Suchergebnisse

The aim of this paper is to identify and analyze the learning channels most used in Vertical Games, an interorganizational network in Brazil which aims to stimulate relations among companies that operate in the digital games market and other institutions, such as the government, universities, researches institutes, non-profit organizations and distributors. The research was based on survey data collected from primary sources by means of a questionnaire answered by Vertical Games members. The questionnaire presented nine categories of classification of collaborative learning channels. A Likert scale with seven levels was used to measure the effectiveness of the learning channels, considering level 1 as completely inefficient and level 7 as very efficient. To analyze the results of field research, the average of the grades given by each interview were calculated. The results obtained reveal high levels of collaborative learning and show that the most important channels of learning within the Vertical Games are: relationship between small and medium sized enterprises and the leading and innovative companies, recruitment of staff (employees) from companies outside the Vertical Games, motivation for knowledge sharing among companies, management culture open to knowledge from outside the Vertical Games, technical training promoted by the companies, and relationships with innovative organizations outside the Vertical Games. We conclude that corporate participation in Vertical Games facilitates access to resources and locally available expertise. Also, allows the deepening of learning processes that enable strengthening of the competitiveness of the digital games sector. The research reinforces the proposition that business networks can provide collaborative learning environments. It is believed that this study contributes to the empirical theoretical development in a growing segment in the global economy. ; The authors would like express their acknowledgments to National Council for the Improvement of Higher Education ...

This paper aims at identifying and analyzing the knowledge transmission channels in textile and clothing clusters located in Brazil and in Europe. Primary data was obtained through interviews with key individuals. The collection of primary data was carried out based on a questionnaire with ten categories of indicators of knowledge transmission. Secondary data was also collected through a literature review and through international organizations sites. Similarities related to the use of the main transmission channels of knowledge are observed in all cases. The main similarities are: influence of suppliers of machinery, equipment and raw materials; imitation of products and best practices; training promoted by technical institutions and businesses; and cluster companies being open to acquire new knowledge. The main differences lie in the relationship between companies, where in Europe the intensity of this relationship is bigger when compared to Brazil. The differences also occur in importance and frequency of the relationship with the government, with the cultural environment, and with the activities of research and development. It is also found factors that reduce the importance of geographical proximity in transmission of knowledge, and in generating trust and the establishment of collaborative ...

The process of globalization and the change on technological paradigm have important effects in the modeling of new patterns of competition. In this context there is a consensus among specialized researchers that the collaborative learning processes in clusters are crucial for the configuration at the competitive advantage of the companies individually and to the group that forms the cluster. This paper aims at identifying and analyzing the knowledge transmission channels in textile and clothing clusters located in Brazil and in Europe. Primary data was obtained through interviews with key individuals. The collection of primary data was carried out based on a questionnaire with ten categories of indicators of knowledge transmission. Secondary data was also collected through a literature review and through international organizations sites. Similarities related to the use of the main transmission channels of knowledge are observed in all cases. The main similarities are: influence of suppliers of machinery, equipment and raw materials; imitation of products and best practices; training promoted by technical institutions and businesses; and cluster companies being open to acquire new knowledge. The main differences lie in the relationship between companies, where in Europe the intensity of this relationship is bigger when compared to Brazil. The differences also occur in importance and frequency of the relationship with the government, with the cultural environment, and with the activities of research and development. It is also found factors that reduce the importance of geographical proximity in transmission of knowledge, and in generating trust and the establishment of collaborative behavior. This was the reality found in the studied clusters,that currently go through a process of adaptation to the changes in the real ...

The process of globalization and the change on technological paradigm have important effects in the modeling of new patterns of competition. In this context there is a consensus among specialized researchers that the collaborative learning processes in clusters are crucial for the configuration at the competitive advantage of the companies individually and to the group that forms the cluster. This paper aims at identifying and analyzing the knowledge transmission channels in textile and clothing clusters located in Brazil and in Europe. Primary data was obtained through interviews with key individuals. The collection of primary data was carried out based on a questionnaire with ten categories of indicators of knowledge transmission. Secondary data was also collected through a literature review and through international organizations sites. Similarities related to the use of the main knowledge transmission channels are observed in all cases. The main similarities are: influence of suppliers of machinery, equipment and raw materials; imitation of products and best practices; training promoted by technical institutions and businesses; and cluster companies being open to acquire new knowledge. The main differences lie in the relationship between companies, where in Europe the intensity of this relationship is bigger when compared to Brazil. The differences also occur in importance and frequency of the relationship with the government, with the cultural environment, and with the activities of research and development. It is also found factors that reduce the importance of geographical proximity in transmission of knowledge, and in generating trust and the establishment of collaborative behavior. This was the reality found in the studied clusters, that currently go through a process of adaptation to the changes in the real ...

Covering the knowledge economy scenario, this article attempts to illustrate the analysis of the employment of knowledge transmission channels in the EuroClusTex, cross-border textile and clothing cluster between northern Portugal and Galicia. Therefore, an exploratory research was conducted. Primary data were obtained through participation in events, from interviews with key informants (entrepreneurs, leaders of cluster support institutions and government representatives). The secondary data were provided by the cluster support institutions, international organizations and the literature review. The results showed that EuroClusTex contributes to the competitiveness of regions, boosting trade relations between Galicia and northern Portugal. The most effective knowledge transmission channels in EuroClusTex were identified as: imitation, relationship with suppliers, public policy and human resources training. Experiences similar to EuroClusTex can be considered and served as examples for the development of clustering policies in other countries. ; This work was financially supported by the Coordenacao de Aperfeicoamento de Pessoal de Nivel Superior (CAPES) (National Council for the Improvement of Higher Education). ...