Abstract.In Sweden today, a collaboration was formed between the Swedish Sport Confederation andthe Swedish upper secondary school education. While this process was taking place, theSwedish Sport Confederation also tried to collaborate with the Swedish Academy. However,at the time the Academy did not have any involvement with the former.The purpose of the study was to research when and how the Swedish Sport Confederationcreated a collaboration with the Swedish Education Systems both on a National and Locallevel. I have also done a research on both the Knowledge Society and Elite sport talents tofind out if Elite sport will be affected in any way because of the existence of Knowledge Society,and also the reactions of the sports talents if any. My final pursuit was also to find out ifthe Knowledge Society can bring about a quick change to this silent conflict between theSwedish Sport Confederation and the Swedish Academy.For my study, I have used two different theories. One of the first sociological theories, whichwere applied with sports, was the reflection theory, and I wonder whether this theory is stillapplicable in todays society. The other theory was the reproduction theory. This theoryoriginated from the French sociologist Pierre Bourdieus key concepts. I have decided to useBourdieus key concepts in my study for understanding the battles between the Swedish SportConfederation and the Swedish Academy.The result of my study shows that sport talents on the local level in Malmoe are in agreement,that it is important to pursue further studies to the academic level, which means that the reflectiontheory can be used in todays society. Malmoe is one of the fastest growing cities,concerning the Knowledge Society, and therefore its a perfect example to this theory.With regards to the sports battle in the academic field, one can see a similar pattern, which isprevalent in the Swedish Academy, is now being followed by the upper secondary schooleducation. Through projects and agreements, elite sport has managed to position themselvesin the academic field, however they are in the periphery of the field. Prestigious universities inSweden still do not want to be involved with elite sport.

Submitted in accordance with the requirements for the degree of Doctor of Philosophy in Library and Information Science at the University of Zululand, South Africa, 2012. / The use of tools for development has evolved from the industrial revolution in the late 18th and 19th centuries that saw the increased use of machines and developments in the mining industries, to the increased use of information and technology in the 20th century and major breakthroughs that sparked the evolution into the information and knowledge society of the 21st century. The basis of the information and knowledge society revolves around technology’s increased assimilation and diffusion in human society, particularly information and communication technologies and their rapid growth and use in the exchange of information and knowledge. This society offers many opportunities and benefits to people in terms of the facilitation of information creation, distribution, diffusion, access and use for growth and development in various spheres of life. Information and communication technologies are thus regarded as tools for the advancement and development of communities, and this includes rural, illiterate, marginalized and poor communities and the female entrepreneurs in the informal sector who are the subject of this thesis. The aim of this study was to examine information and knowledge society and its impact on poverty alleviation and the economic empowerment of informal sector women entrepreneurs in South Africa and develop a model for utilization of information and knowledge in the informal sector. Both qualitative and quantitative approaches were employed for triangulation, although the qualitative approach significantly outweighed the quantitative in this study. The absence of a comprehensive list of informal activities in KwaZulu-Natal led to the decision to use snowball, purposive and haphazard sampling techniques to select the sample for the study. Focus group discussions, interviews, observation and content analysis were used to collect data from 118 women entrepreneurs from the informal sector, 17 women leaders, and 4 officials from the Hlabisa Local Municipality in KwaZulu-Natal.

