This thesis introduces issues of globalization in the context of work (not only employment) and education. Further, it follows up the impacts of globalization processes on forms of work and on (working) individuals. The topic of globalization is examined in more detail in the first part of the thesis with emphasis on different concepts and approaches to globalization. At the same time this part defines the contemporary globalization. Work as such is introduced by historical excursion and by a list of changes of work in modern society. There are also presented some of the experts' solutions or recommendations for the labour markets including solutions through long-life education and learning. In most cases the "pros and cons" of changes of work and the submitted solutions are confronted. Main findings of this study are: globalization brings contradictory conclusions which provide advantages and disadvantages to various people and groups; there is a link between globalized economy and working individuals; and at the same time that the link between globalization processes and education is in such a sense that changes in education are often derived from the ideas of economics.

Der Übergang Europas in die Wissensgesellschaft ist durch die massive Ausbreitung wissenschaftlichen Wissens und dessen Eindringen in den ökonomischen Produktionsprozess gekennzeichnet. Für die Teilnahme von Regionen an der Wissensgesellschaft ist die Ausbildung junger Akademiker und deren Integration in den regionalen Arbeitsmarkt von entscheidender Bedeutung. In dieser Perspektive wird in der vorliegenden Arbeit die Erwerbssituation und die regionale Mobilität italienischer Hochschulabsolventen aus dem Mezzogiorno betrachtet. Die Untersuchung erfolgt anhand von zwei methodischen Ansätzen. Im ersten empirischen Teil wird umfangreiches Datenmaterial, u.a. die Hochschulabsolventenbefragung des italienischen Statistikamts, ausgewertet. Hierbei zeigt sich, dass der italienische Mezzogiorno trotz vergleichsweise niedriger Absolventenzahlen von einer extremen Jungakademikerarbeitslosigkeit gekennzeichnet ist: Zudem verlassen viele junge Süditaliener vor Studienbeginn oder nach Studienende ihre Heimat, um in Nord- oder Mittelitalien eine Arbeit zu finden, so dass von einem regelrechten Brain drain gesprochen werden kann. Im zweiten empirischen Teil der Arbeit werden in einer hermeneutischen Perspektive sowohl die Erwerbssituation als auch die Mobilitätsbereitschaft von Hochschulabsolventen in Sizilien untersucht. Mit Hilfe von biographisch orientierten, themenzentrierten qualitativen Interviews wird der Versuch unternommen, die Handlungsrationalitäten zu verstehen, die sich hinter den hohen Arbeitslosenzahlen verbergen. Es wird gezeigt, dass die sozialen, kulturellen und institutionellen Rahmenbedingungen die Entstehung komplexer Aktivitätsnetze begünstigen, die den Verbleib in Sizilien auch bei einer unbefriedigenden Erwerbssituation ermöglichen und zu einem permanenten Hinausschieben der Wanderungsentscheidung beitragen. Für die regionale Entwicklung Siziliens, wie auch der übrigen Regionen des Mezzogiorno, kann sich aber gerade der Verbleib junger Hochschulabsolventen in der Unterbeschäftigung als Standortvorteil für wissensorientierte Unternehmen und somit als Entwicklungspotential erweisen. / Europe''s transition towards the Knowledge Society is characterised by major advances in scientific knowledge and its infiltration of the economic production process. To fulfil their role in the Knowledge Society, regions must ensure that young academics can be educated and integrated into the regional labour market. In this perspective the book analyses the employment situation and the regional mobility of young academics in the Italian Mezzogiorno using two different empirical approaches. The first part of this paper investigates the employment situation and regional mobility of young Italian academics using data sources provided by the Italian statistical office, Istat. Despite its comparatively small academic population, the Italian Mezzogiorno is marked by extremely high unemployment levels among young academics. Furthermore, a large number of young Italians from the South leave their home region before starting university or after graduation in order to find jobs in Northern or Central Italy. The second section of this paper draws on empirical evidence to analyse the employment outlook and high level of emigration among young Sicilian graduates from a hermeneutic perspective. With the help of biographical, problem-oriented qualitative interviews, the author attempts to understand the culturally embedded rationalities that inform statistical evidence. Sicily''s social, cultural and institutional framework is shown to promote the growth of highly complex networks of activity that encourage young unemployed graduates to remain in unsatisfactory work environments and constantly postpone their decision to migrate. On a more positive note, the continued presence of young underemployed university graduates may be considered beneficial to the regional development of Sicily, as well as other parts of the Mezzogiorno, if interpreted as a regional advantage for knowledge-intensive industries in their search for new locations.

