Knowledge Economy

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Open Is it inappopriate for Discourse Psychology studies to draw on the cognitive / neuropsychological literature.
For instance, the particular focus of my study is building an understanding of how knowledge work is accomplished in organizational talk and text, dra... [more]

For instance, the particular focus of my study is building an understanding of how knowledge work is accomplished in organizational talk and text, drawing on the Discourse Psychology paradigm. I have found, however, that also drawing on the work of Arthur Reber on Implicit Learning (e.g.,1997, 1989, 1977) is extremely helpful, and also provides a raft of experimental findings which do in fact provide some support for the notion of knowledge work as action in discourse. Further Schooler and Fiore (1997) argue that language cannot be used or seen as a proxy for consciousness, which is very much in the vein of DP's central tenet.

By Lesley Crane · University of Derby

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5 How universities can prepare their students professionally (not just skill development) in different fields particularly in science and engineering?
By B Narasimharao · Indira Gandhi National Open University (IGNOU)

Milan Tair · Singidunum University

I have had a chance to see for myself that academic (theoretical) and professional (practical) knowledge generally come apart from of one another, pos... [more]

I have had a chance to see for myself that academic (theoretical) and professional (practical) knowledge generally come apart from of one another, possibly because study programmes and syllabus cover different areas of a particular field (I can speak for IT, CS and Electronics fields of study) and lecturers are bound by those syllabus outlines because of the accreditation under which they ware confirmed. Maybe by splitting one course into two (one per semester) could enable universities to be able to offer a syllabus and course programme which would satisfy the academic (theoretical) part of the field study, and then later on the professional (practical skills every students needs to acquire). Splitting one course into lectures and practical (lab) classes isn't the solution, because the instructor (assistant) handling the practical lectures has to follow the lecture outline and course syllabus presented at theoretical lectures by the professor. This means that there is actually no place for teaching real-life, useful techniques and know-how to students.

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8 What are Knowledge Goods, Knowledge Assets, and Knowledge Services?
By Madhavan .s · Multimedia University

Madhavan .s · Multimedia University

Thank you all for your views. This has helped in understand it better. I now have a direction in which I can look for more information. Thanks again.

Thank you all for your views. This has helped in understand it better. I now have a direction in which I can look for more information. Thanks again.

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2 How to create value in knowledge Management initiative?
By Setiawan Assegaff · Universiti Teknologi Malaysia

Setiawan Assegaff · Universiti Teknologi Malaysia

thanks Anthony....

thanks Anthony....

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Question:
Open Are innovations possible using Traditional knowledge? How to link these innovative efforts with possibilities of new markets?
I currently work on innovations in indigenous medical systems, and links with informal/formal markets. I see the possibilities of local development th... [more]

I currently work on innovations in indigenous medical systems, and links with informal/formal markets. I see the possibilities of local development through indigenous/traditional knowledge making the market inclusive, where decisions depend on mutual benefits. Not arguing for a benefit sharing mecahnism, but mostly a suggestive market involvement mechanism. By this, I meant entrepreneurial activities within indigenous networks. I call this an innovative but below the real innovation system, which is quite inventive to design and target the value added products within communities. I would really like to hear form you, the comments!

By Harilal Madhavan · Azim Premji University

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About Knowledge Economy

This is a platform to discuss on the growth and dimensions of Traditional knowledge as one of the important means and source of knowledge creation, growth and community development.

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Pieter Bailleul
Sebastian Haunss

Universität Bremen
Vinod Kumar Choudhary

Jawaharlal Nehru University
Jorge Alonso Estrada

Centro de Investigacion y Docencia Economicas (CIDE)
John Bryson

University of Birmingham
Anna Ujwary-Gil

Wyzsza Szkola Biznesu - National-Louis University
Daniel W. Bloemers

Fraunhofer-Gesellschaft zur Förderung der angewandten Forschung e.V.
Robert Christian Moehler

Northumbria University
George Luhowy
Rohini Ramkrishnan

Matrika Design Collaborative

Knowledge Economy

About Knowledge Economy

Topic Followers (106) See all

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