O objeto deste estudo foi a identidade organizacional de uma academia científica no campo da Enfermagem, pautado na representatividade e no significado de uma academia científica na configuração de uma identidade profissional, ao considerar uma analogia nos processos de constituição das academias referenciadas. Contemplou aspectos teórico-conceituais no que se referiu à historicidade do conceito de academia, valendo-se da pesquisa documental e dos princípios da análise de conteúdo para interpretação dos dados. Descrever a identidade profissional dos membros de uma academia científica, analisar as implicações desta identidade e discutir os significados e representações de uma academia científica na Enfermagem brasileira e sua visibilidade internacional, foram os objetivos do estudo. Concluiu que a academia científica é uma organização profissional, cujo diferencial está no capital humano arrebanhado para seu interior, o modo como foi selecionado e os motivos pelos quais se encontram e se mantém juntos. A identidade profissional dos membros de uma academia científica deve ser ampla em competências e habilidades profissionais, além de agregar diferentes capitais simbólicos, trazendo implicações diretas em sua constituição. Na Enfermagem brasileira, identificou-se um movimento pela criação de uma Academia Brasileira de Enfermeiros, mas não que não foi avante por razões particulares aos seus integrantes; a existência de uma Academia Brasileira de Especialistas em Enfermagem, que pelo seu processo de criação não se caracteriza como uma academia segundo os princípios da Escola Platônica; e a criação e fundação Academia Brasileira de História da Enfermagem, cujos objetivos estabelecidos no Estatuto, inferem ser a organização, uma possível agente de mudança comportamental em relação ao campo da História. Entendeu-se que através do estudo da História da Enfermagem, identificamos, analisamos e compreendemos os avanços da profissão na sociedade, além de subsidiar e instrumentalizar a própria elaboração da identidade profissional da Enfermagem e a formação de seu habitus. Avaliou-se que a identidade profissional do membro de uma academia científica é sustentáculo fundamental aos propósitos da organização, ainda que nos exemplos citados neste estudo, o aspecto de irmandade e/ou confraria não tenha sido esquecido em alguma fase do processo de criação e fundação das academias aqui referidas. A visibilidade remete a expansão das fronteiras, na medida em que participam de eventos nacionais e internacionais na área, ratificando e fortalecendo os dados resultantes de pesquisas, além de aumentar a rede de relações sociais. Todos os atores sociais devem estar devidamente e suficientemente instrumentalizados, histórico, cultural e tecnicamente, para fazer manter as conquistas de seus precursores, e angariar novas posições no (in)constante campo da saúde. A divergência intelectual faz parte do conhecimento, onde ele é sempre relativo, ao supor um ponto de vista específico, certos instrumentos, e também os limites da pessoa humana. Ratifica-se a importância de considerar que o pesquisador é um intérprete, fazendo uma leitura discursiva influenciada pelos seus sentimentos, sua posição, suas experiências e vivências, e a sua interpretação nunca será absoluta e única, mas produzirá seu sentido. / The study object was the organizational identity of a scientific academy in the field of nursing, based on the representativeness and the meaning of a scientific academy in setting up a professional identity, to consider an analogy in the processes of formation of academies references here. Contemplated in the theoretical and conceptual aspects that referred to the historicity of the concept of the academy, drawing on archival research and the principles of content analysis to data interpretation. Describe the professional identity of members of a scientific academy, examining the implications of this identity and discuss the meanings and representations of a scientific academy in nursing in Brazil and its international visibility, were the objectives of the study. Concluded that the scientific academy is a professional organization, whose differential is rounded up to the human capital inside, how it was selected and the reasons who remain together. The professional identity of members of a scientific academy should be broad in expertise and professional skills, as well as adding different symbolic capital, bringing direct implications in its constitution. Nursing in Brazil, we identified a movement for the creation of a Brazilian Academy of Nursing, but that was not forward for reasons peculiar to its members and the existence of a Brazilian Academy of Experts in Nursing, which by its process of creation is not characterized as an academy under the principles of Platonic School, and the creation and founding the Brazilian Academy of Nursing History, whose goals established in the Statute, be infer the organization, a possible agent of behavioral change regarding the field of history. It would appear that by studying the history of nursing, identify, analyze and understand the progress of the profession in society, in addition to supporting development and orchestrate their own professional identity of nursing and the formation of their habitus. It was found that the professional identity of a member of a scientific academy is vital mainstay of the organization\'s purposes, although the examples cited in this study, the aspect of fellowship and / or guild has not been forgotten in some stage of the process of creating and foundation Academies stated here. Visibility refers to expanding the frontiers, to the extent that participate in national and international events in the area, confirming and strengthening the data resulting from research and improves the network of social relations. All social actors should be properly and sufficiently exploited, historical, cultural and technically, to preserve the achievements of their predecessors, and to build new positions in the (in) constant field of health. The disagreement is part of intellectual knowledge, where it is always relative, to assume a specific point of view, certain instruments, and also the limits of the human person. It confirms the importance of considering that the researcher is an interpreter, making reading a discourse influenced by their feelings, their position, their experiences and their interpretation will never be absolute and unique, but it will produce its effect.

