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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.
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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.
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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.
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Tourism --- Hospitality --- Knowledge economy
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Knowledge economy --- Knowledge economy --- Globalization --- History --- History --- Social aspects --- China --- Japan --- Relations --- Relations
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Le raz de marée du numérique et des nouvelles technologies n’a pas épargné le domaine de la recherche scientifique. Le numérique, moteur de l’innovation, facilitant le progrès et l’échange des résultats, est également la source de nouveaux enjeux sociaux, économiques et juridiques. La fabrique numérique des connaissances présente, analyse et appréhende ces différents enjeux auxquels la recherche française doit faire face pour maintenir son rayonnement à l’heure numérique. Un « droit des données distribuées » se construit dans l'espace international dynamique et illimité qu'est celui de la diffusion des savoirs, en stimulant une nouvelle économie et de nouvelles formes de valorisation des savoirs, fortement marqués par l'interopérabilité et la traçabilité des parcours. Cet ouvrage ne permet pas de clarifier les tensions issues du numérique et qui mettent la recherche en tension entre sa qualité d’outil économique et de bien commun au service de tous. Il a plutôt vocation à confronter ces différents aspects et montrer qu’ils ne sont pas nécessairement incompatibles.
Quantitative research --- Knowledge economy --- Production management --- Manufacturing processes
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The East Asia and Pacific (EAP) region is very diverse and there is a wide range in the extent to which firms across these countries identify the education level of their work force as being a major constraint. However, developing skills, including vocational and technical skills, and enhancing employability are clear strategic objectives in the EAP region.Countries in the region face strong pressures to expand their technical and vocational education and training (TVET) systems and enhance their quality, while also facing spending pressures on basic and higher education. As this demand increases, the need for sustainable financing for TVET becomes more urgent; this is not only about ensuring that sufficient and predictable revenue streams exist to fund training programs, but perhaps just as importantly about how financing mechanisms themselves can be strongly linked to achieving policyobjectives of making TVET systems more accessible, equitable, efficient, demand-driven,responsive and relevant.
Education --- Education For the Knowledge Economy --- Human Development --- Labor Markets
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Urban economics. --- City planning. --- Knowledge economy. --- Globalization. --- Metropolitan areas.
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"Universities have been subjected to continuous government reforms since the 1980s, to make them 'entrepreneurial', 'efficient' and aligned to the predicted needs and challenges of a global knowledge economy. Under increasing pressure to pursue 'excellence' and 'innovation', many universities are struggling to maintain their traditional mission to be inclusive, improve social mobility and equality and act as the 'critic and conscience' of society. Drawing on a multi-disciplinary research project, University Reform, Globalisation and Europeanisation (URGE), this collection analyses the new landscapes of public universities emerging across Europe and the Asia-Pacific, and the different ways that academics are engaging with them" --
Education, Higher --- Public universities and colleges --- Education and globalization. --- Knowledge economy. --- Higher education and state. --- Aims and objectives. --- Administration. --- Knowledge Economy, Entrepreneurialism in Universities, Politics of Higher Education, Globalization, Managerialism.
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"Universities have been subjected to continuous government reforms since the 1980s, to make them 'entrepreneurial', 'efficient' and aligned to the predicted needs and challenges of a global knowledge economy. Under increasing pressure to pursue 'excellence' and 'innovation', many universities are struggling to maintain their traditional mission to be inclusive, improve social mobility and equality and act as the 'critic and conscience' of society. Drawing on a multi-disciplinary research project, University Reform, Globalisation and Europeanisation (URGE), this collection analyses the new landscapes of public universities emerging across Europe and the Asia-Pacific, and the different ways that academics are engaging with them" --
Education, Higher --- Public universities and colleges --- Education and globalization. --- Knowledge economy. --- Higher education and state. --- State and higher education --- Education and state --- Economy of knowledge --- Information economy --- KBE (Knowledge-based economy) --- Knowledge-based economy --- Economics --- Globalization and education --- Globalization --- Universities and colleges --- Aims and objectives. --- Administration. --- Government policy --- School management --- Higher education --- Education and globalization --- Knowledge economy --- Higher education and state --- Aims and objectives --- Administration --- Knowledge Economy, Entrepreneurialism in Universities, Politics of Higher Education, Globalization, Managerialism.
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