ERIC ED449583: Knowledge Management in the Learning Society. Education and Skills.

255 Pages·2000·3.5 MB·English

by  ERIC

DOCUMENT RESUME
EA 030 871
ED 449 583
Knowledge Management in the Learning Society. Education and
TITLE
Skills.
Organisation for Economic Cooperation and Development, Paris
INSTITUTION
(France).
ISBN-92-64-17182-7
ISBN
2000-00-00
PUB DATE
254p.
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Economic Factors; Elementary Secondary Education; *Knowledge
DESCRIPTORS
Representation; *Learning Experience; Models; Public
Schools; *Research Utilization; *Skills; *Social Values
ABSTRACT
in
This book focuses on understanding knowledge and learning
preliminary
the contexts of economic development and social cohesion. A
in different
overview is presented of the knowledge processes at work
in which microlevel or
sectors, and the book identifies a number of ways
is important in
sectoral understanding of the knowledge-based economy
valuable for
conjunction with more macrolevel insights. These insights are
enterprises and
government, economic sectors, and public and private
learning
institutions as they seek to improve their knowledge and
function in a
performance; this performance is an increasingly important
production,
learning society. Special attention is given to improving
derived from
mediation, and use in the education sector. The analyses are
from the private sector,
four forums that consist of high-level participants
authorities in
policymakers, academics from a wide range of disciplines, and
and problems
health and education research--all of whom work on issues
drivers of social and
related to how knowledge and learning will become key
(DFR)
economic change in the 21st century. (Contains 53 references.)
be made
Reproductions supplied by EDRS are the best that can
from the original document.
M.
Knowledge
Management
in the Learning
Society
EDUCATION AND =US
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U.S. DEPARTMENT OF EDUCATION
PERMISSION TO REPRODUCE AND
Office of Educational Research and Improvement
DISSEMINATE THIS MATERIAL HAS
EDUCATIONAL RESOURCES INFORMATION
CENTER (ERIC)
BEEN GRANTED BY
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received from the person or organization
S. E clan
originating it.
Minor changes have been made to
improve reproduction quality.
BEST COPY AVAILABLE
O
TO THE EDUCATIONAL RESOURCES
Points of view or opinions stated in this
INFORMATION CENTER (ERIC)
document do not necessarily represent
1
official OERI position or policy.
CENTRE FOR EDUCATIONAL RESEARCH AND INNOVATION
KNOWLEDGE
MANAGEMENT
IN THE LEARNING SOCIETY
ORGANISATION FOR ECONOMIC CO-OPERATION AND DEVELOPMENT
ORGANISATION FOR ECONOMIC CO-OPERATION
AND DEVELOPMENT
Pursuant to Article 1 of the Convention signed in Paris on 14th December 1960, and which
came
into force on 30th September 1961, the Organisation for Economic Co-operation and
Development
(OECD) shall promote policies designed:
to achieve the highest sustainable economic growth and employment and
a rising standard of
living in Member countries, while maintaining financial stability, and thus
to contribute to the
development of the world economy;
to contribute to sound economic expansion in Member as well as non-member countries in the
process of economic development; and
to contribute to the expansion of world trade on a multilateral, non-discriminatory basis in accordance
with international obligations.
The original Member countries of the OECD are Austria, Belgium, Canada,
Denmark, France,
Germany, Greece, Iceland, Ireland, Italy, Luxembourg, the Netherlands, Norway, Portugal,
Spain,
Sweden, Switzerland, Turkey, the United Kingdom and the United States. The following
countries
became Members subsequently through
accession
at
the
dates
indicated
hereafter:
Japan
(28th April 1964), Finland (28th January 1969), Australia (7th June
1971), New Zealand (29th May 1973),
Mexico (18th May 1994), the Czech Republic (21st December 1995), Hungary (7th
May 1996), Poland
(22nd November 1996) and Korea (12th December 1996). The Commission of the
European Communities
takes part in the work of the OECD (Article 13 of the OECD Convention).
The Centre for Educational Research and Innovation was created in June 1968 by the
Council of the Organisation for
Economic Co-operation and Development and all Member countries of the OECD
are participants.
The main objectives of the Centre are as follows:
analyse and develop research, innovation and key indicators in current and emerging education and
learning issues,
and their links to other sectors of policy;
explore forward-looking coherent approaches to education and learning in the context of national and
international
cultural, social and economic change; and
facilitate practical co-operation among Member countries and, where relevant, with non-member
countries, in order
to seek solutions and exchange views of educational problems of common interest.
The Centre functions within the Organisation for Economic Co-operation and Development
in accordance with the
decisions of the Council of the Organisation, under the authority of the Secretary-General.
It is supervised by a Governing
Board composed of one national expert in its field of competence from each of the countries
participating in its programme
of work.
