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Knowledge Society (knowledge + society)
Selected AbstractsStructural Change in Transportation and Communications in the Knowledge Society , Edited by Kiyoshi Kobayashi, T.R. Lakshmanan, and William P. AndersonGROWTH AND CHANGE, Issue 1 2008John T. Bowen Jr. No abstract is available for this article. [source] Female Academics in a Knowledge Production SocietyHIGHER EDUCATION QUARTERLY, Issue 4 2002Erica Halvorsen In the latter half of the twentieth century, the ,Professional Society' was, and continues to be, replaced by a ,Knowledge Society'. One of the characteristics of the ,Professional Society' was its masculine culture and hierarchies. This paper examines the effect that the shift from a ,Professional Society' to a ,Knowledge Society' has had on the careers of female academics. It considers the career paths of vice,chancellors and goes on to examine the effects of geographical mobility on promotions. In addition, the significance of high proportions of professors in highly,rated research departments, and the gender implications of that, is examined. In the concluding section it is argued that, while universities continue to support the hierarchies of the ,Professional Society', it is to the detriment both of women and of knowledge production. [source] The right of all nations to access science, new technologies and sustainable developmentINTERNATIONAL SOCIAL SCIENCE JOURNAL, Issue 197-198 2009Mohammad Reza Majidi This article explores the need for reflection on the right of developing countries to science and technology in addition to explaining the place of the scientific rights of nations in human rights as a whole. The discussion was conducted in relation to sustainable development. Through the examination of the current situation and the challenges to sustainable development, and taking into account the imbalance in the distribution of the benefits of science and new technologies, the authors advocate a comprehensive approach to promote cooperation and capacity-building in this area. They argue that linkages should be adopted between micro-levels and macro-levels of analysis by elevating rights and related issues from individuals to the national level in the field of the right to science and technology, and from the national to the international level in the field of sustainable development in order to institutionalise and ensure individual and national rights to science, technology and sustainable development. The authors also believe in a multidimensional perspective based on the balanced flourishing of the material and immaterial aspects of humankind in order to realise these rights in the context of dialogue and cultural diversity and to promote the culture of sustainable and dynamic peace based on justice in knowledge societies. [source] On the global distribution and dissemination of knowledgeINTERNATIONAL SOCIAL SCIENCE JOURNAL, Issue 195 2009Nico Stehr Our article centres on the question in the sense in which it may be possible to speak of global knowledge, in the first instance. Is it the necessary outcome and the intellectual mark of an age of globalising knowledge societies or is the global demand for the dissemination of knowledge systems trying to answer universally perceived problems? What changes occur to knowledge as it travels and for whom does its globalisation yield benefit or harm? Knowledge must be differentiated from mere information and its locally embedded nature poses serious challenges to opportunities and obstacles for its horizontal and vertical dissemination. Further, global worlds of knowledge raise questions over the ownership of knowledge. Intellectual property claims should be discussed with reference to opposing views, such as those concerning the thesis of knowledge's self-protective character. Some political and certain idealistic conceptions regard knowledge as common property par excellence. While trade in services and products as well as the digital communications revolution are identified as major vehicles for the dissemination of knowledge, it is yet an open question as to whether they will result in the unhindered dissemination of knowledge or in concentrating it. The second section of the article overviews and introduces the articles in this volume. [source] Conceptualising Lifelong Learning: a reflection on lifelong learning at Lund University (Sweden) and Middlesex University (UK)EUROPEAN JOURNAL OF EDUCATION, Issue 2 2005ABDULAI ABUKARI Lifelong Learning has in recent years become a fundamental element of many educational policy strategies aimed at achieving the goal of socio-economic development. The role of universities in this is viewed by some as crucial and requires some attention. This article examines the concept of lifelong learning and suggests another way in which it could be conceptualised. It further reflects on how two European universities understand and implement lifelong learning and the implications for European regional educational policies in view of the knowledge society. [source] Globalization, the knowledge society, and the Network State: Poulantzas at the millenniumGLOBAL NETWORKS, Issue 1 2001Martin Carnoy In State, Power, Socialism, Nicos Poulantzas conceptualized a state that materializes and