The world is witnessing an increase in innovation both in start-ups and in SMEs, and the implementation of innovation is having a substantial impact on the knowledge of the economy. The ability of human beings to create new knowledge can be defined as a basic skill in a global economy, which involves learning as an essential dynamism of the competition. Following this and considering the need for developing standards and guidelines for innovation, organizations have been working on developing and updating a set of documents to help the innovators and the innovative companies work better. Knowledge-Driven Innovation in Start-Ups and SMEs: Emerging Research and Opportunities is a collection of innovative research on the methods and applications of standardization and guideline creation in business innovation, such as those implemented by the Organisation for Economic Co-operation and Development (OECD). While highlighting topics including business analysis, market research, and intellectual property, this book is ideally designed for market researchers, business professionals, academicians, and students seeking current research on innovative processes and approaches for organizations.

The International Handbook of Research in Professional and Practice-based Learning discusses what constitutes professionalism, examines the concepts and practices of professional and practice-based learning, including associated research traditions and educational provisions. It also explores professional learning in institutions of higher and vocational education as well the practice settings where professionals work and learn, focusing on both initial and ongoing development and how that learning is assessed. The Handbook features research from expert contributors in education, studies of the professions, and accounts of research methodologies from a range of informing disciplines. It is organized in two parts. The first part sets out conceptions of professionalism at work, how professions, work and learning can be understood, and examines the kinds of institutional practices organized for developing occupational capacities. The second part focuses on procedural issues associated with learning for and through professional practice, and how assessment of professional capacities might progress. The key premise of this Handbook is that during both initial and ongoing professional development, individual learning processes are influenced and shaped through their professional environment and practices. Moreover, in turn, the practice and processes of learning through practice are shaped by their development, all of which are required to be understood through a range of research orientations, methods and findings. This Handbook will appeal to academics working in fields of professional practice, including those who are concerned about developing these capacities in their students. In addition, students and research students will also find this Handbook a key reference resource to the field.