Submitted by SBI Biblioteca Digital (sbi.bibliotecadigital@puc-campinas.edu.br) on 2019-03-20T12:14:29Z No. of bitstreams: 1 NAT?LIA ANSELONI NISTA.pdf: 1219287 bytes, checksum: 46c164753732468e310df8d2f1fa2af8 (MD5) / Made available in DSpace on 2019-03-20T12:14:29Z (GMT). No. of bitstreams: 1 NAT?LIA ANSELONI NISTA.pdf: 1219287 bytes, checksum: 46c164753732468e310df8d2f1fa2af8 (MD5) Previous issue date: 2019-02-07 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / This research aims at verifying how the animal rights are approached in child?s animations, in order to characterize its contributions to the formation of citizens that are conscious regarding their role in respecting the animals in a sustainable development context. This study lectures about the sustainability and sustainable development concepts and the discussion about the theme in society. The aim is to relate this discussion to animal rights, emphasizing the initiatives that occur in this direction. Information is discussed as the basis of knowledge and awareness in society. It seeks to characterize the information transmitted through cinematographic animations aimed at children as a tool to raise awareness of animal rights, that is, as a means of educating to form citizens of value, guided by the concept of sustainability. This is an empirical study of a qualitative nature, whose exploratory objective is based on a documental research of the children's animations and whose analysis and interpretation of the data are guided by the method of content analysis. As a result, it is concluded that animations, when dealing with the relationship between men and animals, adopt basic concepts of speciesism and anthropocentrism, showing situations close to the prior knowledge of the public that they want to reach, contributing to the awareness of animal rights. / Esta pesquisa tem por objetivo verificar a abordagem dada aos direitos dos animais nas anima??es infantis, a fim de caracterizar a exist?ncia de contribui??es na forma??o de um cidad?o consciente de seu papel no respeito aos animais em um contexto de desenvolvimento sustent?vel. O estudo disserta sobre o conceito de sustentabilidade e desenvolvimento sustent?vel e a discuss?o ? respeito do tema na sociedade, relacionando-o com o direito dos animais, dando ?nfase ?s iniciativas que ocorrem nesta dire??o. Discorre-se sobre informa??o como a base do conhecimento e conscientiza??o na sociedade, observando caracter?sticas fundamentais para uma comunica??o. Na pesquisa, propriamente dita, procura-se caracterizar a informa??o transmitida pelas anima??es cinematogr?ficas destinadas ao p?blico infantil, enquanto recurso para a compreens?o dos direitos animais, ou seja, como um meio de gerar conhecimento para a formar cidad?os conscientes, orientados pelo conceito da sustentabilidade. Trata-se de um estudo emp?rico, de car?ter qualitativo e quantitativo, cujo objetivo explorat?rio se d? a partir de uma pesquisa documental das anima??es infantis e cuja an?lise e interpreta??o dos dados s?o orientadas pelo m?todo de an?lise de conte?do. Como resultado, conclui-se que as anima??es, ao tratarem da rela??o entre os homens e os animais, adotam conceitos b?sicos do especismo e antropocentrismo, evidenciando situa??es pr?ximas ao conhecimento pr?vio do p?blico que deseja alcan?ar, contribuindo para a conscientiza??o dos direitos animais.

This thesis examines policy documents relating to the knowledge society of six Asia-Pacific countries (India, Korea, Singapore, Malaysia, Fiji and New Zealand). I employ Norman Fairclough’s version of Critical Discourse Analysis (CDA) to explore the discursive construction of knowledge-related policies within a comparative case study methodology. Leximancer – a computer software for text analysis is used to assist in operationalising parts of the CDA. The general conclusions drawn from the study indicate that the evolving knowledge policy discourse in the Asia-Pacific is not based on any robust theoretical framework but on international and country-specific paradigms of the knowledge society. In the policy discourses, the knowledge society is posited as a desired outcome in light of external (global) imperatives - economic globalisation, technological knowledge and innovation flows, and ICT revolution – which are married to context-specific developmental imperatives arising from geography, culture, history and polity. This hybridisation process gives shape to unique knowledge society paradigms of each country. My CDA analysis shows that the ideology of neoliberalism is a key discursive influence on the knowledge society paradigms and is mutated by differences in contexts across different countries. In the discourses, neoliberalism operates via an emphasis on policy restructuring (privatisation, deregulation and liberalisation), and streamlining of governance mechanisms relating to key knowledge and information policy sectors. The resulting knowledge society constructions are context and time-dependent frameworks and exhibit two core arguments of convergence in all the case studies: (1) ICT and Science & Technology as vehicles for knowledge-based development need to grow in an enabling policy environment and; (2) the twin imperatives of globalisation and technological revolution mean that knowledge policy should have a competitive and innovation orientation, and should be continuously readjusted in tune with global economic changes. In addition to convergence, there are two major issues of divergence, namely: (1) emphasis on affirmative action in knowledge-related policies of India, Malaysia, and Fiji; (2) the promotion of cultural production and creative industries in Singapore, New Zealand, and more recently in Korea. The original contribution of this thesis is that it provides a reassessment of the role of neoliberalism in knowledge society. The study is novel both in the selection of the problem and the methodology. Comparative case studies using CDA have not been attempted at the regional scale and not with this level of documentary data. The use of Leximancer improves the management of textual data and increases the validity of the interpretations. A study of this magnitude has not been attempted for the Asia-Pacific region previously. Finally, the conclusions drawn from applying the CDA are both persuasive and creative in terms of analysing policy discourses of the knowledge society.

