About the issue
Publications
Partners
September 2026 (published: 15.09.2026)
Number 3(66)
Home
>
Issue
>
Managing learning capability in a post-innovation economy
Litau E.Y.
, Samatov Y.R.
Keywords: organizational learning potential management, entrepreneurial projects management, corporate entrepreneurship, organizational learning, innovative resource of entrepreneurial projects, post-innovation economy.
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
UDC 330.354
DOI 10.17586/2310-1172-2026-19-3-84-97
Managing learning capability in a post-innovation economy
Article in
Russian
Reference for citation: Litau E.Ya., Samatov Y.R. Managing learning capability in a post-innovation economy. Scientific journal NRU ITMO. Series «Economics and Environmental Management». 2026. № 3. Р. 84-97. DOI: 10.17586/2310-1172-2026-19-3-84-97.
Abstract. This article examines the problem of managing entrepreneurial projects in a post-innovation economy, characterized by a shift in emphasis from innovation as an independent performance criterion to a comprehensive assessment that includes value, social, and institutional parameters. In such conditions, management of knowledge and competencies becomes especially important for maintaining competitiveness and improving organizational efficiency. A review of existing approaches of knowledge and competency management – Organizational Learning Capability, Organizational Learning and Knowledge Management identifies a number of limitations, including the absence of organizational mechanisms for converting knowledge into organizational effectiveness and the value assessment of decisions made. Based on the identified limitations of existing approaches, the authors propose their own definition of an organization’s educational potential as an integrated intangible asset reflecting the ability to generate, update, and apply knowledge through organizational conditions to implement the organization’s strategy. It consists of five components: a competency core, a motivational-behavioral component, organizational learning and development infrastructure, knowledge management infrastructure, and a value-reflective component. The latter captures the organization’s capacity for human-centered decision-making, which are decision that account for social and cultural consequences grounded in the logic of the post innovation economy. A conceptual model is developed in which educational potential influences organizational performance indirectly, through a sequential mediation of corporate entrepreneurship and organizational innovation capability. A system of indicators is proposed that makes it possible to assess the components of the model and empirically test their impact. The practical significance of the study lies in the possibility for entrepreneurs to use the model’s components and the associated indicators to diagnose and develop the educational potential of organizations.
Reference for citation: Litau E.Ya., Samatov Y.R. Managing learning capability in a post-innovation economy. Scientific journal NRU ITMO. Series «Economics and Environmental Management». 2026. № 3. Р. 84-97. DOI: 10.17586/2310-1172-2026-19-3-84-97.
Abstract. This article examines the problem of managing entrepreneurial projects in a post-innovation economy, characterized by a shift in emphasis from innovation as an independent performance criterion to a comprehensive assessment that includes value, social, and institutional parameters. In such conditions, management of knowledge and competencies becomes especially important for maintaining competitiveness and improving organizational efficiency. A review of existing approaches of knowledge and competency management – Organizational Learning Capability, Organizational Learning and Knowledge Management identifies a number of limitations, including the absence of organizational mechanisms for converting knowledge into organizational effectiveness and the value assessment of decisions made. Based on the identified limitations of existing approaches, the authors propose their own definition of an organization’s educational potential as an integrated intangible asset reflecting the ability to generate, update, and apply knowledge through organizational conditions to implement the organization’s strategy. It consists of five components: a competency core, a motivational-behavioral component, organizational learning and development infrastructure, knowledge management infrastructure, and a value-reflective component. The latter captures the organization’s capacity for human-centered decision-making, which are decision that account for social and cultural consequences grounded in the logic of the post innovation economy. A conceptual model is developed in which educational potential influences organizational performance indirectly, through a sequential mediation of corporate entrepreneurship and organizational innovation capability. A system of indicators is proposed that makes it possible to assess the components of the model and empirically test their impact. The practical significance of the study lies in the possibility for entrepreneurs to use the model’s components and the associated indicators to diagnose and develop the educational potential of organizations.
Keywords: organizational learning potential management, entrepreneurial projects management, corporate entrepreneurship, organizational learning, innovative resource of entrepreneurial projects, post-innovation economy.