Global Knowledge Economy Research Articles

MEASURING GLOBALIZATION: ANALYZING INTERNATIONALIZATION OF HIGHER EDUCATION (IOHE) THROUGH STEM EDUCATION IN PAKISTAN

The concepts of 'internationalization' and 'globalization' are closely intertwined, impacting both tangible and intangible aspects of higher education. Internationalization refers to the internal transformations that occur within an educational setting as a result of frequent cross-border interactions within a local governmental system. Currently, developing countries like Pakistan are adapting and shaping their higher education systems in response to the global knowledge economy but neglecting the introduction of STEM education in the areas of social sciences like mathematics, statistics, entrepreneurship, IT, and other courses that are considered the need of time may leads to lack social scientist’s ability to estimate & forecasting and critically evaluate the situations as these deficiencies lead to reduce the cognitive skill of the workforce. This qualitative study employed Wallenstein’s World System analysis framework to examine student mobility and educational policy aspects in Pakistan critically. The findings suggest that the internationalization of higher education may lead to unequal exchange of educational services between core and peripheral countries in the global system.

"Data Free Flow with Trust": Japan's struggle to integrate democracy and human rights into digital trade policy.

A powerful regime for regulating trade, the Group of Seven (G-7) has increasingly negotiated its digital trade through bilateral and preferential trade agreements, including with non-member states in the Global South. Focusing on the dominant concept shaping these agreements, Japan's "Data Free Flow with Trust" (D.F.F.T.), we trace its discursively contested emergence and meaning within a national ("Society 5.0") vision for Japan's digital transformation, and its subsequent transnationalization in international fora and institutionalization in global digital trade policy. Drawing on our interviews with Japanese government ministers, business elites, and legal experts who contributed to the processual development of D.F.F.T., as well as diverse additional primary sources, we find that the D.F.F.T. has become more than a trade policy, covering a wider range of social and geopolitical issues. In particular, we show that contention over "data localization measures" has restructured international relations of trust, especially across the Global North/South divide. Ultimately, this research report contributes to our understanding of how D.F.F.T. poses threats to human rights, democracy, and the global knowledge economy that may undermine its goals of enhancing innovation capacity and economic growth.

MEASURING GLOBALIZATION: ANALYZING INTERNATIONALIZATION OF HIGHER EDUCATION (IOHE) THROUGH STEM EDUCATION IN PAKISTAN

The concepts of 'internationalization' and 'globalization' are closely intertwined, impacting both tangible and intangible aspects of higher education. Internationalization refers to the internal transformations that occur within an educational setting as a result of frequent cross-border interactions within a local governmental system. Currently, developing countries like Pakistan are adapting and shaping their higher education systems in response to the global knowledge economy but neglecting the introduction of STEM education in the areas of social sciences like mathematics, statistics, entrepreneurship, IT, and other courses that are considered the need of time may leads to lack social scientist’s ability to estimate & forecasting and critically evaluate the situations as these deficiencies lead to reduce the cognitive skill of the workforce. This qualitative study employed Wallenstein’s World System analysis framework to examine student mobility and educational policy aspects in Pakistan critically. The findings suggest that the internationalization of higher education may lead to unequal exchange of educational services between core and peripheral countries in the global system.

Navigating the Global Knowledge Economy: Temporal Effects of Regulatory Environment and FDI on Sustainable Development in Asia–Pacific

Navigating the Global Knowledge Economy: Temporal Effects of Regulatory Environment and FDI on Sustainable Development in Asia–Pacific

Producing accountability with autonomy in Denmark and England: the analytical potential of assemblage theory with critical realism in comparative education