There have been numerous calls for the radical transformation of public education in the United States. Reform initiatives are fuelled by the need to prepare students to meet the challenges of the networked knowledge society. This thesis examines the shaping of school culture within two public non-charter high schools, in different regions of the United States and with different socioeconomic characteristics, that are implementing the "New Technology" (or "New Tech") model of education: Pacific Coast High, a well-established New Tech school, and Midwest High, a school that recently transitioned to the model and is still in the process of culture change. This rapidly expanding school reform network includes 168 schools in the United States and 7 international sites in Australia. The New Tech Network, the organisation that provides training and support for these schools, explicitly emphasises the goal of changing the culture of education. They describe themselves as a network of schools that promotes a culture of trust, respect, and responsibility and uses project-based learning and "smart use" of technology to redefine teaching and learning. I employed an ethnographic multisite case study design to gain an understanding of the everyday experiences and practices of teachers, students and school leaders as they work through the process of implementing and maintaining the New Tech model. Fieldwork included six and a half months of participant observation of secondary classrooms, school meetings, professional development sessions, and New Tech training conferences as well as semi-structured interviews with teachers, students, and administrators. My analysis provides an understanding of the influence of local context, including historical background (local and national) and economic and political structures. The research findings indicate that a deliberate focus on 'culture-building', with particular values like trust, respect and responsibility, underpin and shape relationships, behaviours and educational practices, including the extensive use of ICTs. A multi-faceted approach to socialisation and enculturation, which includes extensive peer-to-peer support, is involved in inculcating values and shaping behaviours and practices. The New Tech model shifts the focus of education from a primarily individualist competitive endeavour (reflecting the broad cultural orientations of modern society in the United States) to a more collectivist approach, with students working in collaborative groups supported by the use of ICTs. Schools operate as learning communities with collaborative partnerships with the wider community. Pacific Coast High is an exemplar for the model in its fully implemented form, while Midwest High's transition to the model has been fraught with tensions as they navigate numerous context-specific challenges. I argue that real reform requires an intentional effort to change the culture of education and that pedagogy and culture have to necessitate the use of ICTs to more fully integrate them into the education process. I characterise the culture I observed in New Tech schools, particularly at Pacific Coast, as an 'ICT-facilitating school culture' with (1) a collaborative project-based focus and encouragement of students to communicate and find information themselves which pushes them to use ICTs, (2) a system of cultural values that, when internalised, operates as a means of social control, keeping students on task as they work independently and collaboratively, using ICTs, including social networking sites, and (3) an ideal classroom layout and technology infrastructure that facilitates the use of ICTs. I characterise the New Tech Network of schools as a revitalization movement, addressing the needs of a changing society by changing the culture of education.

