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What are the links between the impact of increasing globalization and the advent of the knowledge economy on the spatial distribution of economic activity? How can we explain the paradox of growing trans-nationalization of the production of goods and services and the tendency for certain kinds of activity–particularly knowledge intensive activities - to be concentrated or clustered in one place? In this changing environment how do firms make decisions about location, and the development and deployment of their distinctive capabilities? These are some of the important questions addressed in this volume by a team of leading international scholars looking at these dynamics in broad scope. The book presents different disciplinary approaches to the knowledge economy viewed from an international perspective, and includes detailed case analysis of its impact in different parts of the world. It moves between the supra- national macro region and the micro cluster, as well as looking at associated infrastructural and policy responses. This is a rich and informative book that attempts to explain some of the key dynamics and characteristics of the new global economy. It will be essential reading for academics in business, economics, geography and political science wanting to get to grips with current thinking and developments.
What is the appropriate criterion to use for distributive justice? Is it efficiency, need, contribution, entitlement, equality, effort, or ability? This book maintains that far from being rival principles of distributive justice, efficiency and need satisfaction are, in fact, complementary norms in our emerging knowledge economy.
This book sets out political economy explanations for higher education policy reform in Europe in the initial decades of the 21st century. With a sustained focus on the national level of policy implementation, institutional change is considered in relationship to broader trends in economic development and globalization. Since the concept of a “Europe of Knowledge” was presented by the European Commission in 1997, the pursuit of global competitiveness sets the context for the international initiative of the Bologna Process that has created the European Higher Education Area (EHEA). Growing from 29 to 48 participating countries, there are three core explanations for change in the policy process: globalization (economic), intergovernmentalism (political), and Europeanization (social). As part of multi-method research analysis, this book presents qualitative case studies on Portugal and Spain to consider points of comparison, including national governance history and modernization of higher education institutions. The structure of government in these countries affects the policy reforms. Ultimately, the Bologna Process serves as a model for integration of higher education reform in other world regions. This book is essential reading for students, researchers, and policy makers in the fields of education, economics, and public policy.
The Glion VI Colloquium departed from its customary transatlantic dialogue by broadening participation, including university leaders from around the world representing 18 nations and five continents, to consider the globalization of higher education. The emergence of a global, knowledge-driven economy is driven by a radically new system for creating wealth that depends upon the creation and application of new knowledge and hence upon advanced education, research, innovation and entrepreneurial activities. Both mature and developing nations are making major investments in building the knowledge infrastructure â schools, universities, research institutes, high-tech industry, cyberinfrastructure, public policies and programs â necessary to achieve prosperity and security in the knowledge economy. In parallel with these trends, there is a strong sense that higher education is also in the early stages of globalization, both through the increasing mobility of students and faculty, and the rapid growth in international partnerships among universities. Some even conjecture that we will soon see the emergence of truly global universities, which not only intend to compete in the global marketplace for students, faculty and resources, but also are increasingly willing to define their public purpose in terms of glob-al needs such as public health, political, economic and environmental sustain-ability, and international development. The first part of this volume provides a context for the subsequent discussion of the impact of globalization on the university from the perspective of a university leader, a foundation president and an industry executive. Part II considers the global strategies of established universities from several nations: the United States, the United Kingdom, Europe, Australia, Japan and Russia. A quite different perspective is provided by the participants in the third part, which focuses on strategies for emerging universities and university systems in China, Singapore, Korea and Brazil. Part IV turns to a broader discussion of global competition and cooperation within the context of changing paradigms in higher education, with participants from an unusually broad range of institutions including business schools, industry, scientific academies, open universities and technology institutes. The final part examines the broader global responsibilities of higher education from the perspective of Europe, the Middle East and the United States. [Publisher, ed].
Offering a dissenting perspective on the politics of knowledge, this book is a powerful critique of the intellectual and cultural assumptions that underline the current processes of development, modernization and globalization. The author demonstrates that the world as we know it today is understood largely through categories that are the product of Western knowledge systems. His critique of the existing world order and his vision of possible futures encourage the reader to engage in the study of the West. Rather than merely reversing Orientalism, such a study would create a body of knowledge about the West that would enable people to better understand both themselves and the West. This important and lucidly written book deconstructs the cultural assumptions that have emerged alongside capitalism and offers a devastating critique of the politics of knowledge at the heart of all powerbroking.
