Symbiotic or Parasitic? Universities, Academic Capitalism and the Global Knowledge Economy

2020 ◽  
pp. 23-44
Author(s):  
Cris Shore
Keyword(s):  
Knowledge Economy ◽  
Academic Capitalism ◽  
Global Knowledge

Malaysian Knowledge Society and the Global Knowledge Gap

2003 ◽  
Vol 31 (3) ◽  
pp. 383-397 ◽  
Author(s):  
Hans-Dieter Evers
Keyword(s):  
Developing Countries ◽  
Economic Development ◽  
Knowledge Economy ◽  
Knowledge Society ◽  
New Economy ◽  
Knowledge Development ◽  
Natural Phenomenon ◽  
Knowledge Gap ◽  
Global Knowledge ◽  
Industrialised Countries

Knowledge has been widely recognised as the most important factor of production in a "new economy". The production, dissemination and utilisation of knowledge are therefore essential for development. Some countries, Malaysia among others, have embarked on an ambitious plan to use knowledge as a base for economic development, by-passing earlier stages of industrialisation. Some commentators have, in contrast, asserted "that it is doubtful that the knowledge revolution will let developing countries leapfrog to higher levels of development" as "the knowledge economy will actually expand the gap between rich and poor" (Persaud, 2001:108). The paper discusses this controversy by arguing that the knowledge-gap (k-gap) is in fact a precondition for development. It is, however, no natural phenomenon but it is constructed by experts and governments. Socio-economic indicators are used to show that the existing global knowledge gap is widening between Southeast Asia and the OECD countries and within ASEAN. Malaysia, whose government has pursued a vigorous strategy of knowledge development is moving ahead of other ASEAN nations, but falling behind industrialised countries. Factors explaining the situation are outlined in this article.

Beyond studentification in United States College Towns: Neighborhood change in the knowledge nodes, 1980–2010

2017 ◽  
Vol 49 (6) ◽  
pp. 1341-1360 ◽  
Author(s):  
Nathan S Foote
Keyword(s):  
United States ◽  
Middle Class ◽  
Knowledge Economy ◽  
Urban Areas ◽  
Global Economy ◽  
Neighborhood Change ◽  
Global Knowledge ◽  
College Towns ◽  
The World ◽  
Social Geographies

With the rise of the cognitive-cultural (or knowledge) economy, urban areas around the world have experienced significant changes in their social geographies. Studentification is one such change that has occurred in cities hosting major universities around the world. This study extends the analysis of social change to vital knowledge nodes in the networked global economy: United States college towns. K-means cluster analysis is used to identify neighborhood types in ten cities with major research universities across four Census years: 1980, 1990, 2000, and 2010. Temporal and spatial analyses are then conducted to determine how these knowledge nodes have changed with the decline of the industrial economy and the rise of the knowledge economy. The analysis indicates the presence of six neighborhood types in these college towns: Middle Class, Minority-Concentrated, Stability, Elite, Mix/Renter, and Student. Over the course of the study period, the number of Elite neighborhoods increased considerably, while the number of Middle Class neighborhoods plummeted. The number of Mix/Renter neighborhoods also increased. Spatially, Student and Minority-Concentrated neighborhoods generally remained fairly clustered in the same areas across the study period. Elite neighborhoods spread across wider geographical areas over the course of the study period. These results are compared to previous studies on neighborhood change. The comparisons reveal that the knowledge nodes show some similar patterns to studentifying cities and to rapidly growing nodes in areas with ties to the global knowledge economy.

scholarly journals Visualizing the ‘global knowledge economy’

2021 ◽  
Vol 8 (1) ◽  
pp. 328-331
Author(s):  
M. Sattler ◽  
T. Lang ◽  
M. Brainoo ◽  
J. Moser ◽  
B. Hölzel
Keyword(s):  
Knowledge Economy ◽  
Global Knowledge

scholarly journals On the Space/Time of Information Literacy, Higher Education, and the Global Knowledge Economy

