Tensions in collaborative innovation projects and higher-level learning

Elise Marcandella () and Khoudia Guèye ()
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Elise Marcandella: CEREFIGE - Centre Européen de Recherche en Economie Financière et Gestion des Entreprises - UL - Université de Lorraine
Khoudia Guèye: CEREFIGE - Centre Européen de Recherche en Economie Financière et Gestion des Entreprises - UL - Université de Lorraine

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Abstract: Purpose Ensuring collaboration between partners involved in a collaborative innovation project is a challenge for project managers. This paper aims to highlight how taking a high-level learning approach can represent a managerial lever. In addition, it analyzes the impact of learning tensions in a partnership context. Design/methodology/approach The paper focuses on an explorative, longitudinal and in-depth analysis of the Innovative Solutions in Urban Systems project via a qualitative single-case study. The research is inductive and based on data from the field rather than a deductive application of theory. Findings Collaborative innovation projects represent a high-level learning case. Activity theory is suited to studying the dynamics of learning in collaborative innovation projects. Tensions can fertilize the front-end of collaborative innovation projects. Research limitations/implications Because of the chosen research approach, the research results may be difficult to generalize. Therefore, researchers are encouraged to test the conceptual framework further. Practical implications This article provides a framework for managing tensions in collaborative innovation projects. The results provide also a process to implement all criteria of sustainable development in these projects. Social implications This article highlights to what extent collaborative relations can be developed between participants through a questionnaire with social responsibility attributes. The questionnaire allows to foster participants' trust. Originality/value This approach is original because the authors consider that situations exist that, by definition, belong to "higher-order learning". Through a case study, they propose a framework to manage this situation.

Date: 2018-05-14
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Published in Learning Organization, The, 2018, 25 (4), pp.248-259. ⟨10.1108/TLO-06-2017-0066⟩

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Persistent link: https://EconPapers.repec.org/RePEc:hal:journl:hal-02075859

DOI: 10.1108/TLO-06-2017-0066

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