How intermediaries support innovation-oriented public procurement: Exploring roles, learning processes, and levels of operation
Abstract
English summary
Innovation-oriented public procurement (PPI) is highlighted as a policy tool to meet societal challenges. However, implementing and performing PPI is challenging as it requires new capabilities and a new mindset. Intermediaries have been outlined as a key focus area to overcome some of the challenges in implementing PPI. Extant PPI research has started to study the roles and activities of intermediaries in PPI, focusing on single PPI projects. However, few studies address intermediaries’ support for PPI, including their roles and support of learning processes, on other levels than the PPI project level. Therefore, this thesis focuses on providing a better understanding of the support from intermediaries in PPI by analyzing their roles and support of learning in PPI, as well as how the support from intermediaries can be improved.
The thesis is based on four qualitative studies of PPI, building on a case study design. The first case study is about an intermediary organization introducing and implementing PPI in Norway. The second involves a multiple case study of two public procurement processes where market dialogue was used in the pre-tender phase. The third case study is about a welfare technology procurement. The fourth case study concerns an innovation partnership project performed by a hospital involving several different intermediaries.
The thesis has three main findings. First, new intermediary roles in PPI are identified at the PPI project level and different system levels in PPI. Second, the thesis identifies how intermediaries support learning of PPI at the PPI project level and system levels. The support intermediaries provide for learning at the PPI project level, and the specific PPI project network level is directed at increasing the public organizations’ capability of performing PPI. In contrast, at the highest system level, intermediaries’ support of learning is focused on developing the PPI practice, which is used to implement PPI and change institutions. Finally, the thesis suggests that intermediaries can improve their support for PPI by providing more support to suppliers involved in PPI processes. The thesis offers contributions to PPI and intermediary research and implications to public organizations, intermediaries, suppliers, and policymakers involved in PPI. Norsk sammendrag
Innovation-oriented public procurement (PPI) is highlighted as a policy tool to meet societal challenges. However, implementing and performing PPI is challenging as it requires new capabilities and a new mindset. Intermediaries have been outlined as a key focus area to overcome some of the challenges in implementing PPI. Extant PPI research has started to study the roles and activities of intermediaries in PPI, focusing on single PPI projects. However, few studies address intermediaries’ support for PPI, including their roles and support of learning processes, on other levels than the PPI project level. Therefore, this thesis focuses on providing a better understanding of the support from intermediaries in PPI by analyzing their roles and support of learning in PPI, as well as how the support from intermediaries can be improved.
The thesis is based on four qualitative studies of PPI, building on a case study design. The first case study is about an intermediary organization introducing and implementing PPI in Norway. The second involves a multiple case study of two public procurement processes where market dialogue was used in the pre-tender phase. The third case study is about a welfare technology procurement. The fourth case study concerns an innovation partnership project performed by a hospital involving several different intermediaries.
The thesis has three main findings. First, new intermediary roles in PPI are identified at the PPI project level and different system levels in PPI. Second, the thesis identifies how intermediaries support learning of PPI at the PPI project level and system levels. The support intermediaries provide for learning at the PPI project level, and the specific PPI project network level is directed at increasing the public organizations’ capability of performing PPI. In contrast, at the highest system level, intermediaries’ support of learning is focused on developing the PPI practice, which is used to implement PPI and change institutions. Finally, the thesis suggests that intermediaries can improve their support for PPI by providing more support to suppliers involved in PPI processes. The thesis offers contributions to PPI and intermediary research and implications to public organizations, intermediaries, suppliers, and policymakers involved in PPI.