Publie en francais sous le titre :
Societe du savoir et gestion des connaissances
OECD 2000
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FOREWORD
A new and challenging task of the OECD is to contribute to the understanding of knowledge and
learning in the context of economic development and social cohesion. This book is an ambitious attempt
to do so. Although it presents a preliminary overview of the knowledge processes at work in different sec-
knowl-
tors, the book identifies a number of ways in which micro-level or sectoral understanding of the
edge-based economy is important, alongside the more macro-level insights. These insights are valuable
for governments, economic sectors, and public and private enterprises and institutions when they are
seeking to improve their knowledge and learning performance, which is increasingly important in order
production, mediation
to function in a learning society. Special attention is given to how to improve the
and use in the education sector. The need for improvement in this sector seems particularly urgent if the
traditional education system is not to be marginalised in the emerging knowledge-based society.
This book is in two parts. Part I constitutes an important, enlightening conceptual piece of work on
issues concerning knowledge and learning in an economic innovation context. A comparative study of the
production, mediation and use of knowledge in different sectors has been undertaken to achieve two
and secondly,
purposes: first, to illuminate the general nature of these processes in modern economies;
ideas
to clarify how the education sector manages knowledge and how it might improve it. Finally, some
understanding of knowledge and
are presented on a new research agenda that could help to improve our
learning. Part II of the report brings together a rich selection of the principal expert papers on knowledge
production, transfer and application in different sectors from the four below mentioned forums.
The analyses presented in this book derive from four forums that have been organised with high-level
participants from the private sector, policy-makers, academics from a wide range of disciplines and author-
all of whom are working on issues and problems related to how
ities in health and educational research
knowledge and learning will become key drivers of social and economic change in the coming century. The
aim of these forums was to explore how knowledge processes can be identified, analysed, compared and
measured in the engineering, information technology, health and education sector. The first one took place
in Tokyo in November 1997 and was jointly organised by the OECD, the Japanese Ministry of Education,
Science, Culture and Sports and the Japanese Society for the Promotion of Science. It dealt with "Knowledge
was on
second
Production, Mediation and Use in Industry-University Settings: The Engineering Sector". The
"Production, Mediation and Use of Knowledge in the Education and Health Sectors" at OECD in Paris in May
was organised in co-operation with the Graduate Business School at Stanford University on
third
1998. The
"Knowledge Production, Mediation and Use in Learning Economies and Societies" at Stanford University
September 1998 with a particular focus on the role of information technologies in knowledge processes.
forum was jointly organised by the OECD and the US National Science Foundation on
Finally, the
fourth
"Measuring Knowledge in Learning Economies and Societies" in Washington DC in May 1999. In Tokyo and
Stanford, the forums were combined with visits to leading knowledge-intensive companies.
This publication results from a collective effort by consultants and the CERI at the OECD. The project
Ecole Superieure
was sponsored by the US National Science Foundation. Professor Jean-Michel Saussois,
de Commerce de Paris, France, and Principal Administrator Kurt Larsen, CERI/OECD, have been responsi-
Bengt-Ake
ble for conceptualising and managing the project. Part I was principally prepared by Professor
Lundvall, Aalborg University, Denmark (Chapter 1) and Professor David Hargreaves, Cambridge University,
United Kingdom (Chapters 2 and 3). Part II was edited by M. Saussois. This book is published on the
responsibility of the Secretary-General of the OECD.
3
I
OECD 2000
5
TABLE OF CONTENTS
Part I
KNOWLEDGE MANAGEMENT IN THE LEARNING SOCIETY
Understanding the Role of Education in the Learning Economy:
Chapter I.
The Contribution of Economics
I
I
11
Introduction
12
A terminology of knowledge
An economic perspective on the production, mediation and use of knowledge
21
28
Towards the learning economy and the role of education
33
References
37
Chapter 2. The Production, Mediation and Use of Knowledge in Different Sectors
37
Introduction
41
Knowledge in the education sector
45
Knowledge in the health sector
50
Knowledge in the engineering sector
56
Information and communication technologies: a knowledge tool for all sectors
57
Knowledge-intensive organisations: a generic concept for all sectors?
62
Knowledge processes: a summary comparison across the sectors
64
References
67
Lessons for Education: Creating a Learning System
Chapter 3.