This book asks fundamental questions about the extent to which India is participating in the global shift towards knowledge-based forms of competitiveness. It charts Indian performance and progress using a unique framework benchmarked against fourteen other countries. In the course of the analysis, critical areas for improvement are identified, and the book provides detailed and objective insights for policy-makers and researchers to facilitate change and institutional reform in India. Readers will derive a comprehensive understanding of India’s performance and prospects as it emerges as a serious global economic player. A particular feature of the work is the development of an original knowledge footprint concept that measures the extent and impact of knowledge development and diffusion domestic and internationally.The views expressed in this book are the author’s.
Globalization and International Education introduces key international issues in education and considers the changes in education stemming from the rapid social, economic and cultural transformations associated with globalization. Grounded in a strong conceptual, theoretical framework, this accessible text will guide the reader through this evolving area. Reflective exercises, chapter summaries and useful websites will encourage and support student learning and the application of new concepts. Recent debate and developments are considered, including: - international aid, education and development - education in conflict and emergencies - education and the 'knowledge economy' Globalization and International Education is essential reading for undergraduate and graduate students studying education.
An Economist Best Book of the Year A Financial Times Best Economics Book of the Year A Fast Company “7 Books Microsoft CEO Satya Nadella Says You Need to Lead Smarter” Between 1820 and 1990, the share of world income going to today’s wealthy nations soared from twenty percent to almost seventy. Since then, that share has plummeted to where it was in 1900. As the renowned economist Richard Baldwin reveals, this reversal of fortune reflects a new age of globalization that is drastically different from the old. The nature of globalization has changed, but our thinking about it has not. Baldwin argues that the New Globalization is driven by knowledge crossing borders, not just goods. That is why its impact is more sudden, more individual, more unpredictable, and more uncontrollable than before—which presents developed nations with unprecedented challenges as they struggle to maintain reliable growth and social cohesion. It is the driving force behind what Baldwin calls “The Great Convergence,” as Asian economies catch up with the West. “In this brilliant book, Baldwin has succeeded in saying something both new and true about globalization.” —Martin Wolf, Financial Times “A very powerful description of the newest phase of globalization.” —Larry Summers, former U.S. Secretary of the Treasury “An essential book for understanding how modern trade works via global supply chains. An antidote to the protectionist nonsense being peddled by some politicians today.” —The Economist “[An] indispensable guide to understanding how globalization has got us here and where it is likely to take us next.” —Alan Beattie, Financial Times
"In the global knowledge economy of the twenty-first century, India's development policy challenges will require it to use knowledge more effectively to raise the productivity of agriculture, industry, and services and reduce poverty. India has made tremendous strides in its economic and social development in the past two decades. Its impressive growth in recent years-8.2 percent in 2003-can be attributed to the far-reaching reforms embarked on in 1991 and to opening the economy to global competition. In addition, India can count on a number of strengths as it strives to transform itself into a knowledge-based economy-availability of skilled human capital, a democratic system, widespread use of English, macroeconomic stability, a dynamic private sector, institutions of a free market economy; a local market that is one of the largest in the world; a well-developed financial sector; and a broad and diversified science and technology infrastructure, and global niches in IT. But India can do more-much more-to leverage its strengths and grasp today's opportunities. India and the Knowledge Economy assesses India's progress in becoming a knowledge economy and suggests actions to strengthen the economic and institutional regime, develop educated and skilled workers, create an efficient innovation system, and build a dynamic information infrastructure. It highlights that to get the greatest benefits from the knowledge revolution, India will need to press on with the economic reform agenda that it put into motion a decade ago and continue to implement the various policy and institutional changes needed to accelerate growth. In so doing, it will be able to improve its international competitivenessand join the ranks of countries that are making a successful transition to the knowledge economy."
Ô. . . the Handbook constitutes an essential reference source for everyone interested in studying the current meaning, scope and implications of globalization. Strongly recommended.Õ Ð Higher Education Review Higher education has entered centre-stage in the context of the knowledge economy and has been deployed in the search for economic competitiveness and social development. Against this backdrop, this highly illuminating Handbook explores worldwide convergences and divergences in national higher education systems resulting from increased global co-operation and competition. The expert contributors reveal the strategies, practices and governance mechanisms developed by international and regional organizations, national governments and by higher education institutions themselves. They analyse local responses to dominant global templates of higher education and the consequences for knowledge generation, social equity, economic development and the public good. This comprehensive and accessible Handbook will prove an invaluable reference tool for researchers, academics and students with an interest in higher education from economics, international studies and public policy perspectives, as well as for higher education policymakers, and funding and governance bodies.