Compromising the Knowledge Economy Authoritarian Challenges to Independent Intellectual Inquiry
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A NEW VISION of the KNOWLEDGE ECONOMY Brian Chi-Ang Lin National Chengchi University
A NEW VISION OF THE KNOWLEDGE ECONOMY Brian Chi-ang Lin National Chengchi University Abstract. To date, more than half of the output in the major OECD countries has been knowledge based. This paper argues, however, that the current growth- oriented exposition of the knowledge economy rooted in the conventional concept of free competition is insufficient for promoting the long-term development of human societies. Although we now live in a knowledge economy, most countries have been concurrently characterized by serious phenomena such as environmental degradation and growing economic inequality. The prospect of meeting global commitments, for instance, to reducing inequality, as outlined in the 1995 World Summit for Social Development in Copenhagen and endorsed in the United Nations Millennium Declaration, is bleak and the global society as a whole has become less and less sustainable. Indeed, the world is better seen as composed of numerous (but finite) knowledge economies. To take up the challenge of sustainable development of human societies, we have to develop a pluralistic perspective of the knowledge economy and fully acknowledge the characteristics of each unique knowledge system (such as indigenous knowledge possessed by a small tribe). Once we can help each individual knowledge system develop into a specific set of economic institutions that freely exchange concepts and beliefs with each other in a global environment, we will be able to develop a global economy that embodies a value-committed basis that assures a sustainable path of development on earth. Keywords. Economic inequality; Growth; Indigenous knowledge; Sustainable development; The knowledge economy There are changes in other spheres too which we must expect to come. -
Neoliberalism, Higher Education, and the Knowledge Economy: from The
This article was downloaded by: On: 28 September 2010 Access details: Access Details: Free Access Publisher Routledge Informa Ltd Registered in England and Wales Registered Number: 1072954 Registered office: Mortimer House, 37- 41 Mortimer Street, London W1T 3JH, UK Journal of Education Policy Publication details, including instructions for authors and subscription information: http://www.informaworld.com/smpp/title~content=t713693402 Neoliberalism, higher education and the knowledge economy: from the free market to knowledge capitalism Mark Olssena; Michael A. Petersb a University of Surrey, UK b University of Glasgow, UK To cite this Article Olssen, Mark and Peters, Michael A.(2005) 'Neoliberalism, higher education and the knowledge economy: from the free market to knowledge capitalism', Journal of Education Policy, 20: 3, 313 — 345 To link to this Article: DOI: 10.1080/02680930500108718 URL: http://dx.doi.org/10.1080/02680930500108718 PLEASE SCROLL DOWN FOR ARTICLE Full terms and conditions of use: http://www.informaworld.com/terms-and-conditions-of-access.pdf This article may be used for research, teaching and private study purposes. Any substantial or systematic reproduction, re-distribution, re-selling, loan or sub-licensing, systematic supply or distribution in any form to anyone is expressly forbidden. The publisher does not give any warranty express or implied or make any representation that the contents will be complete or accurate or up to date. The accuracy of any instructions, formulae and drug doses should be independently verified with primary sources. The publisher shall not be liable for any loss, actions, claims, proceedings, demand or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of this material. -
The 4 Economic Systems What Is an Economic System?