La mia tesi in questo lavoro di ricerca è che le università possono costituire attori di sviluppo grazie ad un'azione immediata e diretta su un'area problematica locale condotta attraverso partnership e reti con altri attori pubblici e privati. L'obiettivo è di creare due fattori di sviluppo: capitale sociale e capitale umano. Ho contestualizzato questa idea nella letteratura dell'istruzione superiore, relativamente ai termini del dibattito intorno a un ruolo innovativo e attivo dell'università contemporanea nel contesto sociale. Di questo mi occupo nel capitolo 1. Nel capitolo 2 analizzo il problema di secondo livello, ovvero l'aspetto organizzativo che può assumere una forma innovativa di funzione sociale: le partnership pubblico-private. Le ipotesi che emergono nei primi due capitoli vengono testate nel terzo sul caso di studio, la partnership tra Boston University e il distretto scolastico di Chelsea, MA: un esperimento unico nel quale un'università privata ha gestito sistematicamente per due decenni un distretto scolastico pubblico. Benché il caso di studio sia unico nel suo genere, e quindi non comparabile, ho voluto contestualizzarlo nel capitolo 4 attraverso l'analisi di altri due casi relativi a problemi affini: riforme scolastiche per la qualità dell'istruzione, e le politiche e la missione delle istituzioni di istruzione superiore. Tutti i casi presentati in questo lavoro appartengono alla prospettiva statunitense. / My thesis in this work is that the universities could be active agents of development, intervening successfully on a local problematic area by networking with public and private actors in order to generate two specific factors of development: social and human capital. I set this idea in the context of the literature on higher education and the debates on innovative and active social functions for the contemporary university. This is the focus of Chapter 1. In Chapter 2 I approach the problem on a deeper level, in its organizational terms: I analyse the public-private partnerships as instruments for the universities to self-assign and re-interpret their local engagement for the creation of human and social capitals. The hypothesis presented in the first two chapters are tested in Chapter 3 on my case study: the Boston University-Chelsea Partnership, a unique example of the day-by-day management of a public district (the Chelsea public schools, MA) by a private university (the Boston University). My case study is set in context in Chapter 4, through the provision of other cases that, albeit not comparably, address similar concerns (quality of education and systems reform, and higher education policies and mission). All these cases are US-focused.

This dissertation deals with the multi-faceted phenomenon of knowledge conceptions. The aim is to describe the meaning of “academic knowledge” in today’s knowledge society from the perspective of “education” (a term used here in relation to the ‘liberal arts’ tradition as used in the English language or in German ‘bildung’) and “commodisation”. These two perspectives create a field of tensions in higher education. The study analyses the flow of knowledge in the process of commodisation - partly through a network of relations between societally-relevant actors, partly through career geography. The actors studied are: the state, the university, the university departments and the graduates/students. The research ‘design is a descriptive case study of Karlstad University during the years 1997-2007. The theoretical approach combines two perspectives; commodisation of academic knowledge and career geography. Commodisation is studied by the developments in higher education seen from a wider national and international perspective. Career geography entails both a geographical mobility and a social mobility of the students. The results show that there are different conceptions about academic knowledge from the different actors. Two different perspectives of commodisation of academic knowledge have been found, one from the “top down” perspective and one from the “bottom up” perspective. The top down perspective means that commodisation is driven mostly by the state and then is followed by the university and the university departments. In the bottom up perspective, commodisation is driven by the students. Furthermore, the results from the study of the Swedish state reveal an increasingly clear commodisation of academic knowledge with emphasis on economic growth, regional development and international competition.  However, Karlstad University’s and the university departments’ view of knowledge differs somewhat from that of the state’s, and aims instead to combine ‘commodisation of knowledge’ with ‘knowledge as education’ in its efforts to be a ‘learning university’. It is also shown that students appreciate this combined view. On a general level, the main argument from this dissertation is that it is necessary to place more attention on how to obtain a balance between the commodisation of academic knowledge and knowledge as “education” in today’s higher education system.