concentrates power and displaces the class struggle from the economic to the political arena. In the past twenty years, much has changed. We argue that economic relations have been transformed by economic globalization, work reorganization, and the compression of space, time, and knowledge transmission through an information and communications revolution. Knowledge is far more central to production, and the locus of the relation between power and knowledge has moved out of the nation state that was so fundamental to Poulantzas' analysis. [source] An introduction to the economy of the knowledge societyINTERNATIONAL SOCIAL SCIENCE JOURNAL, Issue 171 2002Paul A. David First page of article [source] Teaching in the knowledge society , Edited by Antonio CartelliBRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, Issue 4 2007Article first published online: 7 JUN 200 No abstract is available for this article. [source] The Effects of Transformational Leadership on Organizational Performance through Knowledge and Innovation,BRITISH JOURNAL OF MANAGEMENT, Issue 4 2008Víctor J. García-Morales Today's information and knowledge society requires new leaders who can confront a reality based on knowledge and foster innovation to achieve improvements in organizational performance. However, organizations sometimes fail to achieve sustainable competitive advantage due to their limited understanding of the relationships between these strategic variables. To date, very little research has analysed the direct and indirect relationships between these variables. Our study seeks to fill this research gap by analysing theoretically and empirically how the leader's perceptions of different intermediate strategic variables related to knowledge (knowledge slack, absorptive capacity, tacitness, organizational learning) and innovation influence the relation between transformational leadership and organizational performance. Based on the literature, we develop a theoretical model that shows the interrelations between these variables. We then test the model using data from 408 Spanish organizations, discuss the findings and provide several implications for business practitioners. [source] Recapturing the Universal in the UniversityEDUCATIONAL PHILOSOPHY AND THEORY, Issue 6 2005Ronald Barnett Abstract The idea of ,the university' has stood for universal themes,of knowing, of truthfulness, of learning, of human development, and of critical reason. Through its affirming and sustaining of such themes, the university came itself to stand for universality in at least two senses: the university was neither partial (in its truth criteria) nor local in its significance (at least, the university was an institution of the nation state and even had global significance). Now, this universalism has been shot down: on the one hand, universal themes have been impugned as passé in a postmodern age; in the ,knowledge society', knowledge with a capital ,K' is giving way to multiple and even local knowledges (plural). On the other hand, the very process of globalization has been accused of being a new process of colonization. Global universities, accordingly, may be seen as a vehicle for the imposition of Western modes of reason (often suspected in turn of being no more than Western economic reason at that). Diversity is the new watchword, a term that,we may note,has come to be part of the framing of the contemporary policy agenda for higher education. Accordingly, in such a situation of multiple meanings, both within and across institutions, the university becomes an institutional means for developing the capacities,at both the personal and the societal levels,to live with ,strangeness': perhaps here lies a new universal for the university? But, then, if that is the case, if strangeness is the new universal for the university, some large challenges await those who would claim to lead and manage universities. [source] The influence of IT: perspectives from five Australian schoolsJOURNAL OF COMPUTER ASSISTED LEARNING, Issue 4 2002J. Ainley Abstract Information and Communication Technologies (ICT) are now widespread in Australian schools but with variation in how, where, when and how much they are used. Computers may be located in a computer laboratory, distributed throughout the school, or students may use their own laptop computers. IT may be a subject in its own right or ICT may be used across all areas of the curriculum. It is how ICT is used in the school setting that is important in providing students with the skills to be participate in a ,knowledge society'. This paper examines the ways in which information and communication technologies influence teaching and learning in five Australian schools. Data were gathered through observation, interviews and document analysis in schools operating at the elementary and secondary grades in relatively technology rich environments. Each of the schools participated in the Australian component of the Second Information Technology in Education Study, Module 2 (SITES-M2) of innovative pedagogical practices. Several of the studies were of specific projects where ICT was the key enabler of the learning programme. Others focused on an entire school's approach to ICT as an agent for changed approaches to learning. [source] | |||||||||||||