Abstract
Learning is highlighted as key to innovativeness in the innovation systems literature, yet there seems to lack clarification about the meaning of learning in the literature. There is thus a need for a systematic scrutiny of how the concept of learning has been used. In an attempt to address this issue, this paper offers a narrative and longitudinal critical analysis of 29 articles, pertaining to parts of the literature about national and regional innovation systems. Due to differences in main assumptions, foundations, and vocabulary, we have found it useful to categorize these works into five theoretical streams: Interactive Learning, Learning Economy, Innovation Modes, Knowledge Bases, and Political Economy. These streams operate with vague definitions of learning (if defined at all). There is neither a uniform usage of the term learning nor a strong connection to existing learning theories of other disciplines. Subsequently, we have developed five suggestions on how to relate this indigenous learning concept to relevant learning theories from educational science and organization theory literature. By doing so, we seek to contribute to more sophisticated theories regarding innovation systems and the centrality of the learning concept.