This thesis examines the roles of the New Zealand university in a knowledge society. Gaps in the literature of the New Zealand university in a contemporary context mean that the enquiry is informed by European and North American discussions of the educational requirements of a knowledge society. As the notions of the knowledge society and a liberal university education are both problematic and central to this enquiry, they are interrogated, in the second chapter, in some depth. A second review examines the work, recommendations and subsequent legislative outcomes of the Tertiary Education Advisory Commission (TEAC) policy process of 1999 to 2003. The principles of critical theory and critical policy scholarship inform these interpretative textual analyses. The two review chapters, which follow the introductory chapter, comprise the first part of the thesis. A description of the methodological framework employed throughout the project and a report of the findings of a survey of stakeholders follow. The discussion chapter comprises the third and final part of the thesis. The thesis seeks to distinguish the notion of the knowledge society from that of the neo-liberal approach to social and economic management. I argue that the notion of the knowledge society is viable in a range of socio-economic conditions. I suggest that the educational requirements of a knowledge society are better addressed when the scope of a university education is framed by holistic individual, social, and economic determinants, rather than rigid ideological imperatives such as those characteristic of neo-liberalism. A combination of qualitative and quantitative methodologies is employed. Primary data are gathered by way of a postal questionnaire. The perceptions of three cohorts of stakeholders of the New Zealand university are analysed using both statistical and interpretative tools. Data gathered through a review of the literature of the university in relation to the notion of the knowledge society in New Zealand, North America, and various European contexts are analysed using a combination of critical and interpretive approaches. The major finding to emerge from the enquiry is that stakeholders of the New Zealand university associate an effective university education with breadth of learning. The notion of a liberal university education, with its attendant beyond-vocation curriculum assumptions, is not considered anachronistic by the majority of stakeholders surveyed during this project. Public and private sector employers and university students strongly associate a liberal university education with effective preparation for participation in a knowledge-intensive environment. Year 13 secondary students are less certain. A secondary finding is that most stakeholders consider that the research activities of the university academic should continue to inform university teaching, but that the teaching role is of growing importance, and therefore worthy of greater emphasis, in the context of a knowledge society. The project is intended to provoke further discussion around the relationship between the New Zealand university and the knowledge society. To date there has been little academic consideration of this relationship. The contribution of this thesis, relative to this gap, is therefore significant.

À l’ère de la société de la connaissance, l’éducation supérieure occupe une place prépondérante dans le monde et les universités sont des acteurs de premier ordre. La connaissance, à travers l’innovation qu’elle permet, est devenue un élément central du processus de production et l’on parle désormais d’une économie du savoir, qui serait porteuse d’un ensemble de changements qui affectent la société sur différents plans. Le mode de fonctionnement traditionnel des universités n’y échappe pas et connaît plusieurs renouveaux. Les NTIC ont fait évoluer les manières d'enseigner et de faire de la recherche et l’on parle aujourd’hui d’un nouveau type de relations inédites entre les universités, l'État et le secteur de l’industrie. Après avoir passé en revue l’ensemble de ces changements, nous proposons d'explorer l'impact de toutes ces transformations sur le développement physique des universités à travers l’étude du projet de construction du futur campus de l'Université de Montréal à Outremont et de l'École des HEC Montréal. Nous analysons dans notre étude l'influence de ces changements sur l'organisation physique des universités et sur l'architecture des bâtiments. / In the era of the knowledge society characterized by the importance of constant innovation, various dimensions of social life are going through notable renewals. The New Technologies of Information and Communication (NTIC) are offering a large panel of new possibilities that affects the traditional mode of operating of various institutions. In this context, Universities become fundamental actor, by contributing to the high education of the population through their activities of teaching and research. It seems that the traditional mission of universities is going through major changes. Lots of new possibilities permit by the NTIC affects the traditional way of teaching and doing research and we also talk about new kind of unprecedented relations between universities, state and the industry. We offer to explore the impact of all these changes on the physical development of universities through a look at a case study of the campus of Université de Montréal and the business school of HEC Montreal. Our work discuss about the influence of these changes in the physical organization of the university, more specifically on the architecture of the buildings. Through a look at the project of construction of a new campus situated at Outremont, we have attended to study actual tendencies and concerns about university buildings. We then attended to analyse the impacts of these developments on the organisation of universities buildings through a study of the architectural features of the new school of HEC Montréal. / Toutes les photos présentes dans ce mémoire (sauf indication contraire) ont été réalisées par Dan Antonat (c).

No description available.

