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Knowledge economy.

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Innovation is increasingly based on distributed knowledge sources, given that firms often do not possess all competencies necessary for fundamental innovations. Hence, the manner in which firms organize the access to external knowledge and make use of this knowledge in internal innovation processes is crucial for the success of innovation. Learning processes have to be organized across organizational, spaƠtial, functional, and disciplinary boundaries - in particular with regard to collaƠboƠraƠtion between knowledge producing and knowledge using firms, suppliers, clients, diverse knowledge based service providers, or research and development centers and universities. The crucial point is how external knowledge gathered in these collaborations can be used within the organization. At this juncture, a specific recontextualization probƠlem arises for firms, because the successful adoption of externally created knowledge depends on shared experiences of actors and the specific context of the organization where the knowledge has been created. Therefore, externally created knowledge whichmay be incorporated into routines, products, services, and documents has to be (re- )contextualized and recombined using context specific and subjective exƠpeƠriences, perceptions, and capabilities of the involved actors. It is the solution of reƠcontextualization problems that poses the particular challenge of collaborative inƠnoƠvation processes. The research project "Collaborative Innovations" (COLLIN) started from the assumption that hierarchical, market, network, and community based forms of goƠvernance play a crucial role for the adoption of external knowledge. Due to their different characteristics with regard to the access to the formation process of the external knowledge as well as the proprietary use of the acquired knowledge the respective governance forms facilitate different ways of dealing with external knowƠledge in collaborative innovation processes.

Knowledge economy.

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In medieval and early modern crafts, useful knowledge was taught in the workshops. There, innovation took place. Craftsmen exchanged knowledge on journeys or through voluntary and forced migration. This system of knowledge transfer does not need writing, although craftsmen used writing both in the workshop and in the administration of the guilds and the towns. However, transmission of knowledge remained oral. This contrasts with countless craftsmen's manuscripts that conveyed technical knowledge about crafts in text and images. This essay argues that these manuals were equally crucial for the transmission of useful knowledge between master craftsmen as well as the sale of products to clients. A book on plate harnesses and one on bell and gun casting are introduced as examples.

Economic development. --- Knowledge economy. --- Technological innovations --- Economic aspects.

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Intelligent agents (Computer software) --- Knowledge management --- Knowledge economy --- Expert systems (Computer science)

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The Learning Economy and the Economics of Hope offers original insights in processes of innovation and learning and draws implications for economic theory and public policy. The book introduces the reader to important concepts such as innovation systems and the learning economy. It throws new light on economic development and opens up horizons for a new kind of economics the economics of hope.

Knowledge economy. --- Information technology --- Technological innovations --- Economy of knowledge --- Information economy --- KBE (Knowledge-based economy) --- Knowledge-based economy --- Economics --- Economic aspects.