67
Introduction
70
Developing a commitment to knowledge management
71
Expanding the role of practitioners in knowledge management
74
Establishing and using networks for knowledge management
77
Using ICT to support knowledge management
Forging new roles and relationships between researchers and practitioners
80
to support better educational R&D
Devising new forms of professional development for practitioners that reflect
83
and support knowledge management priorities
87
Integrating knowledge capital and social capital
88
Designing an infrastructure to support knowledge management
92
References
97
Chapter 4. An Emerging Research Agenda
98
5
Area I: Management of knowledge and learning
OECD 2000
6
Knowledge Management in the Learning Society
Area
Towards new measurements of knowledge and learning
2:
99
Area 3: Policies of innovation in education
101
Area 4: The new challenges for educational R&D systems
103
Area 5: Towards a new research agenda for learning sciences
104
Part II
PRODUCTION, MEDIATION AND USE OF KNOWLEDGE: SOME EXAMPLES
Presentation of Experts' Reports on the Management of Knowledge
by Jean-Michel Saussois, Ecole Superieure de Commerce de Paris, France
107
Knowledge management in the learning society
107
Renewing the conceptual framework so as to understand the knowledge economy
108
Value of sectoral approaches for better understanding the education sector
110
Knowledge and Innovation Systems
by Richard R. Nelson, Columbia University, New York City
115
Introduction
115
The nature of human know-how
115
The nature of technological advance
118
Why has achievement been so unbalanced? Some speculations
120
Social technologies and the evolution on know-how
123
References
124
The Learning Economy: Some Implications for the Knowledge Base of Health
and Education Systems
by Bengt-Ake Lundvall, Aalborg University, Denmark
125
introduction
125
The learning economy
126
The analytical framework
128
The critical importance of tacit knowledge
128
Two different modes of knowledge creation
133
Two development models: Western and Eastern
134
A new setting for knowledge production
135
Conclusion
138
Notes
139
References
140
Industrial Policy, Competence Blocs and the Role of Science
in Economic Development: An Institutional Theory of Industrial Policy
by Gunnar Eliasson, The Royal Institute of Technology (KTH), Stockholm
143
Introduction
143
Spillovers, competence blocs and economic selection
144
Experimental organisation and growth via competitive selection
145
Knowledge creation and diffusion
146
The role of academia in science-based industry
147
The role of science parks in economic growth
148
Case studies
149
6
Bridges between technological innovation and economic growth
1
154
OECD 2000
Table of Contents
156
Conclusion
157
Notes
I58
References
Industrial Innovation and the Creation and Dissemination of Knowledge:
Implications for University-Industry Relationships
by Hans G. Schuetze, Centre for Policy Studies in Higher Education and Training
161
University of British Columbia, Vancouver B.C., Canada
161
Introduction: universities and "technology transfer"
163
How do firms innovate?
165
How do universities collaborate with industry?
171
Conclusion
171
Notes
172
References
The Changing Paradigm of Knowledge in Health Care:
Implications of Evolutionary Experience in the United States
by Jeffrey C. Bauer, Ph.D., Senior Fellow for Health Policy and Programmes,
175
Center for the New West, Denver, Colorado
175
Introduction
175
Evolution in the meaning of knowledge
177
Key relationships and mediators in the creation of knowledge
179
Special interests and health care knowledge
180
Other key determinants of innovation
181
Conclusion
182
References
Information, Computerisation and Medical Practice in France at the End of the 20th Century
183
by Jean de Kervasdoue, Chair of Health Economics, Conservatoire National des Arts et Métiers, France..
183
Introduction
183
Why the practice of medicine is no longer possible without computerisation
185
Why financing bodies: Do health insurance bodies need computerisation?
public
Can computerisation contribute to meeting the expectations of the French
187
and of health professionals with respect to the organisation of the health care system?
188
How will the computerisation of physicians' offices modify medical practice?
190
From principles to reality
191
Notes
191
References
Higher Education Research in Europe
by Maurice Kogan, Centre for the Evaluation of Public Policy and Practice, Brunel University,
193
United Kingdom
193
Introduction
194
The status of higher education research
195
Why higher education is different
196
The impact of policies on higher education research
197
Knowledge styles
198
Knowledge requirements
202
Conditions affecting transmission and use
204
Summary and points for HER policy
205
Conclusion
207
References
OECD 2000
Knowledge Management in the Learning Society
Notes on the Production and Use of Knowledge in the Education Sector
by Martin Carnoy, Professor of Education and Economics, Stanford University, United States
211
Introduction
211
Example I. Rates of return
211
Example 2. Production functions in education
213
Example 3. Private versus public schooling
216
References
218
The Production, Mediation and Use of Professional
Knowledge Among Teachers and Doctors: A Comparative Analysis
David H. Hargreaves, School of Education, University of Cambridge, United Kingdom
by
219
Introduction
219
Science and the professional knowledge-base
219
The core of the professional knowledge-base
221
Professional training and the knowledge-base
224
Research, knowledge production and the professional knowledge-base
226
Evidence-based practice and the professional knowledge-base
227
Evidence-based teaching and teacher-researchers
229
Science, art and professional tinkering
229
Professional knowledge: from creation to institutionalization
230
A generic model of the professional knowledge-base
233
Conclusion
235
References
236
Characterising the Knowledge Base: Available and Missing Indicators
by Dominique Foray, University Paris-Dauphine, France
239
Introduction
239
Problems and review of methods
239
Descriptors, essential parameters and indicators for the knowledge base
243
Conclusion
254
References
255
List of Boxes
Box I.
Aristotle's knowledge taxonomy
15
Social capital
Box 2.
17
Box 3.
Is it possible to define and measure knowledge as a social stock of intellectual capital?
18
On the location of knowledge
Box 4.
19
Box 5.
Adam Smith on knowledge production as the outcome of learning and searching
22
Defining learning in the context of the learning economy
Box 6.
29
OECD 2000
Part I
KNOWLEDGE MANAGEMENT
IN THE LEARNING SOCIETY
i0