ABSTRACT School autonomy with accountability (SAWA) reforms have developed in diverse forms in Northern Europe. Following processes of decentralization to the municipal and school levels, quality assurance and inspection became key to the test-based accountability agendas of Denmark and England respectively. With an abductive approach, we explore the epistemological potential of a hybrid theoretical framework, which combines assemblage theory with critical realism, to analyze the production stories of these two policy instruments. Drawing on data from an international comparative research project, and more recent policy document analyses, we examine the arrangement of social entities – discourses, instruments, technologies, artefacts, and actors – that led to particular accountability outcomes within these specific educational assemblages. We argue that, despite distinctions in their social entities, the dominant state assemblages of accountability in Denmark and England have been captured by the global SAWA and capitalist assemblages at distinct times. Although school actors are incorporated into, and antagonistic towards, the state assemblages, change is limited due to the resilience of the underlying logic of epistemic governance and the desire to improve educational standards for a global knowledge economy. We conclude briefly with an assessment of the utility of the hybrid framework to the comparison of SAWA.

The waning legitimacy of international organisations and their promissory visions

ABSTRACT We argue that the legitimacy of international organisations (IOs) as self-proclaimed representatives of humankind, which was unfounded from the outset, is waning. To substantiate that claim, we undertake a critical inquiry into the legitimacy of the promissory visions pursued by IOs in the field of education across three historical periods. The first traces the rationalistic educational planning and idealistic ‘one world’ projects of the post-World War II period. The second examines the era of globalisation, when the discourse that legitimised the educational visions of IOs shifted towards the promises of the ‘global knowledge economy’. The third discusses the contemporary trend towards emergency governance and crisis narratives. While the narratives of progress shifted, a pattern that has emerged is the move towards globalism and uniformity. Drawing on insights from philosophy and historical studies of world-empire, we argue that the world-making experiments conducted by IOs were destined to be unsuccessful.

Pelatihan Bahasa Inggris untuk Guru dan Staff SMP Darul Ulum 1 Peterongan Jombang

Proficiency in English is vital for participation in the global knowledge economy, providing access to information, education, and technological advancements. Recognizing this, SMP Darul Ulum 1 Peterongan Jombang collaborated with Unipdu Jombang to organize an English training program for its teachers and staff. This program aimed to enhance participants' English competency to deliver effective instruction and foster a conducive learning environment. The month-long program employed interactive methodologies covering grammar, vocabulary, phonetics, teaching methodology, and technology integration. Results show significant improvement in participants' English skills, with implications for teaching effectiveness and student outcomes. The success of this program elevates the school's reputation and competitiveness in providing quality education. Ongoing professional development and a supportive English environment are recommended for sustained improvement.

Awareness and implementation confidence of free higher education program under UNIFAST among HEIs in Sulu, Philippines

Accessible higher education is a critical determinant of a nation's competitiveness in the global knowledge economy. By investing in human capital through free tertiary education, countries can cultivate a skilled workforce capable of driving innovation, attracting foreign investment, and remain to be competitive on the international stage. This quantitative study analyzed the perceptions of students (n=200) about the implementation of Unified Financial Assistance System for Tertiary Education (UNIFAST) in Sulu, Philippines. The students were purposively sampled from four (4) universities in the province. A standardized Likert-scale was used to elicit the perceptions of students based on three (3) implementation metric (i) institutions’ awareness of UNIFAST, (ii) application and disbursement process, and (iii) evaluation of UNIFAST outcomes. Findings indicated that the higher education institutions (HEIs) in Sulu often implemented the provisions of the law. Additionally, inferential analysis revealed that student’s demographic profile (i.e., gender, parental education attainment, family income) could influence their general evaluation of UNIFAST implementation. Notably, this could be attributed to their perception of the program as a substantial source of assistance in pursuing higher education. Likewise, the assessment of UNIFAST implementation by students may be influenced by emotional elements, such as feelings of relief and contentment. The program may receive higher ratings from students because of the emotional relief it offers, especially for individuals who are experiencing financial limitations. Future studies might consider developing a more rigorous analysis relating human emotions scaling up their overall evaluation of the UNIFAST program.

