The role of Omani academic libraries in supporting the knowledge economy

This study aims to Identify the role of Academic Omani Libraries in supporting knowledge economy, through Bryson's five indicators appeared in 2001: library infrastructure, information services; activities carried out by the libraries for creative ideas, and for supporting innovation. In addition to building collections that are capable to new requirements of Knowledge management. The study adopted the questionnaire as a tool of the descriptive method to collect and analyze data. The results indicate that Omani academic libraries have a good infrastructure in communications and information technology that supports research, and facilitates the use of electronic services. Moreover, Library catalogues and databases have been indicated by respondents as sufficient tools for exploring relevant information, especially in libraries, which are continuously organizing training programs in new developments of knowledge economy. On the other hand, the results show weaknesses of Omani academic libraries in supporting creative ideas, and in encouraging their employees to find out creative solutions for various problems facing them. The study concluded with many recommendations, the most important of which are: the need, for Omani academic libraries, to keep up with developments in the fields of knowledge management and economy, and to support creative ideas through collaboration with local and international professional associations. In addition, to encourage creative thinking with collaboration with organizations concerned with innovation in the country.

Knowledge Economy: Model Construction and Development Trend of Online Education

In regard to knowledge economy, the current concept in the model construction of online education, including distance education and online learning, generally refers to a kind of network-based learning behavior, similar to the concept of online training. Compared with traditional offline education methods, through the application of information technology and internet technology for content dissemination and rapid learning, online education has the characteristics of high efficiency, convenience, low threshold, and rich teaching resources. Online education covers a wide range of people, different forms of learning, and its classification methods are more diverse. Online education services are the fastest growing field of education informatization. At the moment, the most pressing problems include effectively integrating educational resources with internet technology, launching online education services and products that are highly interactive and would encourage personalized learning, increasing user stickiness, as well as avoiding trend-following and conceptualized investment.

ІНСТРУМЕНТИ ЛЮДСЬКОГО ПОТЕНЦІАЛУ ТА МЕХАНІЗМУ КОРПОРАТИВНОГО УПРАВЛІННЯ В УМОВАХ ТРАНСФОРМАЦІЇ

This paper examines the mechanisms of human and intellectual capital transformations, as well as their development patterns in a company to ensure its growth and expansion together with building the company competitive edge in the context of knowledge economy. In particular, the study provides insights into the fundamental principles of corporate management, along with revealing the specifics of the interaction between human and intellectual driving factors and economic tools of corporate management. A special focus is put towards a social function of corporate management in resolving socioeconomic conflicts in the area of public production and its critical significance in tackling a vast range of social issues. Based on the findings, the study offers a conceptual and methodological approach to building and implementing strategies for promoting and boosting human capital to respond to modern economic development trends and challenges. Apart from that, the study identified the need to pay more attention to expanding the research in every area of economic thought and re-think the implications of economic policies being currently realized. It is also noted that corporate management systems in different countries demonstrate great variability, in particular, there are significant differences in the area of corporate ownership and control patterns. The paper presents an overview of various types of corporate management systems which can be distinguished by the nature of their ownership and control paradigm, as well as by diversity in terms of shareholder rights. Thus, some management systems are characterized by a wide range of ownership forms while others tend to concentrate ownership rights or control functions as much as possible. A conclusion is made that there is still no single corporate management model in the world, and each country has developed its own range of tools and mechanisms to overcome corporate problems and challenges arising from the ownership dispersal or control issues. It is argued that the transition to a knowledge economy and increasing the human factor involvement in corporate management have become a distinctive feature of modern phase of enterprise management maturity in most developed economies, and the use of intellectual capital and talent management are viewed as a primary tool in ensuring company high efficiency and competitiveness. The findings reveal that the latest approaches to the research problem, transformations in the company capital structure design, with a key focus on the role of intellectual capital as its crucial element, have contributed to radical changes in contemporary industrial relations. Given the growing significance of a company management concept which is considered a system where a human potential is an exceptional driving force in business development, it is concluded that in view of these changes, all outdated methods of the current operational management should be revised and, accordingly, new standards for business activity and performance practices have to be created.

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

This 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’.

Knowledge Economy Model for the State of Hidalgo

This article aims to create a knowledge economy model to be applied in the state of Hidalgo, conducting an exhaustive investigation on the formation of a knowledge economy, as well as a comparative analysis between the state of Hidalgo and nine states more than the Mexican Republic with a certain criterion, in relation to the factors that delimit said economy. These factors are a series of variables taken from 2015: literacy, upper secondary and higher education, researchers, Innovation Stimuli Program (PEI), Mixed Fund associated with the state government (FOMIX), telephony, internet, computers, television, patents, industrial designs and utility models. To later use a method created by the World Bank, which is called Knowledge Assessment Methodology (KAM).

The Knowledge Economy and Social Impact

There is not a one-size-fits-all definition of “social impact.” In fact, in a Google search for “What is social impact?” more than 400 results appear. This chapter will highlight global initiatives led by OneSight, an NGO that is utilizing new technologies to combat the vision care crisis, and CanopyLAB, a software company that has teamed up with over 120 NGOs around the world to create and provide online courses utilizing artificial intelligence.

Knowledge Economy and Its Impact on the Development Progress of Transfusion Medicine in Poor Economic Nations

The chapter will provide a global situation analysis, describe the key elements of knowledge economy in the healthcare and transfusion medicine field, and analyze the impact of the knowledge economy on the pace of development progress of national blood supply and transfusion structures. The authors will provide examples to illustrate the case of applying knowledge economy principles to advance the safety and availability of blood products in clinical healthcare and hence the economy of care. Recommendations on how to improve will be described.

MENA Countries Face the Challenge of the Knowledge-Based Economy

The growing interest in the knowledge economy raises many questions about its effect on economic growth. The study aims to position a set of MENA countries in the context of the knowledge economy compared to developed countries. It also detects theoretically and empirically the knowledge effect on economic growth. To do this, the authors have estimated an endogenous growth model, using the dynamic panel data technique, for a sample of 16 MENA countries over 1995-2014. The results show that, despite the significant improvements that have registered in the knowledge economy pillars, the selected countries are still lagging compared to developed countries. Far from international comparisons, the internal effects of these knowledge pillars (education, innovation, ICT, institutional regime) on growth are positive and highly significant.