This paper explored the knowledge dynamics of cultural industries in Yogyakarta Region. The aims of this paper are to explain how local knowledge is circulated and how new elements are added, as well as to find out how different kinds of knowledge are anchored. This thesis contributes to fill the gap of the lack of research conducted to explain knowledge dynamics in the context of Indonesian cultural industries. Cultural industries have been increasingly considered important towards economic development, whereas territorial knowledge dynamics (TKD) is considered as an update of the traditional territorial innovation models (TIM). The empirical part of this paper contains data collected from interviews with the representatives of sixteen firms, five government institutions, three local trade associations, one local youth organisation and one non-governmental organisation. The finding reveals that direct observation, face-to-face contact, and local buzz are important towards the circulation of local knowledge within the clusters. Different kinds of innovations were also found, involving multidimensional aspects at micro-levels. In a few cases, innovation was influenced by the presence of global pipelines. Knowledge anchoring happened in a complex process and involved a number of actors in multiple locations and scales. This thesis argues that policy makers should increasingly incorporate the concept of territorial knowledge dynamics (TKD) in the development of Indonesian cultural industries.

SUMMARY: This thesis presents the possibilities and benefits of the use of anchoring vignettes method in educational science, in connection with information and communication technologies (ICT). It is the first ever use of the anchoring vignettes method in this field. In its theoretical part, the thesis introduces the works of other authors in which research was done with the use of self- assessment questions. It also shows the research using the anchoring vignettes method, and research in which this methodology was used in educational science. The practical part presents the results of the author's own survey, which shows the diversity of self-assessment of ICT knowledge and skills of Year 1 and 2 students at secondary schools. The thesis proves distinctive subjectivity in students' self-assessment, different usage of the scale by respondents and the purposefullness of using the anchoring vignettes method in this field. First and foremost, it shows an entirely different self-assessment of students of different study programmes, genders etc. before and after the correction using the anchoring vignettes method.

The aim of this thesis was to ascertain the self-assessment of university students with various specializations, in their knowledge of information and communication technology (ICT). The theoretical part concerns with self-assessment as concept and methods pertaining to its verification. It also contains a detailed description of the anchoring vignettes method with its application in specific areas. Also discussed is the Overclaiming Technique. An evaluation has been conducted in the empirical part, which elaborates on self-assessment of ICT terms of various groups of students. Anchoring vignettes method is used in order to amend said self-assessment. Aforementioned part of the thesis also contains the use of overclaiming technique in practise, which is demonstrated on a specifically devised questionnaire. In this questionnaire, the students were asked to evaluate their level of understanding both existing and non-existing terms from the ICT area. The results have shown that there are significant differences between the questioned groups of students. The numbers indicate that students of ICT have a greater tendency to exaggerate the level of their knowledge in the area of information and communication technologies. Much more so than students who specialize in different subject.