By Jo Lorentzen
Concentrating on the technological trajectories of organizations and examine groups in resource-intensive fundamental sectors of Brazil, Costa Rica, Peru, and South Africa, this quantity contributes to a huge ongoing monetary debate. This analysis provides targeted descriptions of either failed and winning makes an attempt at wisdom intensification of resource-based efficient actions in nations which are frequently, incorrectly, lumped into the class of "resource-rich underachievers." Combining in-depth technological services with a theoretical grounding within the economics of studying, technological upgrading, and innovation, this argument underlines that, greater than what nations produce, how they cross approximately it's what concerns to improvement perform.
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Extra resources for Resource Intensity, Knowledge and Development: Insights from Africa and South America
1 Questions for semi-structured interviews Perspective Questions Absorptive capacities or firm learning ◆ What is the nature of the technology and the resource base from which it originated? ◆ What is the nature of the new application and industry into which the technology migrated? za ◆ What were the determinants of cumulative and present absorptive capacities (role of r&d spending, share of r&d spending in turnover over time, advanced technical skills, manufacturing operations (if applicable)?
Such capacities also result from advanced technical training. Absorptive capacities have the effect of influencing the level of aspiration in an organisation. Thus, firms with deep absorptive capacities are more likely to recognise emerging technological opportunities. When the knowledge to be exploited is closely related to the firm’s existing knowledge base, absorptive capacities can be built as by-products of routine activity. In contrast, when that is not the case, such capacities must be created.
Thus, for the assessment of technological trajectories, it is important to understand whether a local firm was in a position to choose from a series of technology imports (for example, licence, joint venture or equity), and whether and in what manner it exercised its choice. Fourthly, learning is embedded in a knowledge infrastructure and takes place in interaction with consumers and producers of knowledge in the private and public sectors, including those from outside the country (for example, Bell & Pavitt 1993; Lall 1993).