This thesis examines policy documents relating to the knowledge society of six Asia-Pacific countries (India, Korea, Singapore, Malaysia, Fiji and New Zealand). I employ Norman Fairclough’s version of Critical Discourse Analysis (CDA) to explore the discursive construction of knowledge-related policies within a comparative case study methodology. Leximancer – a computer software for text analysis is used to assist in operationalising parts of the CDA. The general conclusions drawn from the study indicate that the evolving knowledge policy discourse in the Asia-Pacific is not based on any robust theoretical framework but on international and country-specific paradigms of the knowledge society. In the policy discourses, the knowledge society is posited as a desired outcome in light of external (global) imperatives - economic globalisation, technological knowledge and innovation flows, and ICT revolution – which are married to context-specific developmental imperatives arising from geography, culture, history and polity. This hybridisation process gives shape to unique knowledge society paradigms of each country. My CDA analysis shows that the ideology of neoliberalism is a key discursive influence on the knowledge society paradigms and is mutated by differences in contexts across different countries. In the discourses, neoliberalism operates via an emphasis on policy restructuring (privatisation, deregulation and liberalisation), and streamlining of governance mechanisms relating to key knowledge and information policy sectors. The resulting knowledge society constructions are context and time-dependent frameworks and exhibit two core arguments of convergence in all the case studies: (1) ICT and Science & Technology as vehicles for knowledge-based development need to grow in an enabling policy environment and; (2) the twin imperatives of globalisation and technological revolution mean that knowledge policy should have a competitive and innovation orientation, and should be continuously readjusted in tune with global economic changes. In addition to convergence, there are two major issues of divergence, namely: (1) emphasis on affirmative action in knowledge-related policies of India, Malaysia, and Fiji; (2) the promotion of cultural production and creative industries in Singapore, New Zealand, and more recently in Korea. The original contribution of this thesis is that it provides a reassessment of the role of neoliberalism in knowledge society. The study is novel both in the selection of the problem and the methodology. Comparative case studies using CDA have not been attempted at the regional scale and not with this level of documentary data. The use of Leximancer improves the management of textual data and increases the validity of the interpretations. A study of this magnitude has not been attempted for the Asia-Pacific region previously. Finally, the conclusions drawn from applying the CDA are both persuasive and creative in terms of analysing policy discourses of the knowledge society.

Made available in DSpace on 2016-08-03T12:31:17Z (GMT). No. of bitstreams: 1 Rosangela Fedoce.pdf: 2378475 bytes, checksum: c4c3c6c97e956de4ab9be76d9469a572 (MD5) Previous issue date: 2011-12-09 / The research is based on three main axes, communication, education and digital technology, with an exploratory analysis on the market production of content for mobile media. The study is developed with a bibliographic review related to these three axes and the use of qualitative methodology. Semi-structured interviews are realized with representatives of the mobile communication market in the country with the goal to describe the flow of content production, focusing on possibilities for development of mobile learning. In this sense, the technological potentials and communicative use of new Information and Communication Technologies (ICTs) are verified, especially the cell phone, in formal and informal models of education, from aspects of the Knowledge Society, as media convergence, interactivity and collaborative production. It is observed trends such as the appreciation of the content in relation to the media and the development of new experiences of access to information through the use of mobile and converging technologies. / A pesquisa é baseada em três eixos principais, comunicação, educação e tecnologias digitais, com uma análise exploratória do mercado de produção de conteúdos para mídias móveis. O estudo é desenvolvido com revisão bibliográfica referente a esses três eixos e com o uso da metodologia qualitativa. São realizadas entrevistas semi-estruturadas com representantes do mercado de comunicação móvel do país, com o objetivo de descrever o fluxo de produção de conteúdos, com foco nas possibilidades de desenvolvimento da aprendizagem móvel. Neste sentido, são verificados os potenciais tecnológicos e comunicacionais do uso das novas Tecnologias da Informação e da Comunicação (TIC), com destaque para o celular, nos modelos de educação formal e informal, a partir de aspectos da Sociedade do Conhecimento, como convergência de mídias, interatividade e produção colaborativa. Observa-se tendências como a valorização do conteúdo em relação aos meios de comunicação e o desenvolvimento de novas experiências de acesso à informação com o uso das tecnologias móveis e convergentes.

The aim of this thesis is to analyze approaches to personality development of manager in the context of lifelong learning in knowledge economy trends, including specific proposals for desired direction of current practice. The research was focused on both influences acting on personality of the manager, as well as to his own views and preferences. An important factor was the focusing of the questions that have been used for research in previous thesis and enable us to compare responses within two years. The conclusion, therefore, may indicate the likely future development of issues. The research involved 160 managers. They were divided into four sectors - public administration, financial services organizations, tourism organizations and manufacturing organizations. The first method of data collection used a quantitative method - interviews by questionnaires. Data were evaluated separately for each category and made into tables and graphs. It was followed by partial results and discussions on particular issues. As the second, qualitative data collection method was chosen semi-structured interview based on a questionnaire. During a semi-structured interview questioner put emphasis on reasoned personal satisfaction or dissatisfaction in the organization, particularly interesting opinions, suggestions and improve their own knowledge.

