Addressing the Impact of E-Development in the Knowledge Economy and Society: Outputs, Outcomes, and Impacts

2014 ◽  
pp. 91-111
Author(s):  
Elias G. Carayannis
Keyword(s):  
Knowledge Economy ◽  
The Impact

On the devaluation of expert opinion or why do we need a law about the basics of expert activity

2020 ◽  
Vol 22 (3) ◽  
pp. 19-24
Author(s):  
MARAT R. BIKTIMIROV ◽  
◽  
OLGA V. PILIPENKO ◽  
MAXIM S. SAFONOV ◽  
◽  
...  
Keyword(s):  
Project Management ◽  
Structural Analysis ◽  
Expert Opinion ◽  
Knowledge Economy ◽  
Rapid Development ◽  
Digital Technologies ◽  
Accurate Assessment ◽  
Industrial Management ◽  
The Impact ◽  
Creative Construction

Taking practical responsible decisions in the field of social and industrial management in the context of rapid development of digital technologies in the era of the knowledge economy is impossible without reliance on expertise. A kind of organization of activities for the production of ‘predictions’ is required, when not only an accurate assessment of the impact of certain factors and their possible interactions with each other is given, but also as a result of creative construction of scenarios for the development of processes and events, an understanding comes which factors need to be taken into account. At the same time, the expertise constantly faces criticism, calling the conclusions of experts arbitrary, unreliable and subjective. Often, expertise is confused with monitoring, evaluation, diagnosis, inspection or counseling. The authors of the article carried out a structural analysis of the content of the expertise processes in the project management vector in the digitalization era and came to the conclusion that the effectiveness of the expertise is significantly increased in case of clear regulation of this type of activity, providing the necessary status.

The Impact of Performance Variables on Industry in K-Economy

2013 ◽  
Vol 64 (2) ◽  
Author(s):  
Muhammad Jawad Iqbal ◽  
Ibn-e- Hassan
Keyword(s):  
Knowledge Economy ◽  
Structural Equation ◽  
Strong Relationship ◽  
Equation Modeling ◽  
Survey Questionnaire ◽  
Performance Variables ◽  
Complementary Resources ◽  
The Impact ◽  
Associated Variables

In the knowledge economy, companies are thought to be the experts who develop innovative product or service as per demand and then market it to generate the revenue. The role of industry in a knowledge economy is to search and to promote inter-organizational collaborations for learning and to search linkages to arrange for complementary resources. These interactions improve the performance of industry in the knowledge economy. This research has been conducted to find out the impact of industry associated variables that significantly influence the performance of knowledge economy. Important attributes have therefore, been identified from the studies conducted in the field of knowledge economy. Influence of identified attributes on industry has been measured using structural equation modeling (SEM) technique. Data has been collected using survey questionnaire. Findings of the study confirm that there exist a strong relationship among the industry and it’s identified variables that collectively influence the performance of industry in the knowledge economy.

scholarly journals Globalization, Knowledge Economy and the implication for Indigenous Knowledge

2007 ◽  
Vol 7 ◽  
pp. 55-62
Author(s):  
Kgomotso H Moahi
Keyword(s):  
Indigenous Knowledge ◽  
Knowledge Economy ◽  
Political Power ◽  
Developed Countries ◽  
Public Domain ◽  
The Public ◽  
The World ◽  
The Developed Countries ◽  
The Impact ◽  
Flow Of Information

This paper considers the impact that globalization and the knowledge economy have on the protection and promotion of indigenous knowledge. It is asserted that globalization and the knowledge economy have opened up the world and facilitated the flow of information and knowledge. However, the flow of knowledge has been governed by uneven economic and political power between the developed countries and the devel-oping countries. This has a number of ramifications for IK. The dilemma faced is that whichever method is taken to protect IK (IPR regimes, documenting IK etc) exposes IK to some misappropriation. Protecting it through IPR is also fraught with problems. Documenting IK exposes IK to the public domain and makes it that much easier to be misused. However, not protecting IK runs the danger of having it disappear as the custodians holding it die off, or as communities become swamped by the effects of globalization. The conclu-sion therefore is that governments have to take more interest in protecting, promoting and using IK than they have been doing.

A Holistic Assessment of Education City in Doha

2018 ◽  
pp. 228-247
Author(s):  
Ali A. Alraouf
Keyword(s):  
Urban Development ◽  
Knowledge Economy ◽  
Local Economy ◽  
Knowledge Dissemination ◽  
Knowledge Based ◽  
Holistic Assessment ◽  
Education City ◽  
The One ◽  
The Impact ◽  
The City

Qatar, while developing its vision for the future, decided to adopt the knowledge economy as the new pillar for its economy and development. The chapter focuses on examining the impact of the one of the main and iconic national mega project in the capital Doha, the project named Education City (EC). The chapter scrutinizes EC's contribution to a more resilient future for Qatar. The chapter assesses the relative roles of such an influential project in preparing or hindering Qatar's moving towards the post-carbon paradigm. The project is examined using multilayered criteria, which include achieving urban diversity, relevance to knowledge-based urban development, supporting the diversification of the local economy, and accommodating multicultural society. The chapter concludes that education city is the most crucial urban projects in Qatar geared towards sustaining the knowledge economy as it creates ripples of change, knowledge dissemination, and a culture of innovation and creativity within the city.