The 4 Economic Systems What is an Economic System? Economics is the study of how people make decisions given the resources that are provided to them Economics is all about CHOICES, both individual and group choices. We must make choices to provide for our needs and wants. The choices each society or nation selects leads to the creation of their type of economy. 3 Basic Questions Each economic system tries to answer the three basic questions: What should be produced? How it should be produced? For whom should it be produced? How they answer these questions determines the kind of system they have. Four Types of Systems There are four main types of economic systems. The Traditional Economic System The Command Economic System The Market Economic System The Mixed Economic System Each system has its strengths and weaknesses. Traditional Economy In a traditional economy, the customs and habits of the past are used to decide what and how goods will be produced, distributed, and consumed. Each member of society knows from early on what their role in the larger group will be. Jobs are passed down from generation to generation so there is little change in jobs over the generations. In a traditional economy, people are depended upon to fulfill their jobs. If someone fails to do their part, the system can break down. Farming, hunting, and herding are part of a traditional economy. Traditional economies can be found in different indigenous groups. In addition, traditional economies bartering is used for trade. Bartering is trading without money. For example, if an individual has a good and he trades it with another individual for a different good. -
Syllabus “Knowledge-Based Economy”
SYLLABUS “KNOWLEDGE-BASED ECONOMY” Lecturer (name, academic title, e-mail): Elena Zashchitina, assistant, e-mail: [email protected] Department responsible for the course or equivalent: Institute of Management in Economic, Ecological and Social Systems; Department of Business Economics Semester when the course unit is delivered: 2nd Level of course unit: Bachelor level, Master level ECTS credits: 5 ADMISSION REQUIREMENTS Applicants are expected to have completed the following courses: • Economic History; • Introduction to Economic Theory; • Principles of Macroeconomics; • Global Economy; • Institutional economics; • Principles of Microeconomics; • Business Economics; • Statistical Method in Economics; • Labor Economics. COURSE OBJECTIVES (AIMS) • to develop a holistic vision of the state-of-the art, the tendencies and the challenges of the knowledge-based economy; • to introduce the basic ideas, theories and industries of knowledge-based economy; • to examine the main knowledge management provisions and to give a grounding in the best knowledge management practices and techniques; • to introduce knowledge technologies used by businesses, being the basis of an effective knowledge management system; • to demonstrate how to identify knowledge processes in practice, manage them using IT; • to specify the criteria of human capital formation and development; • to analyze best practices, challenges and opportunities of the implementation of knowledge-based economy in Russia and other countries by reviewing and assessing the features of the modern state of knowledge-based economy development; • to prepare students to operate in a dynamic enterprise environment in the context of intellectual capital management. COURSE CONTENTS Session 1. Knowledge-Based Economy Formation and Development • Basic characteristics, concepts and issues; •The change of companies’ nature in new economy (K-Е Sveiby); • Knowledge staircase by K. -
Ancient Economic Thought, Volume 1
ANCIENT ECONOMIC THOUGHT This collection explores the interrelationship between economic practice and intellectual constructs in a number of ancient cultures. Each chapter presents a new, richer understanding of the preoccupation of the ancients with specific economic problems including distribution, civic pride, management and uncertainty and how they were trying to resolve them. The research is based around the different artifacts and texts of the ancient East Indian, Hebraic, Greek, Hellenistic, Roman and emerging European cultures which remain for our consideration today: religious works, instruction manuals, literary and historical writings, epigrapha and legal documents. In looking at such items it becomes clear what a different exercise it is to look forward, from the earliest texts and artifacts of any culture, to measure the achievements of thinking in the areas of economics, than it is to take the more frequent route and look backward, beginning with the modern conception of economic systems and theory creation. Presenting fascinating insights into the economic thinking of ancient cultures, this volume will enhance the reawakening of interest in ancient economic history and thought. It will be of great interest to scholars of economic thought and the history of ideas. B.B.Price is Professor of Ancient and Medieval History at York University, Toronto, and is currently doing research and teaching as visiting professor at Massachusetts Institute of Technology. ROUTLEDGE STUDIES IN THE HISTORY OF ECONOMICS 1 Economics as Literature -
The-Great-Depression-Glossary.Pdf
