So-called Knowledge Society Research Articles

Las problemáticas comunicacionales de los emprendimientos dinámicos de base tecnológica

El artículo parte de entender que la llamada sociedad del conocimiento se caracteriza por el desarrollo de una serie de cambios globales que ponen al saber como centro neurálgico y estratégico. Esta nueva era, en cuyo marco los emprendimientos exitosos se definen por el crecimiento acelerado que prometen (software factories y emprendimientos dinámicos de base tecnológica y social), pone a prueba al Comunicador y lo enfrenta al desafío de reevaluar y jerarquizar su profesión. A partir de una investigación sobre la temática, que puso énfasis en la realidad uruguaya, se identificaron aristas fundamentales para los comunicadores: liderar un área de Comunicación en una empresa de base tecnológica implica asumir el reto de desarrollar ambientes donde los trabajadores del conocimiento puedan explotar su potencial y cultivar su inteligencia emocional en un encuadre de buenas prácticas comunicacionales. Asimismo, obliga al profesional de la Comunicación a plantear nuevas formas de desarrollar la auditoría comunicativa –incorporando al tiempo como unidad de valor significativo– y a planificar acciones de Comunicación –incorporando las metodologías ágiles al universo conversacional–. El artículo se detiene en estos aspectos teniendo en cuenta que el conocimiento acumulado ubica al Comunicador en un rol activo fundamental dentro de este tipo de organizaciones.

Modelo didáctico para la enseñanza de la metodología de la investigación científica

Hablar de la enseñanza de la metodología de la investigación científica en la formación profesional es hablar de la formación en y para la producción y difusión de conocimiento científico, a través de la investigación científica y la interacción social universitaria. Asumiendo que esta es la misión de la Universidad, desde la denominada sociedad del conocimiento, en Bolivia se nos remite al modelo educativo que se ha propuesto encarar como política estatal denominado Socio Comunitario Productivo (MEC, 2009) 
 Lo dicho no resulta novedoso, puesto que el Sistema de la Universidad Boliviana, en su VIII Congreso Nacional (CEUB, 1995) resuelve asumir el paradigma productivo, como respuesta a una de las mayores preocupaciones de la sociedad con referencia a la calidad de la Educación Superior cual es la producción del conocimiento desde la investigación, manifestando con ello que es su responsabilidad crear las bases de un nuevo poder, que es el conocimiento y la racionalidad científica. Si bien esta resolución empieza a concretarse con la creación de Institutos de Investigación, la inclusión de la asignatura de Metodología de la Investigación en los Planes Curriculares de todas las Carreras y la implementación de modalidades de titulación que impliquen tanto la investigación cuanto la interacción social, no se ha avanzado en la difusión de trabajos de investigación realizados por los estudiantes durante su formación profesional. Esto quiere decir que tampoco se han desarrollado procesos de enseñanza aprendizaje orientados a la formación de competencias para la producción y difusión de conocimiento científico.

Perspectivas de la formación permanente de los docentes de educación superior

La formación permanente de los docentes universitarios se ha convertido en una preocupación latente de las instituciones de educación superior. En pleno siglo XXI, en el que la incursión y constante evolución de la tecnología son innegables, resulta imperioso formular planes de acción para desarrollar las competencias docentes que demanda la era digital. En el presente artículo se abordan varios aspectos relacionados con la formación de los docentes universitarios, tal y como las características de la función mediadora, su relación con el empleo de la tecnología en el aula, las estrategias de enseñanza y de evaluación que emplean, la investigación de su práctica y su papel en la sociedad de la información y el conocimiento. El objetivo es evidenciar la importancia de la formación permanente de los docentes de educación superior, percepción que se obtiene mediante la aplicación de una encuesta a un grupo de docentes, datos recolectados a través del formato entrevista y la información recabada por medio de la revisión de la literatura existente relacionada con la temática planteada.

Curricular innovation in the construction processes of university academics

The processes of innovation faced by educational institutions are a response to the different demands in the political, economic and cultural fields of the so-called knowledge society and the complex reality it is experiencing. It is then that innovation becomes a fundamental element to modify or transform the educational and academic practices that are developed in these institutions and focuses directly on what the different agents do. When speaking of innovations in the university curriculum, it must be recognized that there are multiple elements to be considered in the reforms to which the curriculum is exposed and in the processes of construction of those who implement them in the different spaces of formation. This paper presents a compilation of theories on how to understand innovation, as well as a reflection on the processes of curricular innovation that have been carried out at the Universidad Autónoma de Nayarit.

