Innovation and institutional change: the transition to a sustainable ...
Innovation and institutional change: the transition to a sustainable ...
Innovation and institutional change: the transition to a sustainable ...
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Theoretical perspectives 17<br />
as a cheap <strong>and</strong> abundant energy source. In <strong>the</strong> last decades, however, <strong>the</strong><br />
importance of dem<strong>and</strong>-pull (market-driven) <strong>and</strong> systems oriented <strong>the</strong>ories of<br />
innovation have gained ground (Von Hippel, 1988; Lundvall, 1992; Nelson,<br />
1993). This has led <strong>to</strong> a more balanced underst<strong>and</strong>ing of innovation where<br />
both <strong>the</strong> science <strong>and</strong> knowledge base <strong>and</strong> <strong>the</strong> market are seen as important<br />
fac<strong>to</strong>rs in innovation processes. Moreover, <strong>the</strong> sequential nature of <strong>the</strong><br />
innovation process was seen as unsatisfac<strong>to</strong>ry, for example Rosenberg<br />
(1982) shows that once a technology has reached <strong>the</strong> market place ongoing<br />
innovation still is an important fac<strong>to</strong>r for improved performance. Through<br />
learning by using <strong>the</strong> cumulative impact of small improvements can lead <strong>to</strong><br />
significant increases in productivity, such as in <strong>the</strong> case of electricity<br />
generation where <strong>the</strong> fuel economy of centralised <strong>the</strong>rmal power plants<br />
improved from using seven pounds of coal <strong>to</strong> generate one kilowatt-hour in<br />
1900 <strong>to</strong> less than 0.9 pound of coal in <strong>the</strong> 1960s (Rosenberg, 1982: 65). Also<br />
Enos (1958) finds for petroleum refining that improving a process<br />
contributes even more <strong>to</strong> technological progress than does its initial<br />
development (in Rosenberg, 1982: 68). Processes of learning by doing <strong>and</strong><br />
learning by using are <strong>the</strong>refore crucial.<br />
<strong>Innovation</strong> is not necessarily equated with <strong>change</strong> of a single technology.<br />
Rosenberg (1982) points at <strong>the</strong> role of complementarities: a particular<br />
technology can move forward because of inventions <strong>and</strong> improvements in<br />
o<strong>the</strong>r technologies. Thus it may be fruitful <strong>to</strong> think of major clustering of<br />
innovation from a systems perspective, such as has been <strong>the</strong> case in <strong>the</strong><br />
building of systems for electricity <strong>and</strong> lighting where a variety of<br />
innovations played a role in making a working configuration, apart from<br />
someone like Edison who combined innovations from a systems perspective<br />
(Hughes, 1983). The result is that improvements in performance in one<br />
technology will be of limited significance unless it is paralleled by<br />
improvements in o<strong>the</strong>r parts or technologies (Rosenberg, 1982: 60).<br />
A fur<strong>the</strong>r insight is that <strong>the</strong> focus need not necessarily be on <strong>the</strong> level of<br />
technology or system of technologies but more broadly on ac<strong>to</strong>rs, networks<br />
<strong>and</strong> institutions. For example, Berkhout et al. (2002: 19) conclude in<br />
research of <strong>the</strong> European pulp <strong>and</strong> paper <strong>and</strong> PVC producing sec<strong>to</strong>rs that<br />
“orders of magnitude improvements were achieved through <strong>the</strong><br />
accumulation of product <strong>and</strong> process <strong>change</strong>s over time, … while much of<br />
<strong>the</strong> explanation for <strong>the</strong>se <strong>change</strong>s can be found in <strong>the</strong> steady reconfiguration<br />
of ac<strong>to</strong>rs, networks <strong>and</strong> institutions” in <strong>and</strong> around <strong>the</strong>se industries. Thus,<br />
systems <strong>change</strong> cannot simply be equated with technological <strong>change</strong>s. Let us<br />
consider for example <strong>the</strong> way <strong>the</strong> system of food system has <strong>change</strong>d by<br />
focusing on <strong>the</strong> production <strong>and</strong> consumption of milk. Fifty years ago milk<br />
production was close <strong>to</strong> an artisanal profession <strong>and</strong> consumers could almost<br />
point out <strong>the</strong> cow <strong>the</strong>y drank <strong>the</strong> milk from. Nowadays we have