals.

Keywords: Conventional learning; Collaboration diversity; Knowledge productivity; Knowledge creativity; Focused learning; Expensive learning (search for similar items in EconPapers)
Date: 2024
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Persistent link: https://EconPapers.repec.org/RePEc:eee:infome:v:18:y:2024:i:4:s1751157724001093

DOI: 10.1016/j.joi.2024.101597

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