REDUÇÃO DE CUSTOS NA COMPRA DE MEDICAMENTOS DIRETAMENTE COM A INDÚSTRIA

As organizações tem encontrado nos últimos anos um cenário repleto de desafios crescentes em suas atividades frente a atual complexidade da chamada Sociedade do Conhecimento, necessitando de instrumentos que possibilitem aperfeiçoar seus principais recursos, relacionando estas atividades de forma a gerar inovação de valor para os diversos setores. O presente artigo tem por finalidade exibir e avaliar o resultado da redução de custos na compra dos medicamentos Humira e Synagis direto com a indústria farmacêutica. A Unimed Cascavel iniciou a compra da Humira em 2017, é utilizada para o tratamento de doenças inflamatórias, já a compra do Synagis iniciou em 2018, é destinada à prevenção de doença grave do trato respiratório inferior causada pelo vírus sincicial respiratório (VSR). Seguimos a RDC Nº 44, de 17 de agosto de 2009 que dispõe sobre as boas práticas farmacêuticas para o controle sanitário, da dispensação de produtos e da prestação de serviços, que estão relacionados ao jeito de cuidar Unimed, pois o centro desta atividade é o indivíduo (beneficiário e colaborador). Os resultados obtidos mostram que com a introdução da compra direta, houve uma redução do preço médio de compra da Humira de 23,26% e o Synagis de 5,34%, na soma dos resultados houve uma redução de R$ 48.724,44 no primeiro trimestre de 2019. O projeto padronizou o modelo de compra direta, e pode ser aplicado em outras co-irmãs, trazendo redução de custos financeiros e impactos sobre diversos públicos de maneira efetiva e consistente.

Capacidades y oportunidades como anverso y reverso del desarrollo: ¿qué debe o puede hacer la educación al respecto? Tres experiencias para explorar algunas pistas

This article looks in depth at different dimensions linked to the generalization of upper secondary education in Uruguay. Although the current perspective of graduation from this level does not match the proposed normative horizon, it is located in the broadest crossroads of foundational mandates and organizational formats under review, on the one hand, and social demands that are part of the new cultural and productive dynamics associated with the so-called knowledge society, on the other. Reviewing this notion involves rethinking what and what knowledge is relevant, but also challenges other spheres of social life that transcend formal education systems. To visualize this, three recent experiences in Uruguay are proposed. In this way, it will be possible to follow paths of a development that is shaped as such to the extent that it articulates capabilities and opportunities, enabling a future based on social integration.

Ética e regulação da pesquisa nas Ciências Sociais na sociedade do consentimento

Este artigo se baseia no argumento de que a sociedade contemporânea poderia ser chamada de “a sociedade do consentimento”. A necessidade de proteção dos direitos fundamentais na chamada sociedade do conhecimento tem levado a que o dia a dia dos cidadãos passe a contemplar crescentemente práticas de anuência conscientes e livres. Essa lógica se estende do mundo do consumo ao universo do uso de aplicativos para dispositivos móveis, passando, inevitavelmente, pela pesquisa. Partindo da realidade europeia e de algumas especificidades relativas a Portugal, abordam-se os desafios que se colocam, no atual contexto, às Ciências Sociais no domínio da ética e da regulação da pesquisa. Considerando o dossiê em que este artigo se inclui, procurou-se manter um diálogo com a resolução sobre as normas aplicáveis a pesquisas em Ciências Humanas e Sociais (Resolução nº 510, de 7 de abril de 2016).

Kunskapssamhällets excellenssatsningar – Försök och tystnader i tysk och svensk utbildningsvetenskap

Although different forms of excellence initiatives have become a part of the Swedish educational landscape, educational research on this trend is rare in Sweden. The present article examines this silence by contrasting it against educational elite research from Germany. Departing from Michel Foucault's concept of critique I examine the knowledge and unspoken truths that these research fields are based on and identify some of their omissions. While excellence initiatives are conceptualized as forms of segregation in the Swedish example, the German example examines excellence as the result of selection processes. In both cases excellence initiatives are problematized as an effect of the so-called knowledge society, but in two different ways. The Swedish example criticizes a social climate in which knowledge has become a competitive factor, displacing the idea of A School for All. The German example questions whether knowledge really determines success in the ”knowledgebased” society and emphasizes meritocracy as a goal that remains to be fulfilled. The purpose of this article is not to highlight one of these examples as more appropriate as every presentation of a superior position would entail new categorical boundaries. The critique presented here is limited to revealing two ways of researching excellence initiatives.

Information and Communication Technology Inside Out: From Hype to Literacy

Information and communication technology (ICT) has become the great technological fix of our time and not the least in the education system. There seems to be no end to the hype of ICT and the accompanying promises that education will be revolutionized—“smart” pupils will be made and the so-called knowledge society propelled. This master narrative has many co-authors, some of whom have the best intentions and realize the big challenge of educating the world population. In response to the two insightful reviews of my article, I want to question this master narrative further and in doing so make clear where I agree and disagree with the reviewers.

