an article by Philip Cooke (Western Norway University of Applied Sciences, Bergen, Norway) and JinHyo Joseph Yun, Xiaofei Zhao and YoungDuk Kim (Techno Jungang Daero, Daegu, South Korea) published in International Journal of Knowledge-Based Development Volume 10 Number 3 (2019)
Abstract
The world economy is changing dynamically with the expansion of information technology (IT). The change is not only happening at the technology industry level itself; other industries are also being disrupted with the appearance of smart factories, autonomous cars, smart e-commerce, and the like.
This paper preliminarily analyses the economic effects and concrete aspects of the quaternary economy, the knowledge-based part of the economy, which typically includes services such as information technology, information generation and sharing, media, research and development, as well as knowledge-based services.
First, it analyses the economic effect of the quaternary economy on the USA, UK, and Israel in addition to the technological base of the quaternary such as Internet of Everything and financialisation effects.
Second, it investigates the concrete aspects of the quaternary economy in five main areas including interactive or crossover innovation in artificial intelligence, appearance of cybersecurity from firewalls to cyber warfare, precision agriculture and smart farming, smart grid, electric vehicles and pilotless planes, and precision medicine.
Third, the paper discusses the governance of the quaternary economy along with thin globalisation and relevant regulatory issues of the digital culture of our time.
Showing posts with label knowledge_economy. Show all posts
Showing posts with label knowledge_economy. Show all posts
Wednesday, 30 October 2019
Wednesday, 24 April 2019
The knowledge economy city: Gentrification, studentification and youthification, and their connections to universities
an article by Markus Moos, Nick Revington, Tristan Wilkin and Jean Andrey (University of Waterloo, Canada) published in Urban Studies Volume 56 Issue 6 (May 2019)
Abstract
We investigate the spatial relationships among three prominent facets of contemporary urbanism – gentrification, studentification, and youthification – in the context of Canadian post-secondary educational institutions (universities and colleges).
We conduct the analysis in three major Canadian cities with substantial knowledge economy sectors using confidential Statistics Canada census files, which include information on individuals and their geographies, and the location of universities and colleges, by enrolment size. We document ‘spillover’ effects of expansions in student enrolment and the building of campuses by analysing the geographic correlations among universities and gentrification and youthification.
Studentification and youthification are to some extent coincident but not entirely, whereas the connection to gentrification is more complex.
Our work provides novel insight into the ways the three different facets of contemporary urbanism overlap and contribute to our understanding of how universities and colleges, as hallmarks of the knowledge economy, influence the social geography of cities.
Abstract
We investigate the spatial relationships among three prominent facets of contemporary urbanism – gentrification, studentification, and youthification – in the context of Canadian post-secondary educational institutions (universities and colleges).
We conduct the analysis in three major Canadian cities with substantial knowledge economy sectors using confidential Statistics Canada census files, which include information on individuals and their geographies, and the location of universities and colleges, by enrolment size. We document ‘spillover’ effects of expansions in student enrolment and the building of campuses by analysing the geographic correlations among universities and gentrification and youthification.
Studentification and youthification are to some extent coincident but not entirely, whereas the connection to gentrification is more complex.
Our work provides novel insight into the ways the three different facets of contemporary urbanism overlap and contribute to our understanding of how universities and colleges, as hallmarks of the knowledge economy, influence the social geography of cities.
Friday, 2 January 2015
Work–Life ‘Balance’, Recession and the Gendered Limits to Learning and Innovation (Or, Why It Pays Employers To Care)
an article by Al James (Queen Mary University of London) published in Gender, Work & Organization Volume 21 Issue 3 (May 2014)
Abstract
The everyday challenges faced by workers ‘struggling to juggle’ competing commitments of paid work, home and family remain stubbornly persistent and highly gendered. Reinforcing these problems, many employers regard work-life balance (WLB) provision as too costly.
In response, this paper explores the learning and innovation advantages that can result from WLB provision in knowledge-intensive firms, as part of a WLB ‘mutual gains’ research agenda. These synergies are explored through a case study of IT workers and firms in two high-tech regional economies – Dublin, Ireland and Cambridge, UK – prior to (2006–8) and subsequent to (2010) the economic downturn.
The results suggest that by making available the kinds of WLB arrangements identified by workers as offering meaningful reductions in gendered work–life conflicts, employers can also enhance the learning and innovation processes within and between firms, which are widely recognized as fundamental for firms' long-term sustainable competitive advantage.
Abstract
The everyday challenges faced by workers ‘struggling to juggle’ competing commitments of paid work, home and family remain stubbornly persistent and highly gendered. Reinforcing these problems, many employers regard work-life balance (WLB) provision as too costly.
In response, this paper explores the learning and innovation advantages that can result from WLB provision in knowledge-intensive firms, as part of a WLB ‘mutual gains’ research agenda. These synergies are explored through a case study of IT workers and firms in two high-tech regional economies – Dublin, Ireland and Cambridge, UK – prior to (2006–8) and subsequent to (2010) the economic downturn.
