Abstract:

Nowadays, globalization serves as both a catalyst of accelerated development as well as an agent of chaotic disruption resulting in socio-economic and political dislocations. In light of this, a key idea may be that heterogeneity is understood as a mindset and a practice where complexity and diversity are leveraged strategically in a manner that promotes sustainable educational development. This leads to the exploration and exploitation of organizational intelligence systems to accumulate internal information and environmental changes, utilizing the insights that emerge by the transformation of data with the knowledge of the strategic value. Organizational intelligence integrates the technology variable into the productive and business system, allowing not only a proper cooperation, but also the establishment of a basis to advance the decision-making processes; especially those connected with the development of innovative processes.

Additionally, organizational resilience may be regarded as the combined ability of an enterprise to recover from negative shocks to its ecosystem and the rapidity with which it is able to do so, hence resilience may be thought of as occurring along a spectrum. In contrast, organizational robustness is not so much ability to recover from such shocks, but rather resistance or immunity to their impact. We consider that at the heart of this lie higher order technological learning (HOTL) competences as well as strategic knowledge serendipity and arbitrage (SKARSE) dynamic capabilities linked and enabled by knowledge, information and data analytics tools, methodologies and modalities. These help formulate and leverage organizational intelligence and even clairvoyance that translate into superior resilience.

Higher order learning processes include learning, learning to learn, and learning to learn how to learn, with the potential for value derived when these processes collide with information-laden events. Information-laden events may arise serendipitously (so-called ‘knowledge serendipity’); by design via such highly structured knowledge acquisition approaches as the plan-do-study-act (PDSA) continuous improvement cycle, or ones that focus on more radical improvement (e.g. benchmarking or six sigma), or through inherently more creative processes (e.g. brainstorming or TRIZ). Each of the knowledge acquisition approaches used leverages organizational competences that are associated with opportunity creation, exploration, and discovery.

In this context, this study investigates, discusses, and aims to advance the following two key themes of the EDULEARN 2014 Conference: ‘Experiences in Education’, and ‘Experiences in Research’. The authors aim to study the ways and means by which value is created, shared, absorbed and re-used within and across educational ecosystems, networks, and clusters. Moreover, we aim to review and assess how, why and when SKARSE™ can enable and drive high value creation and capture and identify critical success and failure factors in designing entrepreneurial ecosystems that can more effectively and efficiently leverage SKARSE™. In particular, the authors plan to conceptualize the operation of SKARSE™ in the context of complex and dynamic evolutionary entrepreneurial ecosystems shaped by the dynamics of coopetition, coevolution and co-specialization.

Keywords:

Entrepreneurial Education, Intelligence, Innovation, Competitiveness.