Estudo que aborda a relação entre o conhecimento e o consumo de marcas, com o propósito de avaliar sua exploração e seu impacto econômico, iniciando pelas questões da educação escolar e o seu papel formador de conhecimento. Como recurso foi utilizada a pesquisa bibliográfica de referência nas áreas de gestão do conhecimento, comunicação e gestão de marcas na sociedade do conhecimento, cujos pertinentes conceitos foram testados através do estudo de caso de um centro de educação extra-acadêmico com enfoque nas ciências humanas, fundado na cidade de São Paulo a Casa do Saber. Foi demonstrado que, sob certas condições, marcas ligadas à exploração econômica do conhecimento podem ser desenvolvidas, praticadas e comunicadas, e, ainda, que os benefícios do investimento em conhecimento não dependem apenas da sua utilização e compartilhamento em ambientes economicamente produtivos e competitivos. / Study that addresses the relationship between knowledge and brand consumption with the aim of evaluate its exploration and economic impact starting on the field of education and its role of knowledge formation. As a tool the reference bibliographic research on the fields of knowledge management, communication and brand management were used, whose relevant concepts have been tested through the case study of a center for non-academic education with an emphasis on the humanities, founded in the city of Sao Paulo the Casa do Saber. It was shown that under certain conditions, brands associated to economic exploitation of knowledge may be developed, communicated and practiced, and that the benefits of investment in knowledge not only depends on their use and sharing in economically productive and competitive environments.

<p>This dissertation studies three interrelated concepts—power, knowledge, and mobility—in order to understand how knowledge mobility (specificity) affects power in the knowledge economy. To do this, the thesis is divided into two parts. The first part develops a theoretical approach, while the second employs this theoretical approach to different empirical fields. In the first, theoretical, part, the dissertation begins by discussing the different ways that the sundry literatures on power, asset specificity and knowledge types have developed. These literature reviews are used to develop a set of theoretically-deduced expectations in Chapter 5. These chapters contribute to broadening our understanding of the core concepts, especially asset and factor specificity, by explicitly linking them to the notion of knowledge mobility and to configurations of power.</p><p>The second part of the dissertation interrogates the expectations developed in Chapter 5 across three different venues: a case study of a regime change in a knowledge-intensive consultancy firm; cross-national multivariate statistical assessments on the relationship between specificity, knowledge, and configurations of power; and an historical case study of how the co-working of a set of international institutions—the World Intellectual Property Organization, the International Organization for Standardization, and the World Trade Organization—influences knowledge specificity and mobility. These empirical studies elaborate how knowledge mobility and power are interrelated. The chapters are suggesting that the degree of knowledge mobility may be seen as an element in otherwise well-known, empirical regularities. These sorts of similarities are revealed at all three (firm, national and international) levels.</p><p>The dissertation employs a broad methodological approach that swaps between analytical levels, alternative operationalizations, methods and causal interpretations. The resulting "montage effect" combines case studies, multivariate regressions, and institutional analyses to create a picture that may be seen as rich representation of a reality. This picture reveals that the specificity and mobility of assets matters for shaping and reshaping configurations of power.</p>