The results suggest that by making available the kinds of WLB arrangements identified by workers as offering meaningful reductions in gendered work–life conflicts, employers can also enhance the learning and innovation processes within and between firms, which are widely recognized as fundamental for firms' long-term sustainable competitive advantage.
Tuesday, 19 February 2013
‘Sticky Subjects’ or ‘Cosmopolitan Creatives’? Social Class, Place and Urban Young People’s Aspirations for Work in the Knowledge Economy
an article by Kim Allen (Manchester Metropolitan University, UK) and Sumi Hollingworth (London Metropolitan University, UK)
published in Urban Studies Volume 50 Number 3 (February 2013)
Abstract
Aspirations have been a key target of education policy, situated as central to meeting the needs of the ‘knowledge economy’.
In the UK, there have been calls to raise young people’s aspirations for careers in the creative industries – identified as emblematic of the new economic order and a key growth sector.
Yet, the sector is socially and spatially restricted, characterised by unclear entry routes, exclusionary working practices and uneven geographical concentration.
This paper draws on research with young people (aged 14–16 years) living in three urban areas of deindustrialisation in England to examine the geography of young people’s aspirations for careers in the creative industries.
The concept of place-specific habitus is used to problematise asocial and aspatial discourses of aspiration and to illuminate how social class and place powerfully and complexly interrelate to shape young people’s opportunities for social and geographical mobility through and for work in the knowledge economy.
Abstract
Aspirations have been a key target of education policy, situated as central to meeting the needs of the ‘knowledge economy’.
In the UK, there have been calls to raise young people’s aspirations for careers in the creative industries – identified as emblematic of the new economic order and a key growth sector.
Yet, the sector is socially and spatially restricted, characterised by unclear entry routes, exclusionary working practices and uneven geographical concentration.
This paper draws on research with young people (aged 14–16 years) living in three urban areas of deindustrialisation in England to examine the geography of young people’s aspirations for careers in the creative industries.
The concept of place-specific habitus is used to problematise asocial and aspatial discourses of aspiration and to illuminate how social class and place powerfully and complexly interrelate to shape young people’s opportunities for social and geographical mobility through and for work in the knowledge economy.
Friday, 28 December 2012
Indicators of adult information literacy
an article by Ralph Catts (Researcher, Allimar Ltd) published in Journal of Information Literacy
Volume 6 Number 2 (2012)
Abstract
Information literacy, defined as the capacity to locate, evaluate and use information to create new knowledge, is a core adult life skill and an extension of the notion of functional literacy.
The United Nations Educational, Scientific and Cultural Organization (UNESCO) has identified information literacy as an essential capacity for participation in the knowledge economy and has included this construct as a strategic priority in the Information for All Programme (IFAP).
To support this initiative UNESCO has commissioned research to consider whether a household survey could be used to identify the extent to which people in member states are information literate in all aspects of their life, including work and lifelong learning, and in relation to their personal well-being, and in their participation in civil society.
United Nations agencies use surveys to provide indications of the extent to which various agreed objectives are being achieved. These include international surveys of education and of health and well-being.
This paper reports on an investigation aimed at determining whether indicators of information literacy could be identified by secondary analysis of existing data collected in other household surveys. It was concluded that information literacy has unique elements that are not encompassed in the surveys that were examined.
Full text (PDF 16pp)
Abstract
Information literacy, defined as the capacity to locate, evaluate and use information to create new knowledge, is a core adult life skill and an extension of the notion of functional literacy.
The United Nations Educational, Scientific and Cultural Organization (UNESCO) has identified information literacy as an essential capacity for participation in the knowledge economy and has included this construct as a strategic priority in the Information for All Programme (IFAP).
To support this initiative UNESCO has commissioned research to consider whether a household survey could be used to identify the extent to which people in member states are information literate in all aspects of their life, including work and lifelong learning, and in relation to their personal well-being, and in their participation in civil society.
United Nations agencies use surveys to provide indications of the extent to which various agreed objectives are being achieved. These include international surveys of education and of health and well-being.
This paper reports on an investigation aimed at determining whether indicators of information literacy could be identified by secondary analysis of existing data collected in other household surveys. It was concluded that information literacy has unique elements that are not encompassed in the surveys that were examined.
Full text (PDF 16pp)
Monday, 12 November 2012
Education and skills policy for the knowledge economy: insights from territorial innovation models and territorial knowledge dynamics
Laura James (LLAKES Centre, Institute of Education, University of London) published in European Planning Studies Volume 20 Issue 11 (November 2012)
Abstract
This article explores the conceptualisations of learning that underpin conventional education and skills policy for the knowledge economy and those which underpin territorial innovation models (TIMs) and the territorial knowledge dynamics (TKD) approach.
The TIM literature has been very influential in the area of regional development policy and frequently discusses concepts such as learning, knowledge creation and skills or competencies.