Beyond constructivism: navigationism in the knowledge era

2006 ◽  
Vol 14 (3) ◽  
pp. 108-120 ◽  
Author(s):  
Tom H. Brown
Keyword(s):  
Information And Communication Technologies ◽  
Knowledge Production ◽  
Knowledge Economy ◽  
Paradigm Shifts ◽  
Content Type ◽  
Per Se ◽  
Impact Of Technology ◽  
Available Information ◽  
The Impact ◽  
And Training

PurposeThis paper seeks to discuss past and present paradigm shifts in education and then to explore possible future learning paradigms in the light of the knowledge explosion in the knowledge era that is currently being entered.Design/methodology/approachNew learning paradigms and paradigm shifts are explored.FindingsLearning processes and learning paradigms are still very much founded in a content‐driven and knowledge production paradigm. The rapid developments in information and communication technologies already have and will continue to have a profound impact on information processing, knowledge production and learning paradigms. One needs to acknowledge the increasing role and impact of technology on education and training. One has already experienced enormous challenges in coping with the current overflow of available information. It is difficult to imagine what it will be like when the knowledge economy is in its prime.Practical implicationsInstitutions should move away from providing content per se to learners. It is necessary to focus on how to enable learners to find, identify, manipulate and evaluate information and knowledge, to integrate this knowledge in their world of work and life, to solve problems and to communicate this knowledge to others. Teachers and trainers should become coaches and mentors within the knowledge era – the source of how to navigate in the ocean of available information and knowledge – and learners should acquire navigating skills for a navigationist learning paradigm.Originality/valueThis paper stimulates out‐of‐the‐box thinking about current learning paradigms and educational and training practices. It provides a basis to identify the impact of the new knowledge economy on the way one deals with information and knowledge and how one deals with learning content and content production. It emphasizes that the focus should not be on the creation of knowledge per se, but on how to navigate in the ocean of available knowledge and information. It urges readers to anticipate the on future and to explore alternative and appropriate learning paradigms.

Work in the Knowledge-Driven Economy

2001 ◽  
Vol 15 (1) ◽  
pp. 13-18 ◽  
Author(s):  
Valerie Bayliss
Keyword(s):  
Human Factors ◽  
Technological Change ◽  
Knowledge Economy ◽  
New Economy ◽  
Working Life ◽  
New Challenges ◽  
The One ◽  
The Impact

The UK's development as a knowledge-driven economy has become a ‘given’. There are, however, differences of view about what such an economy comprises, and there is some risk that human factors will be neglected as government and business both revel in the excitement of technological change and struggle to keep pace with it. For a gifted science graduate or a born entrepreneur, the opportunities may be limitless. For the one in five people considered functionally illiterate, opportunities are closing down rapidly. But the knowledge economy will not succeed without people, and as the workforce ages employers will be faced with new challenges. It has been clear for some time that the new economy will have an enormous impact on work – indeed this has already started to happen – and that the impact will not be uniform. This paper examines some of the implications of these changes for individuals, business and government, from shifts in the pattern of work and attitudes to work, to the impact on the vast national infrastructures that support working life.

scholarly journals 21st Century Learners: Changing Conceptions of Knowledge, Learning and the Child

2020 ◽  
Author(s):  
Kate Hirschman ◽  
Bronwyn Wood
Keyword(s):  
Deep Learning ◽  
New Zealand ◽  
21St Century ◽  
Knowledge Economy ◽  
Social Equity ◽  
Digital Natives ◽  
Turn Of The Millennium ◽  
Teachers And Students ◽  
21St Century Learners ◽  
The Impact

  The term ‘21st century learner’ emerged at the turn of the millennium and evoked a certain type of digitally-agile and self-driven learner. These ideas about 21st century learners have been widely and uncritically adopted in New Zealand policies and practices in recent years. This paper examines the origins and substance of this term against the backdrop of globalisation and Knowledge Economy discourses and emerging ideas of ‘digital natives’. It considers the implications of these ideas on conceptualisations of the child, the development of deep learning, the impact on relationships between adults/teachers and students and on social equity. It concludes by suggesting that the term 21st century learner needs on-going critique if we want critical, informed citizens in our democracy.

scholarly journals Disrupting Aotearoa New Zealand’s Curricular Consensus: From ‘World-Leading’ Curriculum to Curriculum Refresh 2007–2021

2022 ◽  
Author(s):  
Taylor Alexander Hughson
Keyword(s):  
New Zealand ◽  
Policy Analysis ◽  
Knowledge Economy ◽  
Active Role ◽  
Third Way ◽  
Aotearoa New Zealand ◽  
High Degree ◽  
The Impact

AbstractThis article seeks to explain how Aotearoa New Zealand moved from a consensus that the New Zealand Curriculum (NZC) should grant a high degree of autonomy to teachers, to an emerging view that it ought to be more prescriptive about content. To do this, it takes an assemblage approach to policy analysis, understanding policies as constantly evolving ‘bundles’ of divergent components temporarily woven together. The article first explores the complex intermingling of Third Way priorities, knowledge economy discourses, educational progressivism and narratives of ‘harmonious’ biculturalism which constitute the 2007 NZC. It then explores the sustained critique of the NZC from the 2015 parliamentary petition calling for compulsory teaching of the New Zealand Wars, up to the government’s 2021 ‘curriculum refresh’ announcement. It is argued that this ‘refresh’ moves to reassemble the NZC so that it accommodates a series of demands made of it in recent years, including demands the curriculum take a more active role in redressing the impact of colonisation, and demands from both business-aligned groups and academics that the curriculum become more ‘knowledge-led’.

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