This dissertation studies three interrelated concepts—power, knowledge, and mobility—in order to understand how knowledge mobility (specificity) affects power in the knowledge economy. To do this, the thesis is divided into two parts. The first part develops a theoretical approach, while the second employs this theoretical approach to different empirical fields. In the first, theoretical, part, the dissertation begins by discussing the different ways that the sundry literatures on power, asset specificity and knowledge types have developed. These literature reviews are used to develop a set of theoretically-deduced expectations in Chapter 5. These chapters contribute to broadening our understanding of the core concepts, especially asset and factor specificity, by explicitly linking them to the notion of knowledge mobility and to configurations of power. The second part of the dissertation interrogates the expectations developed in Chapter 5 across three different venues: a case study of a regime change in a knowledge-intensive consultancy firm; cross-national multivariate statistical assessments on the relationship between specificity, knowledge, and configurations of power; and an historical case study of how the co-working of a set of international institutions—the World Intellectual Property Organization, the International Organization for Standardization, and the World Trade Organization—influences knowledge specificity and mobility. These empirical studies elaborate how knowledge mobility and power are interrelated. The chapters are suggesting that the degree of knowledge mobility may be seen as an element in otherwise well-known, empirical regularities. These sorts of similarities are revealed at all three (firm, national and international) levels. The dissertation employs a broad methodological approach that swaps between analytical levels, alternative operationalizations, methods and causal interpretations. The resulting "montage effect" combines case studies, multivariate regressions, and institutional analyses to create a picture that may be seen as rich representation of a reality. This picture reveals that the specificity and mobility of assets matters for shaping and reshaping configurations of power.

Šiuolaikinė švietimo politika nukreipta į spartų žinių visuomenės kūrimą, reikšmingas požymis-nuolatinis mokymasis. / Contenporary educational is directed towards a rapid development of the knowledge society.

Vortrag anlässlich des Doktoranden-Kolloquiums des UNESCO-Lehrstuhls für Internationale Beziehungen am 23. Juli 2012 im Lingnerschloss Dresden. Die westliche Gesellschaft befindet sich im Übergang von der Industrie- zur Wissensgesellschaft – so lautet eine der bekanntesten Thesen der aktuellen Gesellschaftstheorie. Dabei ist es in erster Linie der Umgang mit Wissen, der die Grundlage für die Bearbeitung aktueller Herausforderungen auf nationaler wie internationaler Ebene darstellt.