2018 ◽  
Vol 2 (1) ◽  
Author(s):  
Karen Nicholson
Keyword(s):  
Higher Education ◽  
Information Literacy ◽  
Knowledge Economy ◽  
Academic Library ◽  
Skills Training ◽  
Space Time ◽  
Global Knowledge ◽  
Spatial Turn ◽  
Space And Time ◽  
Information Work

Local sites and practices of information work become embroiled in the larger imperatives and logics of the global knowledge economy through social, technological, and spatial networks. Drawing on human geography’s central claim that space and time are dialectically produced through social practices, in this essay I use human/critical geography as a framework to situate the processes and practices—the space and time—of information literacy within the broader social, political, and economic environments of the global knowledge economy.  As skills training for the knowledge economy, information literacy lies at the intersection of the spatial and temporal spheres of higher education as the locus of human capital production. Information literacy emerges as a priority for academic librarians in the 1980s in the context of neoliberal reforms to higher education: a necessary skill in the burgeoning “information economy,” it legitimates the role of librarians as teachers. As a strategic priority, information literacy serves to demonstrate the library’s value within the university’s globalizing agenda. While there has been a renewed interest in space/time within the humanities and social sciences since the 1980s, LIS has not taken up this “spatial turn” with the same enthusiasm—or the same degree of criticality—as other social science disciplines. This article attempts to address that gap and offers new insights into the ways that the spatial and temporal registers of the global knowledge economy and the neoliberal university produce and regulate the practice of information literacy in the academic library. Pre-print first published online 12/09/2018

The bottom of the pyramid: an integrative approach

2015 ◽  
Vol 10 (1) ◽  
pp. 2-15 ◽  
Author(s):  
Samuel Rabino
Keyword(s):  
Product Development ◽  
New Product Development ◽  
Knowledge Economy ◽  
Action Plan ◽  
Product Development Process ◽  
Integrative Approach ◽  
Bottom Of The Pyramid ◽  
Global Knowledge ◽  
Conceptual Approach ◽  
Content Type

Purpose – The purpose of this paper is to examine the concept of the bottom of the pyramid (BOP) in the context of the knowledge economy. Design/methodology/approach – A conceptual approach integrating the BOP perspective, diffusion of innovations, and the new product development process. Findings – This paper structures a framework that might be helpful in advancing the competitiveness and product development capabilities of multinationals. Practical implications – The paper provides managers of multinational companies with an organized way of evaluating opportunities in BOP markets in the context of a global knowledge economy. Originality/value – The paper incorporates ideas and theories from three business and marketing fields into a framework that could be used as basis for an action plan.

The Future of Immersive Instructional Design for the Global Knowledge Economy

2012 ◽  
pp. 115-135
Author(s):  
Lia DiBello ◽  
Whit Missildine
Keyword(s):  
Instructional Design ◽  
Virtual Worlds ◽  
Knowledge Economy ◽  
Second Life ◽  
Global Economy ◽  
Learning Experience ◽  
Global Knowledge ◽  
Immersive Learning ◽  
High Level ◽  
And Training

Instructional design has not kept pace with the growth of the globalized knowledge economy. In the area of project management, a volatile global economy requires immersive learning and training exercises targeted to expert learners that have not yet been widely adopted. The authors developed a 16-hour, immersive collective learning experience for mid- to high-level project managers. The exercise was carried out in the Second Life Virtual Worlds platform and aimed to accelerate learning among participants. In addition, the authors tested a number of questions about the capacity of Virtual Worlds to be used for running complex, immersive learning and training. Results indicate that participants experienced high levels of engagement with exercise and, in the second iteration, were able to achieve goals within the exercise. Various technological breakdowns pointed to both the downsides as well as the opportunities for Virtual Worlds to be used for immersive rehearsal engagements.

Sign in / Sign up

Export Citation Format

Share Document