Learning as a design factor for innovation contests: a bidirectional model.

This study aims to develop a more comprehensive understanding of design factors as they relate to the role of learning when implementing innovation contests. Through synthesising the principles of knowledge transfer and absorptive capacity, this study provides novel findings on the role of learning when implementing innovation contests. Using a unique data set from a six-year engagement (2015–2020), this paper presents case studies of seven firms implementing innovation contests. Firms ranged in size, industry, and type, which led to four primary data sources including 28 interviews and a range of data from 414 problem-solvers. This research contributes to the literature by demonstrating that learning is a critical design factor in innovation contests and occurs in a bidirectional way with differing levels of intensity for problem-solvers and solution-seeking firms. We find that learning is a salient factor that has direct and indirect effects on innovation contests, differing from what has been previously outlined in the innovation literature which solely focused on learning from a firm's perspective. The study contributes to practice by providing a blueprint for practitioners to make more informed decisions about the role of learning and its importance as a factor in the design and implementation of innovation contests. [ABSTRACT FROM AUTHOR]