The Great Depression | Glossary of Terms Glossary of Terms Balanced budget – Government revenues equal expenditures on an annual basis. (Lesson 5) Bank failure – When a bank’s liabilities (mainly deposits) exceed the value of its assets. (Lesson 3) Bank panic – When a bank run begins at one bank and spreads to others, causing people to lose confidence in banks. (Lesson 3) Bank reserves – The sum of cash that banks hold in their vaults and the deposits they maintain with Federal Reserve banks. (Lesson 3) Bank run – When many depositors rush to the bank to withdraw their money at the same time. (Lesson 3) Bank suspensions – Comprises all banks closed to the public, either temporarily or permanently, by supervisory authorities or by the banks’ boards of directors because of financial difficulties. Banks that close under a special holiday declaration and remained closed only during the designated holiday are not counted as suspensions. (Lesson 4) Banks – Businesses that accept deposits and make loans. (Lesson 2) Budget deficit – When government expenditures exceed revenues. (Lesson 4) Budget surplus – When government revenues exceed expenditures. (Lesson 4) Consumer confidence – The relationship between how consumers feel about the economy and their spending and saving decisions. (Lesson 5) Consumer Price Index (CPI) – A measure of the prices paid by urban consumers for a market basket of consumer goods and services. (Lesson 1) Deflation – A general downward movement of prices for goods and services in an economy. (Lessons 1, 3 and 6) Depression – A very severe recession; a period of severely declining economic activity spread across the economy (not limited to particular sectors or regions) normally visible in a decline in real GDP, real income, employment, industrial production, wholesale-retail credit and the loss of overall confidence in the economy. -
Chapter 1 the Demand for Economic Statistics
Chapter 1 The Demand for Economic Statistics The media publish economic data on a daily basis. But who decides which statistics are useful and which are not? Why is housework not included in the national income, and why are financial data available in real time, while to know the number of people in employment analysts have to wait for weeks? Contrary to popular belief, both the availability and the nature of economic statistics are closely linked to developments in economic theory, the requirements of political decision-makers, and each country’s way of looking at itself. In practice, statistics are based on theoretical and interpretative reference models, and if these change, so does the picture the statistics paint of the economic system. Thus, the data we have today represent the supply and demand sides of statistical information constantly attempting to catch up with each other, with both sides being strongly influenced by the changes taking place in society and political life. This chapter offers a descriptive summary of how the demand for economic statistics has evolved from the end of the Second World War to the present, characterised by the new challenges brought about by globalisation and the rise of the services sector. 1 THE DEMAND FOR ECONOMIC STATISTICS One of the major functions of economic statistics is to develop concepts, definitions, classifications and methods that can be used to produce statistical information that describes the state of and movements in economic phenomena, both in time and space. This information is then used to analyse the behaviour of economic operators, forecast likely movements of the economy as a whole, make economic policy and business decisions, weigh the pros and cons of alternative investments, etc. -
Different Economic Systems Assessment
Social Studies Assessment Activity #14 DDIIFFFFEERREENNTT EECCOONNOOMMIICC SSYYSSTTEEMMSS Introduction The new cars and trucks have arrived! Should you buy a medium-sized car? As you may know, they are efficient and more economical to operate than a truck. But the new pickups are so flashy, and they offer all the conveniences of a car! Decisions! Decisions! Decisions! Speaking of decisions, can you even afford a new vehicle? If you don’t have enough cash, you’ll have to finance. Financing or borrowing means another monthly payment -- one that could put a damper on your future recreational spending. Perhaps you better think about this further. Making a decision to buy a new vehicle can be difficult and there are several options available. Our “market driven” economy allows privately owned corporations to produce many styles of vehicles to meet the needs and interests of the American consumer. Purchasing a new vehicle means selecting a specific make and model that comes equipped with the latest in “gadgetry.” Additionally, one must select from a wide range of colors. Obviously, purchasing a new vehicle involves more than one decision, but at least we have the freedom to make those choices. Do people living in other countries go through the same process when they consider buying a new vehicle? In some countries they do, in others they don’t. Economic systems differ. As such, making economic decisions in some countries is quite different from economic decisions that are made by Americans. In this activity, you will: Use the resources you have accumulated to write an essay that analyzes the similarities and differences between two economic systems. -
JA Economics® Course Overview and Outline
JA Economics® | Course Overview and Outline Initial JA Economics® Course Release Overview and Outline Spring 2019 Market for Goods JA Economics is a one-semester course that connects high and Services school students to the economic principles that influence their daily lives as well as their futures. It addresses each BANK of the economics standards identified by the Council for Production of Goods and Household Economic Education as being essential to complete a high Services + + Consumer school economics course. Course components equip students to: Market for Labor • Learn the necessary concepts applicable to state and national educational standards • Apply economic reasoning and skills in the world around them • Synthesize elective concepts through a cumulative, tangible deliverable (optional case studies and/or projects) • Demonstrate the skills necessary for future financial literacy pathway success • Integrate College and Career Readiness anchor standards in Reading, Informational Text, Speaking and Listening, and Vocabulary Volunteers engage with students through a variety of activities that includes subject matter guest speaking and coaching or advising for case study and project course work. Volunteer activities help students better understand the relationship between what they learn in school, their future career, and their successful participation in today’s global economy. Through a variety of experiential activities presented by the teacher and volunteer, students better understand the relationship between what they learn -