Dans la nouvelle économie caractérisée par des propriétés telles que la mondialisation, l'intangibilité et l'interconnectivité, les organisations éducatives sont nécessaires pour surmonter les nouveaux défis, en particulier la nature changeante du dynamisme accru et de la complexité des exigences des organisations éducatives. L'une des philosophies stratégiques actuelles aidant les organisations éducatives à développer des capacités stratégiques traitant de l'incertitude est la gestion des connaissances (GC). Grâce à l'acquisition systématique, la création, le partage et l'utilisation des connaissances, les organisations développent, renouvellent et exploitent leurs ressources fondées sur le savoir, leur permettant ainsi d'être proactifs et adaptables aux changements extérieurs et d'atteindre le succès concurrentiel. Apparaissant comme un moyen puissant de maintien, de la compétitivité de l'organisation, GC a été largement étudiée et ce à partir de différentes perspectives. Toutefois, seul un nombre limité de recherches ont visé les ressources des organisations éducatives pour examiner empiriquement les relations entre l'infrastructure GC et les différentes stratégies pour investir les actifs humains. Pendant ce temps, la recherche sur les approches GC à partir d'une approche dynamique a été la plupart du temps de nature conceptuelle. Il est proposé ici que l'omission d'appliquer le processus GC peut entraver la contribution intégrée, potentiellement utile aux stratégies organisationnelles afin d'améliorer l'éducation des principaux éléments qui constituent les approches GC. En outre, un examen de la littérature montre que les preuves les plus empiriques ont été obtenues dans le cadre des pays développés. La possibilité que ces modèles pourraient être adoptés dans les organisations éducatives pour répondre aux spécificités des pays en développement a reçu très peu d'attention à ce jour. En se basant sur la théorie de l'apprentissage social prolongé par les approches basées sur la capacité des connaissances dynamiques, cette recherche développe un modèle théorique d'intégration de la capacité GC. L'examen empirique des relations hypothétiques entre les variables est réalisé au moyen de questionnaires de sondage en Arabie Saoudite. Pour l'étude pilote, 30 projets de questionnaires ont été distribués directement aux cadres supérieurs participants au forum « société Global Knowledge 2013 » qui a eu lieu au centre du Roi Abdulaziz pour la Culture Mondiale du groupe ARAMCO Arabie Saoudite, le 9-10 Décembre 2103. [...] / In the New Economy characterized by properties such as globalization, intangibility and inter-connectivity, educational organizations are required to overcome the new challenges, especially the changing nature of the enhanced dynamism and complexity of the requirements from the educational organizations. One of the current strategic philosophies assisting educational organizations to develop strategic capabilities dealing with uncertainty is knowledge management (KM). Through the systematic acquisition, creation, sharing, and use of knowledge, organizations develop, renew and exploit their knowledge-based resources, thereby allowing them to be proactive and adaptable to external changes and attain competitive success. Emerging as a powerful means for sustaining organizational competitiveness, KM has been widely investigated from different perspectives. However, only a limited number of researches have adopted the resource based view of the educational organizations to empirically examine the relationships between KM infrastructure and the different strategies for investing human assets. Meanwhile, research on KM approaches from a dynamic capability approach has been mostly conceptual in nature. It is proposed here that a failure to apply KM approaches may hinder the potentially valuable integrated contribution to organizational strategies for enhancing education of the major components that constitute KM approaches. In addition, a review of the literature shows that most empirical evidence has been obtained in the context of developed countries. The possibility that such models might be adopted in educational organizations to fit the specificities of the developing countries has received very little attention to date. Relying on social learning theory extended by the knowledge and dynamic capability based approaches, this research develops an integrative theoretical mode) of KM capability. Empirical examination of the hypothesized relationships among variables is conducted by means of questionnaire surveys in Saudi Arabia. For the pilot study, 30 draft questionnaires were directly distributed to senior managers participating in the Global Knowledge Society Forum 2013 took place in King Abdul Aziz Center for World Culture, ARAMCO Saudi Arabia, during the period of9-10 December 2103. The responses returned with complete data were assessed, using factor analysis and reliability testing, to refine and finalize the questionnaire administered in the main survey.

