Korea as a Knowledge Economy

2007 ◽  
Keyword(s):  
Knowledge Economy

Gendering the Knowledge Economy

2007 ◽  
Author(s):  
Sylvia Walby ◽  
Heidi Gottfried ◽  
Karin Gottschall ◽  
Mari Osawa
Keyword(s):  
Knowledge Economy

Book review

2002 ◽  
Vol 52 (4) ◽  
pp. 503-514
Author(s):  
András Simonovits ◽  
Ádám Török ◽  
Beatrix Lányi
Keyword(s):  
Central Europe ◽  
Knowledge Economy ◽  
International Competitiveness ◽  
Regional Studies ◽  
Academic Press ◽  
Eu Membership ◽  
New Knowledge ◽  
Edward Elgar

T. Boeri - A. Börsch-Supan - A. Brugviani - R. A. Kapteyn - F. Peracchi (eds): Pensions: More Information, Less Ideology(Boston/Dordrecht/London: Kluwer Academic Press, 2001, 196 pp.) B. Å. Lundvall - G. Esping-Andersen - L. Soete - M. Castells - M. Telò - M. Tomlinson - R. Boyer - R. M. Lindley (ed.: M. J. Rodrigues): The New Knowledge Economy in Europe. A Strategy for International Competitiveness and Cohesion (Cheltenham, UK, Northampton, MA, USA: Edward Elgar, 2002, 337 pp.) G. Gorzelak - É. Ehrlich - L. Faltan - M. Illner: Central Europe in Transition: Toward EU Membership (Warsaw: Regional Studies Association, 2001, 371 pp.)

From Natural Resources to the Knowledge Economy

2002 ◽  
Author(s):  
David de Ferranti ◽  
Guillermo E. Perry ◽  
Daniel Lederman ◽  
William E. Maloney
Keyword(s):  
Natural Resources ◽  
Knowledge Economy

From Scarcity to Abundance: Achieving Quality-Assured Mass Higher Education

2011 ◽  
Vol 15 (2) ◽  
Author(s):  
Peter P. Smith
Keyword(s):  
Higher Education ◽  
Knowledge Economy ◽  
Good Practice ◽  
The United States ◽  
The Other ◽  
Secondary System ◽  
Mass Higher Education ◽  
Post Secondary ◽  
One Year ◽  
The One

The United States is in a bind. On the one hand, we need millions of additional citizens with at least one year of successful post-secondary experience to adapt to the knowledge economy. Both the Gates and Lumina Foundations, and our President, have championed this goal in different ways. On the other hand, we have a post-secondary system that is trapped between rising costs and stagnant effectiveness, seemingly unable to respond effectively to this challenge. This paper analyzes several aspects of this problem, describes changes in the society that create the basis for solutions, and offers several examples from Kaplan University of emerging practice that suggests what good practice might look like in a world where quality-assured mass higher education is the norm.

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