History of Economic Thought
History of economic thought The term economics was coined around 1870 and popularized by Alfred Marshall, as a substitute for the earlier term political economy which has been used through the 18-19th centuries, with Adam Smith, David Ricardo and Karl Marx as its main thinkers and which today is frequently referred to as the "classical" economic theory. Both economy and economics are derived from the Greek oikos- for "house" or "settlement", and nomos for "laws" or "norms". Economic thought may be roughly divided into three phases: Premodern (Greek, Roman, Arab), Early modern (mercantilist, physiocrats) and Modern (since Adam Smith in the late 18th century). Systematic economic theory has been developed mainly since the birth of the modern era. Premodern economic thought Several ancient philosophers made various economic observations. Among them Aristotle is probably the most important. Mediaeval Arabs also made contributions to the understanding of economics. In particular, Ibn Khaldun of Tunis (1332-1406) wrote on economic and political theory in his Prolegomena, showing for example, how population density is related to the division of labour which leads to economic growth and so in turn to greater population in a virtuous circle. Early Western precursors of economics engaged in the scholastics theological debates during the middle ages. An important topic of discussion was the determination of the just price of a good. In the religious wars following the Reformation in the 16th century, ideas about free trade appeared, later formulated in legal terms by Hugo de Groot or Grotius (Mare liberum). Economic policy in Europe during the late middle ages and early renaissance treated economic activity as a good which was to be taxed to raise revenues for the nobility and the church. -
Intensive Industries and Distributed Knowledge Bases.1
What is the ‘knowledge economy’? Knowledge- intensive industries and distributed knowledge bases.1 Keith Smith STEP Group Oslo Norway May 2000 Prepared as part of the project “Innovation Policy in a Knowledge-Based Economy” commissioned by the European Commission 1 I would like to thank Daniele Archibugi, Robin Cowan, Paul David, Dominique Foray, Gert van de Paal, Luc Soete and members of the European Commission for comments on an earlier draft of this paper. Introduction: technology and competence Public policies for science, technology and innovation have always been aimed primarily at creating and diffusing knowledge. In recent years such policies have attracted increasing attention as a result of claims that knowledge-intensive industries are now at the core of growth, and that we are now entering a new type of knowledge-driven economy or even a completely new form of ‘knowledge society’. What does it mean to speak of a ‘knowledge-intensive’ industry or a ‘knowledge- based’ economy, however? These terms are often used in a superficial and uncritical way, and there is a real need to consider whether they are anything more than slogans. The objectives of this paper are firstly to assess some of the issues involved in the concept of a knowledge economy or learning economy, and to criticise the idea that the knowledge economy should be identified with high-technology industries (as conventionally defined). Against this background I describe some empirical dimensions of knowledge creation in Europe, and then turn to concepts and a methodology for mapping the knowledge base of an economic activity. The paper proposes the concept of a ‘distributed knowledge base’ for industries, and argues that the term ‘knowledge economy’ is only meaningful if we see it in terms of widely- spread knowledge intensity across economic activities, including so-called ‘low technology’ sectors. -
JAPAN Moving Toward a More Advanced Knowledge Economy
WBI Development Studies VOLUME 1 37261 v 1 Public Disclosure Authorized JAPAN Moving Toward a More Advanced Knowledge Economy Public Disclosure Authorized Assessment and Lessons Public Disclosure Authorized Edited by Tsutomu Shibata Public Disclosure Authorized WBI DEVELOPMENT STUDIES Japan, Moving Toward a More Advanced Knowledge Economy Volume 1: Assessment and Lessons Edited by Tsutomu Shibata The World Bank Washington, D.C. © 2006 The International Bank for Reconstruction and Development/The World Bank 1818 H Street NW Washington, DC 20433 Telephone: 202-473-1000 Internet: www.worldbank.org E-mail: [email protected] All rights reserved This volume is a product of the staff of the International Bank for Reconstruction and Development/The World Bank. The findings, interpretations, and conclusions expressed in this volume do not necessarily reflect the views of the Executive Directors of the World Bank or the governments they represent. The World Bank does not guarantee the accuracy of the data included in this work. The boundaries, colors, denominations, and other information shown on any map in this work do not imply any judgment on the part of the World Bank concerning the legal status of any territory or the endorsement or acceptance of such boundaries. Rights and Permissions The material in this publication is copyrighted. Copying and/or transmitting portions or all of this work without permission may be a violation of applicable law. The International Bank for Reconstruction and Development/the World Bank encourages dissemination of its work and will normally grant permission to reproduce portions of the work promptly. For permission to photocopy or reprint any part of this work, please send a request with complete information to the Copyright Clearance Center Inc., 222 Rosewood Drive, Danvers, MA 01923, USA; telephone: 978-750-8400; fax: 978-750-4470; Internet: www.copyright.com.