基于科学/经验学习双重嵌入的我国制造企业技术能力跃迁路径研究

By taking deliberate and effective efforts on technological learning, enterprises may accelerate the rate of technological capability accumulation. However, the existed studies largely ignore the synergistic and interactive effect of variety learning behavior on technological capability. Moreover, there is still rare in quantitative and systematic study on how specific technological learning affects the rate of technological capability transition. The purposes of this study are to focus on two specific technological learning modes, science-based learning (STI: Science, Technology, Innovation) and experience-based learning (DUI: Doing, Using, Interacting), and gradually analyze the following three questions.（1）What influences will be the dual embeddedness of STI/DUI learning on firms' technological capability transition? (2) How does the dual embeddedness of STI/DUI learning co-evolve with firms' technological capability development? (3) How do firms utilize the dual embeddedness of STI/DUI learning to promote the technological capability transition? This study will take Chinese manufacturing enterprises as survey object. Drawing on the related studies such as synergetics, organizational learning and capability-based view, and using case study, questionnaire survey, statistical analysis and mathematical modeling methodology, this study will reveal the influence of dual embeddedness of STI/DUI learning on the technological capability transition, its evolution mechanism and the path of capability transition through above three sub-studies. This study is expected to enrich and develop technological capability and organizational learning theory from the perspective of developing country. The research results could provide ideas for Chinese enterprises to avoid the trap of technological capability transition, hence to achieve the transformation from "Made in China" to "Created in China". It could also provide decision-making ideas for Chinese government to develop supportive policy for industrial restructuring and upgrading.

企业通过改变学习机制可以加快技术能力积累，但既有研究往往忽视多种学习行为的协同和交互作用，定量、系统地分析特定技术学习如何影响企业技术能力跃迁的研究也还鲜见。本研究拟以"科学学习"和"经验学习"两种具体技术学习模式为切入点，逐步探析"科学/经验学习双重嵌入对企业技术能力跃迁有何影响"、"科学/经验学习双重嵌入与企业技术能力发展如何同步演进"、"企业如何通过科学/经验学习双重嵌入推进技术能力跃迁"等系列问题。研究拟选择中国制造企业为调查对象，借鉴协同学、组织学习和能力观相关研究，运用案例研究、问卷调查、统计分析和数学建模等方法，通过三个子研究揭示"科学/经验学习"双重嵌入对企业技术能力跃迁的影响、演进机理和跃迁路径。本研究将从发展中国家视角丰富和发展技术能力和组织学习理论，为我国企业避开能力跃迁陷阱，实现"中国制造"向"中国创造"转型提供思路，亦为中国政府制定产业转型升级相关政策提供参考。

如何实现“中国制造”向“中国创造”转型是各界共同关注的问题，而学习的耦合演化可以促进企业技术能力发生跃变。本研究以“科学学习”和“经验学习”两种具体技术学习模式为切入点，基于组织学习、创新管理、能力观和协同学等相关理论，通过7家企业多案例探索性比较研究、139家纺织制造业企业、42家装备制造业企业和92家电子制造业企业的问卷调查和统计分析，探析了科学/经验学习对企业技术能力跃迁的影响机制，探讨了科学/经验学习与企业技术能力演化的关联性，讨论了企业科学/经验学习的决定因素。研究发现：（1）科学学习和经验学习都对生产组织能力、产品中心能力和装备相关活动技术能力的跃迁有促进作用。（2）科学学习和学习学习对生产组织能力、产品中心能力、装备相关活动技术能力跃迁的影响存在交互效应。（3）技术环境动荡程度对科学/经验学习与生产组织能力、产品中心能力、装备相关活动技术能力跃迁之间的关系起调节作用。（4）科学学习和经验学习在企业技术能力发展不同阶段呈现出动态演化的特征，从初级阶段、中级阶段发展到高级阶段的过程中，企业的科学学习和经验学习强度都逐渐增强。（5）企业家导向、资源禀赋和技术知识特性对企业的科学学习行为有显著正向的影响；市场导向、企业家导向和企业资源禀赋对企业的经验学习有显著的正向影响。本研究从发展中国家视角丰富和发展了技术能力和组织学习理论，对后发企业避开技术能力跃迁陷阱、实现技术能力转型有一定指导意义。本研究已发表国际期刊论文1篇，国内期刊论文5篇，国际会议论文1篇；以本项目资助论文为支撑材料之一的图书《基于科学/经验的学习与企业技术创新》获得浙江省第十七届哲学社会科学优秀成果“基础理论研究类”二等奖；以项目研究内容为学位论文选题培养硕士生4名。