Higher education and knowledge-based industries

2021 ◽  
pp. 169-186
Author(s):  
Sumit Kumar
Keyword(s):  
Higher Education ◽  
Knowledge Based

Education

2018 ◽  
Author(s):  
José van
Keyword(s):  
Higher Education ◽  
Public Education ◽  
Big Five ◽  
Common Good ◽  
Business Models ◽  
Learning Processes ◽  
Online Course ◽  
Publicly Funded ◽  
Knowledge Based ◽  
Course Material

This chapter investigates how platformization is affecting the idea of education as a common good on both sides of the Atlantic. The growth of online educational platforms has been explosive, in both primary and higher education. Most of these educational platforms are corporately owned, propelled by algorithmic architectures and business models. They have quickly gained millions of users and are altering learning processes and teaching practices; they boost the distribution of online course material, hence impacting curriculums; they influence the administration of schools and universities; and, as some argue, they change the governance of (public) education as a whole. The chapter explores how, powered by the Big Five, these educational platforms are pushing a new concept of learning that questions values that are fundamental to publicly funded education: Bildung, a knowledge-based curriculum, autonomy for teachers, collective affordability, and education as a vehicle for socioeconomic equality.

scholarly journals The Finnish Product Development Teachers’ Perceptions of their Pedagogical Content Knowledge in Higher Education

2019 ◽  
Vol 1 (1) ◽  
pp. 609-618
Author(s):  
Elina Mäkelä ◽  
Petra Auvinen ◽  
Tero Juuti
Keyword(s):  
Higher Education ◽  
Educational Technology ◽  
Product Development ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Curriculum Design ◽  
Teacher Interviews ◽  
Pedagogical Content ◽  
Teachers Perceptions ◽  
Knowledge Based

AbstractThe paper concerns the Finnish product development teacherś perceptions on their pedagogical content knowledge in higher education settings. The aim is to describe and analyse what kind of pedagogical content knowledge the teachers have and, therefore, to provide a better understanding of the type of knowledge unique to product development teaching. The model of pedagogical content knowledge used here includes the components of product development content knowledge, pedagogical knowledge and pedagogical content knowledge. Based on seven teacher interviews, the main content knowledge concerns the process of product development, its different phases and methods as well as the usage of different software programs. The teachers use diverse teaching methods and their attitude towards educational technology is mostly positive. Course learning outcomes and working life are acknowledged when planning teaching, but only a few teachers take curriculum into account and participate in curriculum design. Even though the teachers use different evaluation methods in teaching, new ways of evaluation are needed. This may be something that innovative educational technology tools can make possible.

scholarly journals Discipline and Institution Commitment: Professorial Views

2015 ◽  
Author(s):  
Jesús Glaz-Fontes
Keyword(s):  
Higher Education ◽  
Global Economy ◽  
Academic Work ◽  
Performance Pressure ◽  
Knowledge Based ◽  
Performance Based Funding ◽  
General Support ◽  
Conditions Of Work

Amid increasing expectations for socioeconomic relevance, higher education confronts, in many countries, a similar set of challenges: declining general-support levels linked with more performance-based funding, expanded enrollment demand, an increasingly knowledge-based and global economy, and a more intense managerialism. While giving unprecedented centrality to academic work, deteriorating conditions of work and of increased accountability has placed more performance pressure on the faculty.

Knowledge-Based Evaluation of Higher Education Institutions

1997 ◽  
Vol 30 (24) ◽  
pp. 157-160
Author(s):  
Janez Benkovič ◽  
Marko Bohanec ◽  
Vladislav Rajkovič ◽  
Metka Vrtačnik
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Knowledge Based

Entrepreneurial Knowledge-Based Strategies for Organizational Development

2020 ◽  
pp. 513-530
Author(s):  
José Manuel Saiz-Alvarez
Keyword(s):  
Higher Education ◽  
Organizational Development ◽  
Success Factors ◽  
Higher Education Institutions ◽  
Vital Role ◽  
Entrepreneurial Ecosystem ◽  
Knowledge Based ◽  
Technology Parks ◽  
Entrepreneurial Knowledge ◽  
Related Process

Combined with leadership, transformational entrepreneurship led to higher levels of creativity. In this business-related process, knowledge-based strategies have a vital role to play, as they enhance productivity, efficiency, and EBITDA. The objective of this chapter is to analyze which success factors grounded in knowledge-based strategies determine organizational development. To cope with this goal, the author examines how the Tecnológico de Monterrey (Mexico) achieves this objective through a complex entrepreneurial ecosystem described in the chapter. The main finding is that the creation of business incubators and accelerators in higher education institutions fosters transformational entrepreneurship, especially when are linked to technology parks.