Despite this, it has had little impact on skills and education policy-making in the UK or elsewhere in Europe.
This article uses the UK as a case study and explores the implications of TIMs and TKD for national education and skills policies in the context of the knowledge economy. In conventional skills policy, learning for the knowledge economy has been conceptualised primarily as individuals acquiring credentialised knowledge or skills through formal education and training, which are then transferred into the economy as they move through the labour market.
This article argues that TIMs offer a quite different perspective on learning for the knowledge economy, which focuses on the relationship between firms, regions and institutions. More recently, the notion of TKD has been developed, particularly through the FP6 EURODITE project, and represents the extension and update to the TIM literature.
This article argues that the TKD concept has important implications for the development of appropriate education and skills policies for the knowledge economy in European countries.
Abstract
This article explores the conceptualisations of learning that underpin conventional education and skills policy for the knowledge economy and those which underpin territorial innovation models (TIMs) and the territorial knowledge dynamics (TKD) approach.
The TIM literature has been very influential in the area of regional development policy and frequently discusses concepts such as learning, knowledge creation and skills or competencies.
Despite this, it has had little impact on skills and education policy-making in the UK or elsewhere in Europe.
This article uses the UK as a case study and explores the implications of TIMs and TKD for national education and skills policies in the context of the knowledge economy. In conventional skills policy, learning for the knowledge economy has been conceptualised primarily as individuals acquiring credentialised knowledge or skills through formal education and training, which are then transferred into the economy as they move through the labour market.
This article argues that TIMs offer a quite different perspective on learning for the knowledge economy, which focuses on the relationship between firms, regions and institutions. More recently, the notion of TKD has been developed, particularly through the FP6 EURODITE project, and represents the extension and update to the TIM literature.
This article argues that the TKD concept has important implications for the development of appropriate education and skills policies for the knowledge economy in European countries.
Wednesday, 9 May 2012
After method? Ethnography in the knowledge economy
an article by David Mills and Richard Ratcliffe (University of Oxford) published in Qualitative Research Volume 12 Number 2 (April 2012)
Abstract
In this article we argue that the knowledge economy is reshaping anthropological research and popular understandings of ethnography. Interviews with British social anthropologists working in, and outside, academia provide insights into how the practices and meanings of ethnography are being reworked.
UK policy expectations that research (and its impact) can be measured, monitored and accounted for in monetary terms place particular demands on qualitative social research.
To make our case, we focus on the prominence of the business metaphor of the ‘value chain’ in contemporary accounting practice and its use in the quantitative measurement of social research. Within social anthropology this new economy of measurement can be seen in debates over fieldwork practice. We show that as anthropology departments harden their methodological allegiances to fieldwork, very different understandings of ethnography are being developed beyond the academy.
We conclude that methods, and debates over methods, are prisms through which to understand the changing social and economic expectations placed upon qualitative research.
Abstract
In this article we argue that the knowledge economy is reshaping anthropological research and popular understandings of ethnography. Interviews with British social anthropologists working in, and outside, academia provide insights into how the practices and meanings of ethnography are being reworked.
UK policy expectations that research (and its impact) can be measured, monitored and accounted for in monetary terms place particular demands on qualitative social research.
To make our case, we focus on the prominence of the business metaphor of the ‘value chain’ in contemporary accounting practice and its use in the quantitative measurement of social research. Within social anthropology this new economy of measurement can be seen in debates over fieldwork practice. We show that as anthropology departments harden their methodological allegiances to fieldwork, very different understandings of ethnography are being developed beyond the academy.
We conclude that methods, and debates over methods, are prisms through which to understand the changing social and economic expectations placed upon qualitative research.
Sunday, 23 August 2009
Local workplace employment and the quality of jobs framework
an article by Paul Jones (Sheffield Hallam University) in People, Place and Policy Online Volume 3 Issue 2 (2009)
Abstract
There is an increasing recognition that it is quality as much as quantity of employment which is important in assessing the positions and progress of local economies. Not least of all in light of the Lisbon Strategy and Leitch Report which emphasise world class skills and the knowledge economy. The paper details how the so-called ‘Quality of Jobs’ framework can be adapted to local area data to produce consistent estimates of local area ‘job quality’ through time, based on Census, Annual Population Survey and Labour Force Survey sources. The methodology is described and local area estimates shown for illustration.
Full article
with grateful thanks to FutureSkills Scotland newsletter of 22/08/09
Abstract
There is an increasing recognition that it is quality as much as quantity of employment which is important in assessing the positions and progress of local economies. Not least of all in light of the Lisbon Strategy and Leitch Report which emphasise world class skills and the knowledge economy. The paper details how the so-called ‘Quality of Jobs’ framework can be adapted to local area data to produce consistent estimates of local area ‘job quality’ through time, based on Census, Annual Population Survey and Labour Force Survey sources. The methodology is described and local area estimates shown for illustration.
Full article
with grateful thanks to FutureSkills Scotland newsletter of 22/08/09
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