International Student Mobility in the Context of Migration and Development

The impact of international student mobility on the development in countries of origin is an under-researched topic in migration studies. In a global knowledge economy, immigration countries in the Global North perceive international students almost exclusively as ideal immigrants who are (mostly) young, flexible, and highly skilled when they enter the labour market after graduation. However, international students can play an important role for their countries of origin. For instance, our own research on international students and alumni from selected countries in the Global South (Colombia, Georgia, Ghana, and Indonesia) studying in Germany and the United States shows that they transfer development-related knowhow back to their country of origin by doing diverse activities in leading positions. They do that through return migration as well as by remaining in the country of graduation (by creating transnational social networks from abroad) and through circular mobility. However, these processes need more institutional support. Therefore, international student mobility should be an integral part of global migration governance, where scholarships for students from poor countries are the key drivers for international mobility. These considerations can stimulate the broader discussion about international migration and development.

Decoding Patent Procedures: International Protocols and Innovation Protection in Georgia

This investigation explores the complex processes of obtaining patent rights, concentrating on Georgia’s changing environment and compliance with global accords. A significant turning point in the country’s dedication to preserving intellectual breakthroughs has been reached with the founding of the National Intellectual Property Center of Georgia, or “Sakpatenti”. From the difficulties faced by its forerunner, “Patentcenter”, to the extensive patent statute, Georgia’s path demonstrates its commitment to upholding international standards. The discourse adeptly navigates the difficulties in acquiring patent rights, highlighting the impact of the Paris Convention and the technical nuances delineated in the Patent Cooperation Agreement. Examining Georgian innovators’ ability to seek patent rights through an international application—thereby expediting cross-border processes—is an important component. The connection between patent systems globally is evident in the global procedure’s ability to facilitate the protection of inventions. In conclusion, the procedures outlined grant exclusive rights and ensure the balance between innovators’ rights and public knowledge dissemination. Georgia’s harmonization with international norms underscores its commitment to fostering innovation and contributing to the global knowledge economy. The exploration of patent procedures reflects the dynamic nature of intellectual property systems in the face of technological advancements and international cooperation.

Strategies specific to learning and non-formal education of adults

In this article, the influences of non-formal education are elucidated from the perspective of specific learning and education strategies. Adult learning and non-formal education is considered a continuous process of flexible learning opportunities, essential to support competitiveness in the context of a technology-based global knowledge economy. Non-formal education is an alternative to public education, registering a sustainable evolution, starting with the first circles, popular academies and ending with institutional programs financed by the European Union. The basic characteristics of adult learning complete the palette with concrete indications for the effective and active development of the process in a non-formal context. In the same context, non-formal education strategies contribute to the ability of adults to organize and actively participate in their own learning process.

Leveling up the Mission: HBCUs’ Potentials towards a Global U.S. Study Abroad.

The effort to expand the U.S. study abroad programs to have a global impact has never been fully expressed by Higher Education Institutions (HEIs) and study abroad administrators. Study Abroad since its inception has not been a truly global platform. This article constructively points out the existing potential of Minority Serving Institutions (MSIs) to make the U.S. study abroad a truly global program capable of defending U.S. national interest in this era of inter-dependence among nations, especially as the global knowledge economy and cultural competence advantage take center stage. Study abroad is at a crossroads at the moment, new ideas must be developed for study abroad to justify the true potential of education abroad. Over two decades, four countries in Western Europe have been hosting the highest number of U.S. students in study abroad. There is no evidence that this trend will reach the entire globe as a reciprocity of international students in U.S. colleges and universities.