Thesis (MPhil (Information Science))--University of Stellenbosch, 2011. / ENGLISH ABSTRACT: This thesis seeks to contribute towards a much-­‐needed operational definition of the knowledge economy – a term which is as widely used as it is misunderstood. Despite two decades of academic contemplation and debate, much uncertainty still surrounds the concept of a knowledge economy, making it exceedingly difficult for researches, academics and policymakers to find a shared perspective. The problem extends beyond just semantics – often contained within a certain definition are underlying assumptions that have the potential to inform decision-­‐making and guide action. Chapter One introduces the aims of this thesis, and outlines the intended approach. In particular, it highlights the challenges of conducting a literature review based on an extensive and highly varied set of contributions towards the concept of the knowledge economy. Chapter Two seeks to clarify the concept of the knowledge economy and how it distinguishes itself from the broader, more inclusive concept of the knowledge society. After drawing distinctions between the two concepts, Chapter Two develops upon the knowledge society concept’s more inclusive nature, and suggests that the extensive scope of the term detracts from its usefulness as a guide for policymakers – in particular, in relation to the somewhat more precise concept of the knowledge economy. Chapter Three begins the focus on the In order to provide some conceptual clarity in this regard, a number of the most prevalent and/or enduring contributions are grouped under the four overarching categorisations that emerged as a result of the discussion in this chapter: namely, Propositional Knowledge, Prescriptive Knowledge, Cultural Knowledge and Understanding. Chapter Four focuses on the next component of the term knowledge economy, and places attention on the economic aspects of knowledge which have emerged over the past two decades as a result of the technological and academic shifts that have taken place in this period. Chapter Five uses the foundation of understanding built up to this point to answer the question: what is new about the knowledge economy? Here, the impact of ICTs comes to the fore in illustrating the way in which these technologies have altered modern societies on a deep and profound level. Secondly, Chapter Five develops upon the way in which knowledge as an economy commodity has caused widespread upheaval in Industrial Era economic theory. Here, the idea that the tenets that governed the physical paradigm economy of industry and manufacturing are no longer relevant or valuable in the face of a core commodity which does not obey the principal rules of physical paradigm goods. Chapter Six concludes the discussions that have unfolded in this thesis, and highlights how the preceding chapters all contribute towards achieving the initial aims of the thesis. On top of this, it highlights the challenges uncovered during the course of the thesis that will continue to provide limitations to the achievement of a precise definition of the concept of the knowledge economy. It is concluded that the discussions developed in this thesis would achieve their goal in providing a valuable and comprehensive ‘working definition’ of the knowledge economy for academics and policymakers seeking to find conceptual clarity and a platform of ‘common ground’ from which to base their conversations and debates. / AFRIKAANSE OPSOMMING: Die oogmerk van hierdie tesis is om by te dra tot die gangbare definisie van die kennis ekonomie – ’n term wat net so wyd gebruik word as wat dit misverstaan word. Ten spyte van twee dekades van akademiese nadenke en debatvoering, is daar steeds onduidelikheid rondom die kennis ekonomie as konsep, wat dit vir navorsers, akademici en beleidmakers moeilik maak om ’n algemeen-­‐aanvaarde perspektief te bereik. Die probleem is nie bloot semanties van aard nie – sommige definisies behels onderliggende aannames wat die potensiaal het om besluitneming and handeling te beïnvloed. Hoofstuk Een dien as inleiding tot die doelstellings van hierdie tesis en omskryf die benadering van die tesis. Dit beklemtoon spesifiek die uitdagings rondom die skryf van ’n literatuuroorsig wat gebaseer is op ‘n uitgebreide en hoogs-­‐gevarieerde stel bydrae tot die konsep van die kennis ekonomie. Hoofstuk Twee se doel is om lig te werp op die konsep van die kennis ekonomie en hoe dit onderskei kan word van die breër, meer omvattende term van die kennis samelewing. Nadat onderskeid getref is tussen die twee konsepte, ontwikkel Hoofstuk Twee die kennis samelewing se meer insluitende aard, en stel voor dat die uitgebreide omvang van die term afbreuk doen aan die nut wat die term as ’n riglyn vir beleidmakers het – spesifiek in verhouding tot die meer presiese konsep van die kennis ekonomie. Hoofstuk Drie begin die fokus op die ekonomiese komponent van die term ‘kennis ekonomie’. Ten einde konseptuele duidelikheid te skep, word die mees algemene en/of blywende bydrae gegroepeer onder vier kategorieë, wat blyk uit die bespreking in hierdie hoofstuk, naamlik: Proposisionele Kennis, Voorskriftelike Kennis, Kulturele Kennis en Begrip. Hoofstuk Vier fokus op die volgende komponent van die term kennis ekonomie en rig die aandag op die ekonomiese aspekte van kennis, wat oor die laaste twee dekades na vore gekom het as gevolg van tegnologiese en akademiese klemverskuiwings wat gedurende hierdie tydperk plaasgevind het. Hoofstuk Vyf gebruik die grondslag van begrip wat tot dusver geskep is, om die vraag te beantwoord: wat is nuut omtrent die kennis ekonomie? Hier word die impak van ICTs duidelik deurdat dit illustreer hoe hierdie tegnologieë moderne samelewings op ‘n fundamentele en diepgaande vlak verander het. Tweedens, ontwikkel Hoofstuk Vyf verder die manier waarop kennis as ekonomiese kommoditeit wydverspreide omwenteling in Industriële Era ekonomiese teorie. Hieruit word dit duidelik dat die beginsels wat die fisiese paradigma ekonomie onderskryf nie meer geldig is met ’n kern kommoditeit wat nie die beginsels van fisiese paradigma goedere gehoorsaam nie. Hoofstuk Ses sluit die besprekings wat in die loop van die tesis ontwikkel het af, en beklemtoon hoe die voorafgaande hoofstukke almal bydra tot die doelstellings wat aanvanklik in die tesis voorgestel is. Verder, beklemtoon dit die uitdagings wat uitgelig is in die tesis wat steeds beperkings stel ten opsigte van die bepaling van ’n presiese definisie van die kennis ekonomie. Die gevolgtrekking wat gemaak word is dat die besprekings wat ontwikkel is tydens die tesis hul doel van ’n waardevolle en omvattende operasionele definisie bereik. Dit is van nut vir akedemici en beleidmakers in terme van konseptuele duidelikheid en ’n basis of gemeenskaplike grond vanwaar besprekings en debat kan geskied.

