Abstract
Furthermore, innovation theory would benefit from further research, in academic terms it’s a relatively new area of research and it has forked into three key categories: Resource, System and Process. The resource theory is inward looking and is rooted in the theories developed by Edith Penrose (1959), whilst the seminal theories of the Law of Diffusion of Innovation (Rogers, 1962) and Effectuation are concerned with the systems and process perspectives of innovation. The evolution of the three strands of theory mean that a practitioner must have an understanding of all three strands, yet key criticisms are that there are very few management tools to support the application of the theories (Arend et al, 2015). Therefore, it might be argued that there is a clear disconnect between the theory, and practical application. It has been suggested that research should try to improve the understanding and practice of managers (Van de Ven 2016) and the recurring question ‘does theory inform practice? Or does practice inform theory?’ is one that interests the authors of this paper.
It is the view of the authors that research should have a practical application to advance the knowledge and capability of practitioners and to ensure this a new, pedagogical approach is necessary. There is a gap in academic literature between resource, system and process (the three categories), the application of research into practice, and the pedagogy.
This paper argues that our programmes have moved the dial on SME productivity by following an innovation pedagogy by running workshops that facilitate live innovation, and this in turn has allowed the small businesses to launch new products and services to the market. At the time of writing the SMART Cheshire innovation, PrintCity Network and the Eco-I innovation programmes have facilitated the release of at least 103 new products to market, and at least 218 innovations within firms.