High alert in the low countries: State-sponsored threat awareness in policing the Dutch port and knowledge sectors

Abstract The war in Ukraine has made clear that we live in a multipolar world where global powers, being the West, Russia, and China, are in continuous geopolitical conflict with one another. It has brought about old and new state-sponsored threats (SSTs), in particular (online) espionage and spreading disinformation, which are instrumentalized by each of these global powers against one another. It altogether puts the national security and economic interests of many more countries at risk. Being heavily dependent on global powers for trade and knowledge building and sharing, small countries seem to be confronted with their powerlessness in the wake of the increasingly threatening multipolar geopolitics. Simultaneously, some of these small countries accommodate important nodes through which international transport and knowledge flow on which global powers, in turn, depend on. In the Netherlands, the port sector (consisting in this study of the Rotterdam and Amsterdam seaports) and the knowledge sector (consisting of several universities, applied universities, and research institutes) form important international nodes for the global transport and knowledge economy. How does the Netherlands position and secure itself through raising awareness of SSTs coming from the global powers it depends on? Based on a study of SST awareness in Dutch ports and higher education, this contribution delivers a possible answer to that question.

Investigating Long-Term Technological Competitiveness: Originality, Generality, and Longevity

The evaluation and international comparison of technological competitiveness has received considerable attention from policymakers over the past decades. Technological competitiveness has been considered a desired outcome of technological innovation, which has become pivotal for a country's economic growth in this era of a global knowledge economy. Government efforts have increasingly shifted toward a long-term perspective of building a solid foundation for continually generating value from technological innovations. This suggests that progress comes in waves, each originating from a major breakthrough or generating potential wide applications. However, little is known regarding the long-term effects of research and development (R&D) on technological competitiveness at the aggregation levels of industries and countries. This article aims to provide an advanced understanding of the term technological competitiveness to enhance its usefulness for the evaluation of country and industry performance and for policy conclusions. This article attempts to propose revised originality, generality, and newly proposed longevity indicators at industry and country levels to evaluate long-term technological competitiveness. Regarding the long-term evaluation of technological competitiveness, this article argues that the originality, generality, and longevity of R&D are features of technological progress that are vital for triggering innovation, and they are becoming increasingly crucial for long-term competitiveness.

Teachers' Perceptions and Readiness for Digital Transformation in Education: Empirical Evidence from Vietnam, a Developing Nation

For countries to remain competitive in the global knowledge economy, digital transformation of education is becoming increasingly important. As a developing nation, Vietnam recognizes this importance and is adopting policies to integrate digital technology into its education system. This study investigates how teachers in Vietnam are prepared for digital transformation in education using the Unified Theory of Acceptance and Use of Technology. An online survey involved 403 teachers across 22 Vietnamese provinces. Its purpose was to understand their readiness and perspectives on digital tech integration in education. The collected data underwent descriptive and inferential statistical analyses. The findings revealed that teachers in Vietnam demonstrated a moderate degree of readiness to integrate digital transformation into their teaching practices, along with a moderate level of acceptance of its implementation (mean = 3.67 and 3.65, respectively). The survey indicated teachers' positive views on digital education transformation (average rating: 3.28) and its user-friendliness (average rating: 3.42). Preparedness, usefulness perception, and ease of use affected 86.1% of teachers' digital transformation acceptance. As a result, it is possible to assume that Vietnamese teachers intend to implement digital transformation in their teaching. Based on the data gathered, the study concludes that targeted interventions and support are critical to assisting Vietnamese teachers in overcoming the challenges of digital transformation in education. Possible interventions encompass better tech access, enhanced training, fostering innovation in classrooms, and professional development. The study's insights can shape education policies and practices, and enrich literature on digital transformation in developing nations

Fairness and Support for Populist Parties

On the premise that issues of fairness are important to voting behavior but often unrecognized, we explore how feelings of unfairness increase support for populist parties. We distinguish personal unfairness, the view that one’s own economic situation is unfair, from social unfairness, the view that the economic situation of others in society is unfair. Based on findings in psychology, we argue that uncertainties associated with the transition to a globalized knowledge economy heighten people’s feelings of personal unfairness and find empirical support for that contention. We develop arguments about why feelings of personal unfairness should increase support for the populist right and feelings about social unfairness should increase support for the populist left and find empirical support for them. Our results contribute to explanations for why people vote for the populist right rather than the left and underline the roles that uncertainty and issues of fairness play in electoral politics.