At the swing of the global economy, political trends and events that occur in the historical development of societies, it is occurring environmental, economic and social development phenomena that affect all citizens of the world, which has been understood as globalization. Given the irreversibility as economic fact, it should alert the entire school community in which the human values and essence of being a person are the most important concepts develop within the consumer society. This essay, beyond a critique of the globalizing phenomenon, explores its possibilities for the future, determining whether the constructs education and globalization can be mutually beneficial and not mutually exclusive. / Al vaivén de la economía mundial, las coyunturas políticas y los acontecimientos que se producen en el devenir histórico de las sociedades, ocurren fenómenos de tipo ambiental, económico y social que afectan a todos los ciudadanos y ciudadanas del orbe, es lo que se ha entendido como la globalización. Dado su carácter irreversible como hecho económico, esta debe alertar a toda la comunidad educativa en la cual se rescate lo humano, los valores y la esencia del ser persona dentro de la sociedad de consumo. Es así como este ensayo pretende, más allá de una crítica al fenómeno globalizante, explorar sus posibilidades de futuro, determinando si los constructos educación y globalización pueden ser términos que se beneficien mutuamente y no sean excluyentes entre sí.

O estudo teve como objetivo desvelar dilemas e possibilidades com que o docente universitário se defronta, revelando os paradoxos da sociedade do conhecimento. A abordagem metodológica constitui um estudo de caso qualitativo. A entrevista semiestruturada foi o instrumento utilizado, juntamente com as evidências dos documentos analisados. Os participantes do estudo são nove docentes com mestrado e/ou doutorado e com mais de dez anos de serviço, na ULBRA, Campus Cachoeira do Sul, escolhidos intencionalmente, pelos critérios de titulação e tempo de serviço no magistério superior. Os professores atuam nos Cursos de Administração, Biologia, Direito, Educação Física, Letras, Matemática, Odontologia, Pedagogia e Psicologia. Foram definidas como categorias referentes: sociedade do conhecimento, universidade e docência universitária, configurando o objeto de investigação e cinco categorias conceituais: paradoxos, compromissos e desafios, gestão da sala de aula, dilemas e possibilidades. Autores como Bauman, Chauí, Hargreaves, Morosini, Santos e Zabalza fundamentam o estudo. A construção teórica dos autores geram junto com os depoimentos dos docentes a confirmação da proposição de tese de que os dilemas e as possibilidades com que o professor se defronta na docência universitária são produzidos pelas contradições da sociedade do conhecimento, expressos nos paradoxos gestados pelo contexto político e social que interferem na dimensão profissional, pessoal e administrativa nos docentes universitários. Todavia inserem novas dimensões aos dilemas e possibilidades da docência, influenciando sua configuração: o modelo de universidade, a formação acadêmica, a área de conhecimento de origem do docente, a constituição e participação em redes. / This research intends to show the dilemmas and possibilities that the university teachers deal with, revealing the paradoxes of the knowledge society. As for the methodology, a qualitative case study was used as well as a semi structured interview and the evidences of the documents analyzed were the instruments for this study. The subjects were nine university teachers with master degree or and PhD with more than ten years of experience in teaching at ULBRA - Campus Cachoeira do Sul. They were chosen deliberately according to their curriculum and years of university teaching. The teachers work at the following courses: Business Administration, Biology, Law, Physical Education, Languages, Math, Odontology, Pedagogy and Psychology. The reference categories were: knowledge society, university, university teaching which constitute the objective of the investigation. Five conceptual categories were chosen: paradox, commitment and challenge, classroom management, dilemmas and possibilities. Authors such as Bauman, Chauí, Hargreaves, Morosini, Santos and, Zabalza were the references of this study. The theories proposed by the authors together with the subjects' testimonies confirm the thesis that the dilemmas and possibilities which the teachers confront in university teaching are produced by the contradictions of the knowledge society expressed in the paradoxes formed by the social-political context which interfere in the professional, social and administrative dimension of the respective teachers. However they insert new dimensions to the dilemmas and means of the teaching, affecting its configuration: the kind of university, the academic formation, the background of the teacher, the constitution and participation in networks.

The objective of this dissertation was to analyze the corporate culture with the help of specification its decisive cultural dimensions and to propose changes leading to the desired state of the corporate culture, which should serve as a motivational factor. This dissertation is divided into two parts. The first part of the dissertation analyzes theoretical knowledge from li-terary sources, which are essential to realizing the significance of the investigated phenomena. The second part con-tains an analysis of the corporate culture as a motivational factor based on the literary sources and then proposes the necessary changes that would lead to the desired state.