Abstract

Purpose – The purpose of the paper is to explore how learning manifests and knowledge flows in cluster initiatives (CIs) due to interactions undertaken by their members. The paper addresses the research question of how social learning occurs and knowledge flows in CIs. Design/methodology/approach – The qualitative study of four cluster initiatives helped to identify various symptoms of social learning and knowledge flows in CIs. Findings – The study identifies four types of communities of practice in CIs: dead souls, participants, cooperators and locomotives. Additionally, it documents different manifestations of social learning and knowledge flows in each of them, namely one-way or two-way information transferring and raising awareness, demonstrating and inspiring, or motivating and educating, i.e. from the basic practice to the most advanced one. It also shows that while potentially every member of CIs has access to these practices, merely a limited number of members is actually involved. It may suggest that learning and knowledge flows in CIs are selective and some CIs’ members accept a more peripheral role in CIs. Research limitations/implications – The research shows the application of communities of practice theory to the analysis of CIs and learning and knowledge flows within them. 45 Nevertheless, the qualitative approach in the study does not allow for generalizing the findings. Practical implications – The study emphasizes that at each stage of the development of CIs, the learning process is carried out on the basis of interactions created among members. Therefore, it is important to support ‘soft’ forms of cooperation within CIs – involving members in activities as well as developing interactions. Originality/value – The research fills in the gap concerning symptoms of social learning and knowledge flows in CIs. It shows that selectiveness in this process can be observed. The study applies the community of practice approach to study the phenomenon of learning in CIs.

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