Benefiting from the process of globalisation and becoming an information and knowledge society, has become the vision for many governments throughout the world. However, as it has been demonstrated in this thesis, becoming an information and knowledge society is much easier for developed countries that already possess some of the prerequisite criteria, such as an efficient and effective ICT infrastructure. By investing in such an infrastructure, the interaction and exchange of data, information, and knowledge from a local knowledge system with the global knowledge system is enabled. Through this two-way flow of information, the other criteria these countries have to comply with are stimulated, making it much easier and faster for these countries to achieve their goal. However, for the developing countries that are still in the grip of the digital divide, the goal of becoming information and knowledge societies seem nearly unattainable. Owing to this digital divide that is experienced by developing countries, combined with other barriers such as the social barriers that include the overall health and education level of citizens, the citizens of these countries cannot take part in the interaction and exchange process. Thus, this interaction and exchange process cannot aid these countries in complying with the other criteria needed to become information and knowledge societies, and in this way, the progress of developing countries towards becoming information and knowledge societies are seriously hampered. How does the interaction and exchange of data, information, and knowledge between developing countries’ local knowledge systems and the global knowledge system contribute to their development and positive participation in the global information and knowledge society? This is the research question that has guided this thesis. To get an answer to this question the author addressed the following issues:<ul> <li>The author sketched the theoretical foundation of this thesis by providing a brief historical perspective of the Information Science domain. This provided a better understanding of concepts such as data, information, knowledge, global-, western-, and scientific knowledge as well as indigenous-, traditional-, and local knowledge as applied in this thesis. The underlying relationship between these concepts were also explored. Furthermore, the phenomenon of the global information and knowledge society was discussed as one of the opportunities presented by globalisation.</li> <li>The author then analysed the criteria of the information and knowledge society as discussed in Chapter 3, and identified indicators that the stated criteria are constructed from. To investigate whether developed countries are information and knowledge societies, these indicators were applied to Norway and the USA. It was concluded that both countries comply with the stated criteria and are thus information and knowledge societies. </li> <li>The author followed the same method of investigation and applied the indicators identified in Chapter 4 to two developing countries, namely Niger and South Africa. It was concluded that both these countries do not comply with the stated criteria and, thus, are not information and knowledge societies. Furthermore, barriers were identified by the author that inhibit these countries from becoming information and knowledge societies.</li> <li>Lastly, the author discussed proposed solutions and recommendations that can be used to overcome the various barriers that inhibit the progress of developing countries becoming information and knowledge societies. </li></ul> / Thesis (DPhil)--University of Pretoria, 2008. / Information Science / DPhil / unrestricted

The imbalance in the labor market between the supply of and demand for skills is a widespread phenomenon that may contribute to unemployment and lower productivity and competitiveness. This diploma thesis aims to explore and understand the complex phenomena of skill mismatches on the labor market. As skill mismatch manifests itself in various forms, there exist different but also related concepts of educational or qualification and skill mismatches. In the first part a clear distinction between skill and qualification mismatch is made, the links between different types of mismatches are described and the debate of using each of the concepts is situated as well as the comparison of advantages and disadvantages of different concepts. Next part of this thesis concerns also with potential causes of mismatches in the labor market as well as its consequences and implications for individuals, businesses and society as a whole. In the next section, the information on possible measures of educational or qualification and skill mismatches is offered and the comparison of these measures is made. A new approach for measuring skill mismatch is introduced. Due to published results from PIAAC survey, which contains measures of skill proficiency and also information about qualifications, educational as well as...

Wie wollen wir diese hochgradig komplexe soziale Welt von heute verstehen, in der bald über 7 Mrd. Menschen auf vielerlei verschlungenen Kanälen miteinander kommunizieren und interagieren, ohne über eine brauchbare ‚General Theory‘ des gegenwärtigen globalen sozialen Weltsystems zu verfügen? Wie wollen wir verstehen, wie das soziale Weltsystem mit seiner ökologischen Umwelt interagiert, wenn wir über keine brauchbare universelle Theorie verfügen, die hinlänglich präzise erklären könnte, wie die ‚globalen Zustände‘ zustande kamen und kommen? Adornos legitime Erbin argumentiert wider die vorherrschende Meinung, das grandiose Scheitern des Marxismus-Leninismus habe große historische Welterklärungsversuche ein für alle Mal diskreditiert. Aufbauend auf einer akribischen Kritik Anthony Giddens‘ zeitdiagnostischem Spätwerk, entwirft die vorliegende Untersuchung den Bauplan einer ‚Forschungsplattform Anthropogenes Weltsystem‘, die vielleicht irgendwann tatsächlich leisten kann, woran Kritische Theorie bislang noch immer scheiterte: schrittweise das Verständnis schaffen, das geschaffen werden muss, damit die Menschheit hoffen darf, die über kurz oder lang drohende doppelte soziale und ökologische Krisis des 21. Jahrhunderts zu meistern.