play a very important role in knowledge creation and knowledge storage
because they generally allow entrepreneurs and managers a great deal of
freedom of action. Adopting policies which unleash SMEs’ full
potential to learn, create and store knowledge will lead to greater
wealth and better jobs. The following policy implications make this evident:
Ways should be found of making courses much more experience-based and tailored
to the particular needs of the firms in which they are taught. Courses
where workers from various SMEs have to cope with the same workplace tasks
and problems should be encouraged. The involvement of employee’s associations
in such initiatives should also be fostered.
Policy-makers should promote training programmes between universities and
SMEs to foster specific competencies for innovation enhancement. They should
also support collaborative projects involving customers, SMEs and universities
in order to create 'relational capital'. Business schools and universities
should be encouraged to enterpreneurs, with an emphasis in personalised,
practical education in the implementation of start-up business plans.
Policy-makers should create the contextual conditions to ensure trust in
market relationships to facilitate the development of knowledge, the relationship
among organisations and individuals and the creation of networks with strong
knowledge storage capabilities (Sauquet 2002,
pp. 14, 15, 16).