This paper pursues the development of a theoretical framework that explains interactive learning between innovator erms and external actors in both the knowledge infrastructure and the production chain. The research question is: What kinds of factors explain the interactive learning of innovator erms with distinct external actors? Our theoretical framework extends the resource-based perspective, which is predominant in network theory, with both an activity-based and a structural account of interactive learning. We contend basically that higher technological dynamics induce more complex innovative activities. But, more complex innovative activities increase the probability of internal resource deecits/shortages in the innovator erms. The lower the alignment of the innovative activities with the quality of the internal resource base, the higher the resource deecits/shortages and the more likely the search for complementary resources externally, which increases the likeliness of external relationships. In order to test the generality of our theoretical claims we analyse our models in four sectors with distinct technological dynamics as distinguished by Pavitt. For each sector we explore eve models of the level of interactive learning of innovator erms with: (1) the public knowledge infrastructure (di›cult to access, demands high internal competencies to utilize scientiec knowledge), (2) the production chain (easy to access), (3) their users, (4) their suppliers, (5) their competitors. These analyses allow for a comparison between interactive learning with diUerent external actors and give deeper insights into the diUerentiated interaction patterns involving innovation. Our endings show that patterns of interactive learning between sectors diUer. Some are more resource based and others are more aUected by the complexity of innovative activities. Particularly the patterns of interactive learning between, on the one hand, erms and the knowledge infrastructure, and on the other hand of erms with the production chain show important diUerences.
['M.T.H. Meeus', 'L.A.G. Oerlemans', 'Jerald Hage']
Sectoral patterns of interactive learning : an empirical exploration of a case in a Dutch region