Submitted by Cristhiane Guerra (cristhiane.guerra@gmail.com) on 2017-01-06T13:50:58Z No. of bitstreams: 1 arquivototal.pdf: 2380855 bytes, checksum: 72d910d3bf6bde8234ff65cdb3a1d078 (MD5) / Made available in DSpace on 2017-01-06T13:50:58Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 2380855 bytes, checksum: 72d910d3bf6bde8234ff65cdb3a1d078 (MD5) Previous issue date: 2016-07-11 / In a scene marked by intense and accelerated transformations, in which the name "Knowledge Society" appears to account for an environment in which technological advances and globalization eliminate distances and extend the illimitable spaces to obtain information, to formal education urges rethink their role and performance, seeking to meet the dictates of this new reality. In this context, knowledge is raised to the peak of relevance, and its core management for individual and organizational development, and the school as an institution that teaches need to focus on learning and also become an institution that learns. In this sense, the role of school management when guided by knowledge of effective learning and fuels management practices at the individual and collective spheres contributes extensively to the development of the school and the subjects they include. However, this research aimed to analyze the actions of school management, with emphasis on knowledge management practices with a view to propose guidelines for the establishment and consolidation of learners schools. As for the methodological criteria, it is characterized as a case study of exploratory and descriptive type, leaning on a qualitative approach. We conducted document analysis and semi-structured interviews with the management team, teachers, staff and school board members of the research institution. The treatment of the data collected was given by analyzing the technical content of Bardin (2012). It is theoretically the concepts of knowledge management, school management and school learner, from the perspective of several authors from the literature. Adopt the "Knowledge spiral" (NONAKA AND TAKEUCHI, 2008), as a model of knowledge management, applying it to school management practices, based on parameters construction, sharing, registration, publicity, development and application of knowledge in school practices, relating them to the knowledge conversion modes: socialization, externalization, combination and internalization of knowledge. The results show that knowledge management actions are present and common in the case studied, however, are not theoretically grounded, though some of these actions already integrate the institutional agenda. This research led to the development of guidelines suggested in order to contribute to formation and consolidation learners and schools. / Em um cenário assinalado por transformações intensas e aceleradas, no qual a denominação “Sociedade do Conhecimento” surge para dar conta de uma conjuntura em que os avanços tecnológicos e a globalização eliminam distâncias e ampliam a ilimitáveis os espaços para obtenção de informações, à educação formal urge repensar sua função e atuação, buscando atender aos ditames dessa nova realidade. Nesse contexto, o conhecimento é elevado ao ponto máximo de relevância, sendo sua gestão essencial para o desenvolvimento individual e organizacional, e a escola, enquanto instituição que ensina, precisa necessariamente centrar-se na aprendizagem e tornar-se também uma instituição que aprende. Nessa direção, a atuação da gestão escolar, quando pautada em práticas de gestão do conhecimento e fomentadora de aprendizagens efetivas nos âmbitos individual e coletivo, contribui amplamente para o desenvolvimento da escola e dos sujeitos que a integram. Assim, esta pesquisa propôs-se a analisar as ações de gestão escolar, com ênfase nas práticas de gestão conhecimento, na perspectiva de propor diretrizes para a constituição e consolidação de escolas aprendentes. Quanto aos critérios metodológicos, caracteriza-se como um estudo de caso do tipo exploratório-descritivo, apoiado em uma abordagem qualitativa. Realizou-se análise documental e entrevistas semiestruturadas com equipe gestora, docentes, funcionários e membros do conselho escolar da instituição pesquisada. O tratamento dos dados coletados deu-se por meio da técnica de análise do conteúdo de Bardin (2012). Trata-se teoricamente dos conceitos de gestão do conhecimento, gestão escolar e escola aprendente a partir da perspectiva de vários autores disponíveis na literatura. Adota-se a “Espiral do Conhecimento” (NONAKA & TAKEUCHI, 2008) como modelo de gestão do conhecimento, aplicando-o às práticas de gestão escolar a partir dos parâmetros: construção, partilha, registro, publicização, incorporação e aplicação dos conhecimentos nas práticas escolares, relacionando-os aos modos de conversão do conhecimento: socialização, externalização, combinação e internalização de conhecimentos. Os resultados obtidos demonstram que as ações de gestão do conhecimento são presentes e comuns no caso estudado, contudo, não são fundamentadas teoricamente, apesar de algumas dessas ações já integrarem a agenda institucional. Esta pesquisa culminou na elaboração de diretrizes sugeridas com o intuito de contribuir para a constituição e consolidação de escolas aprendentes.