Abstract
However disparate in content and method, the contributions in this book have all interpreted technological change as a process of institutionally structured learning. Supportive institutions — firms, occupations, patenting systems, governments and universities — foster the acquisition of knowledge in ways that lead to changing techniques. Learning is thus the medium of ongoing productivity increase. Not all institutions support such learning; indeed, some obstruct it. The presence, type and outcome of technological change therefore vary with the structure and activities of institutions. It is thus fitting to conclude by considering the ways institutions, learning and technological change are connected.
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References
David, Paul (1989) ‘Computer and Dynamo: The Modern Productivity Paradox in a Not-too-distant Mirror’ (Stanford: Center for Economic Policy Research Publication 172).
Hughes, Thomas (1989) American Genesis: A Century of Invention and Technological Enthusiasm, 1870–1970 (New York: Viking).
Rosenberg, Nathan (1982) ‘Learning by Using’, Inside the Black Box: Technology and Economics (Cambridge University Press).
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© 1993 Ross Thomson
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Thomson, R. (1993). Epilogue: Institutions, Learning and Technological Change. In: Thomson, R. (eds) Learning and Technological Change. Palgrave Macmillan, London. https://doi.org/10.1007/978-1-349-22855-3_14
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DOI: https://doi.org/10.1007/978-1-349-22855-3_14
Publisher Name: Palgrave Macmillan, London
Print ISBN: 978-1-349-22857-7
Online ISBN: 978-1-349-22855-3
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