The Contributions of Asia-Located Sport Sociologists and Historians to the Global Economy of Knowledge: A Scoping Review

The Contributions of Asia-Located Sport Sociologists and Historians to the Global Economy of Knowledge: A Scoping Review

Implications of Working from Home for the Design of Healthy Work Environments in the Post-Pandemic City

Remote work in cities is growing in popularity, fuelled by ongoing technological advances, the globalized knowledge economy, changing lifestyle preferences, the need to empower individuals, and – more recently – the eff ects of COVID-19. Social distancing measures introduced during the pandemic have inadvertently shown that a substantial proportion of work can be done from home or from third spaces such as co-working spaces. This paper off ers a critical appraisal of the implications of this trend for neighbourhood planning and workplace design. The appraisal is in three parts. First, to set the scene, we review recent scholarship on changing work practices in the post-pandemic city. Second, we offer a summative account based on empirical data from a survey conducted by the City of Gold Coast in Australia. This survey explored the spatial distribution of remote, nomadic, and home-based workers in cities in order to discover certain socio-economic, design and built environment features that relate to this distribution. This illustrates the impact that an uptake of home-based work has for urban planning and community design. Third, we look at some of the working from home implications for career progression and productivity, as well as physical and mental health. Based on perspectives from architectural science, environmental psychology and design, this part of the paper employs human-building interaction design scholarship to argue for the design of healthy work environments – both at home and in neighbourhoods – that increase productivity, reduce sick days, and yield be er health outcomes for the home-based workforce.

To and from the university: employability discourses and narratives of PhD graduates from the social sciences and humanities in Denmark

ABSTRACT For several years, Danish and other European countries have had political objectives for promoting higher education and research. As a result of this, there has been an increased supply of PhD graduates in all disciplines. From a socio-economic point of view, investment in the development of a highly educated work force is considered necessary to ensure competitiveness in the global knowledge economy. It is assumed that PhD graduates are requested outside of academia and that they will contribute to the dissemination of knowledge and skills outside of academia. However, within the social sciences and humanities, most PhD raduates are employed within academia and employment in other branches appears less frequent. This has led to an increased research interest in the strategies and competences of these PhD graduates vis-à-vis the structures of the labour market. The focus tends to be more on individualist perspectives of employability than on structuralist perspectives of social background and knowledge discourses, which constitute the focus of this article. Our focus is on analysing narratives of PhD graduates from the social sciences and humanities as to which career strategies they follow and how they apply competences and refer to knowledge acquired through their PhD. Based on data from universities in Denmark, we have analysed the implications of the policy discourses of employability and transferability and how they result in different knowledge discourses.

At the margins of the international community, but inside global knowledge and policy flows? How cities in Taiwan and Scotland position themselves within intergovernmental rhetoric on nature-based solutions

Nature-based solutions have significant interest as a response to environmental change in cites. There is a burgeoning field of research into how knowledge and expertise travels between cities to enable learning for and deployment of nature-based solutions and other climate and sustainability strategies. Yet, intergovernmental fora and institutions retain a key role in mediating these knowledge and policy flows. This paper evaluates how cities in countries distanced from state-level international platforms engage with global knowledge flows on nature-based solutions for climate adaptation, assessing Glasgow (Scotland) and New Taipei (Taiwan). Analysis of municipal adaptation plans and associated policies shows both Glasgow and New Taipei pro-actively adopt the language and metrics of international policies and strategies when justifying and assessing nature-based solutions, and use nature-based solutions as a means of furthering their aspirations for greater international recognition and engagement. Moreover, localisation of international best practices for nature-based solutions deployment offers an opportunity for cities such as Glasgow and New Taipei to attract global attention and position themselves as centres of expertise – regardless of the status of the country they are located in – in the global knowledge economy of urban nature-based climate adaptation.