Student's Psychological Factors and Metacognitive Skills in Higher Education

2017 ◽  
pp. 153-176
Author(s):  
Adela Moraru
Keyword(s):  
Higher Education ◽  
Academic Success ◽  
Learning Strategies ◽  
Metacognitive Skills ◽  
Cross Sectional ◽  
Psychological Conditions ◽  
Knowledge Based ◽  
Control Functions ◽  
Theoretical Perspectives ◽  
Information Dynamic

Metacognitive skills are a fundamental condition for the academic success of contemporary higher education students living in a knowledge-based society with abundant information, dynamic changes, and instant communication technologies. Although a student might have these skills in their repertoire, there are particular factors that might influence applying them during learning process, like: intrinsic motivation for the task, deeper processing learning strategies or having high executive control functions. The present chapter focuses on a few relevant psychological conditions of the student that might influence usage of metacognitive skills during learning in higher education. The author uses an interdisciplinary conceptual lens that brings together constructs from different theoretical perspectives in cognitive and educational psychology. A cross-sectional study was conducted to test the correlations and predictive power of the following constructs: learning strategies, motivation and executive functions on metacognitive skills, using a sample of 135 Romanian students.

Entrepreneurial Knowledge-Based Strategies for Organizational Development

2018 ◽  
pp. 114-131
Author(s):  
José Manuel Saiz-Alvarez
Keyword(s):  
Higher Education ◽  
Organizational Development ◽  
Success Factors ◽  
Higher Education Institutions ◽  
Vital Role ◽  
Entrepreneurial Ecosystem ◽  
Knowledge Based ◽  
Technology Parks ◽  
Entrepreneurial Knowledge ◽  
Related Process

Combined with leadership, transformational entrepreneurship led to higher levels of creativity. In this business-related process, knowledge-based strategies have a vital role to play, as they enhance productivity, efficiency, and EBITDA. The objective of this chapter is to analyze which success factors grounded in knowledge-based strategies determine organizational development. To cope with this goal, the author examines how the Tecnológico de Monterrey (Mexico) achieves this objective through a complex entrepreneurial ecosystem described in the chapter. The main finding is that the creation of business incubators and accelerators in higher education institutions fosters transformational entrepreneurship, especially when are linked to technology parks.

Higher Education Institutions as Viable Systems

2020 ◽  
pp. 1-25
Author(s):  
Dejana Zlatanović ◽  
Verica Babić ◽  
Jelena Nikolić
Keyword(s):  
Higher Education ◽  
Conceptual Framework ◽  
Higher Education Institutions ◽  
Education Institution ◽  
Viable Systems ◽  
Knowledge Based ◽  
Knowledge Based Economy ◽  
Key Factor ◽  
Viable System ◽  
Sustainable Economic Growth

In a knowledge-based economy, higher education institutions (HEIs) are a key factor in fostering innovation and play a central role in sustainable economic growth and development. Growing complexity of HEIs and their environments requires systemic, i.e. cybernetic approach to innovation. The chapter highlights the importance of introducing a cybernetic framework for innovativeness of higher education institutions by their examination in conceptual framework of organizational cybernetics (OC). The purpose is to demonstrate how viable system model (VSM) as a key methodological tool of OC can help understanding the viability and innovativeness of HEIs. In addition, higher education institutions are investigated in a conceptual framework of VSM through the case of the public higher education institution (HEI) in Serbia. The main contribution of the chapter is related to practical implications of presented framework including the strengths and weaknesses of a VSM application.

Exploration of Employability Skills in Business Management Studies Within Higher Education Levels

2020 ◽  
Vol 9 (1) ◽  
pp. 52-69
Author(s):  
Husam Helmi Alharahsheh ◽  
Abraham Pius
Keyword(s):  
Higher Education ◽  
Literature Review ◽  
Teaching And Learning ◽  
Business Management ◽  
Collective Responsibility ◽  
Employability Skills ◽  
Knowledge Based ◽  
Education Levels ◽  
The Uk ◽  
The Way

Higher education in the United Kingdom is becoming more responsible to focus beyond teaching and learning process; this is evolving to further reflect the needs of the marketplace, engagement with firms within the industry, responsibility to enhance talent, and to close the skills gap to prepare students for employment opportunities during studies and after graduation. The purpose of this study is to provide the key employability skills in business management studies within higher education with further focus on the UK as one of the leading Western and knowledge-based economies through a systematic literature review process. The study also aims to highlight employability skills reported in the selected studies by categorising them into three main categories: very common employability skills required, common employability skills required, and uncommon employability skills required. However, throughout the studies included in the review, focus on specific skills varied due to the way researchers assessed as well as external factors taken into consideration such as cultural differences, external environment changes, the type of educational institutions, and the way curriculum was delivered, as well as the variations of specific interests of employers from a sector to another. The review is organised in six key sections: Introduction, Literature Review, Methodology, Results and Analysis, Discussion, and lastly, Conclusion and Implications. The reported employability skills resulted in the review can be taken into consideration to further enhance understanding of how employability skills can be embedded into curriculum within business management schools in the UK and other organisations that are responsible for articulation of employment related policies for students and recent graduates. The review can also establish that enhancement of employability skills should be a collective responsibility including universities, employers, policymakers, and students to ensure that educational outcomes are meeting the needs of the market. Higher education providers should aim to close the gap of employability by the point of graduation stage and to be ready to compete in the overcrowded labour market.

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