The Idea of Bildung in the Current Educational Discourse: A Response to Irene Heidt

Author(s): Hu, Adelheid | Abstract: It is surprising that there is a young academic in 2015 working intensively on the German philosopher and linguist Wilhelm von Humboldt (1767-1835) and his concept of Bildung. In times where – as the author states herself – educational systems globally tend to follow neoliberal principles and where the visibility, commodification, and instrumentalization of knowledge produce a “culture of performativity” (Masschelein a Simons, 2006, p. 19) within a so-called knowledge society, Humboldt’s ideas about Bildung seem very far away from the current mainstream thinking and policy making. But maybe it is just because of this current dominance of neoliberalism in education that it is worth remembering a philosopher and linguist who developed a neo-humanistic concept of Bildung which emphasizes a process of holistic growth, self-realization of the individual as an entirety, freedom, and self-understanding as well as a sense of social responsibility, and which puts the development of the individual’s unique potential and self at the center of educational processes. In her paper the author not only analyses Humboldt’s philosophical concept of Bildung itself but traces the process of its institutionalization in which Humboldt himself, having become a Secretary of Education under Frederick III, was actively involved. Heidt analyses how the concept of Bildung lost the impetus of freedom and autonomous agency and became an instrument for selection and an agent for social and cultural reproduction, discipline, and control. Today’s concept of Bildung is very much – according to Heidt – influenced by neoliberal thinking and so much altered as to become hardly recognizable. For Heidt, Bildung – similar to Humboldt’s concept but at the same time radically transformed – can only be found outside of educational institutions, e.g., in social networks or street art in cosmopolitan big cities. Bildung, according to the author’s main hypothesis, paradoxically no longer takes place in globally stratified educational institutions, but in a kind of alternative counter world and very much through the medium of language.

WELL-INFORMED IGNORANCE

In a so-called knowledge society, whenever we have to choose, decide, anticipate, or entrust a task, the range of options available tends to be so large that we cannot be satisfied that no relevant possibilities have been overlooked. Both individuals and societies as a whole are compelled to manage this explosion of opportunities in its myriad forms, which is why the astute management of the excess of options occupies the majority of their time. Our most important act is the organization of uncertainty. Given the lack of proportion between our limited knowledge and the problems we need to confront, what we celebrate as a “knowledge society” is also a society of ignorance. This essay, published as a guest column, concludes that, in the coming years, the principal controversies we will face will involve questions about what we know, about what we do not know, and about the incompleteness of the knowledge on which we must base collective decisions.

Las Competencias Digitales en la Formación Docente.

Actualmente podríamos decir que en el ámbito educativo internacional, nacional y local, es la "moda" y al mismo tiempo una necesidad hablar de competencias docente, competencias digitales, el trabajo por proyectos, aprender a aprender en las escuelas de todos los niveles; como lo es en este caso el de secundaria, pues nuestros jóvenes estudiantes pertenecen a una nueva era del siglo XXI; que se desarrolla en la llamada sociedad del conocimiento y de la información y los docentes debemos en este caso presentar innovaciones de este tipo y poder así ser un real facilitador de aprendizajes en este mundo que evoluciona con una rapidez vertiginosa.

Divulgar ciencia: compromiso social del investigador

Frente al reto que representa la denominada sociedad del conocimiento, la alfabetización ciudadana y el desarrollo de comunidades de diálogo y aprendizaje se muestran como tareas imprescindibles. En este sentido, el nuevo quehacer del investigador científico le exige prestar mayor atención a las labores de divulgación y difusión de la ciencia, las cuales generalmente son soslayadas por considerar que se trata de actividades secundarias. De esta manera, el investigador parece ignorar que la habilidad de divulgar demuestra el grado de cultura científica que posee como experto, mientras que la habilidad de difundir evidencia su dominio de conocimientos, propios de su campo disciplinar. Reunir ambas destrezas hablaría de un alfabeta científico verdadero, competente en su quehacer científico, motivo por el cual es necesario revisar el sentido y la orientación que estas actividades sustantivas deben seguir, a fin de alcanzar el objetivo social planteado.

The Changing Landscape of Higher Education: An Analysis of Bologna Policy and Ireland's Engagement with the Process

In 1999 the Irish state agreed to participate voluntarily in an international policy process, more commonly known as Bologna. The process aimed to reform higher education in a ten-year period, and to establish the European Higher Education Area. Policy implementation in Bologna was facilitated through the open method of co-ordination. This mode of governance sidestepped many of the cumbersome hard law and treaty-based issues normally associated with the European Union. This article considers how Bologna utilised the open method of co-ordination, by examining the policy instruments used to facilitate lesson drawing and the sharing of best practice. The paper categorises Bologna instruments as mainly suasive, and examines policy convergence with respect to one policy instrument and one element of policy content. Ireland is identified internationally as having played a pivotal role in the development of qualification frameworks within Bologna. Qualification frameworks based on learning outcomes provided a means to progress quality and recognition action lines with Bologna. The paper moves from the supra-national policy environment to consider the national implementation of the Irish National Framework for Qualifications. This analysis reveals institutional and sectoral level issues concerning Irish universities, which are associated with policy implementation and the adoption of the learning outcomes paradigm. The paper concludes by considering challenges for the co-ordination and implementation of this policy instrument at the supra-national level and ultimately the establishment of the European Higher Education Area based on the Irish universities' experience. Author's e-mail: mairead.nicgiollamhichil@dcu.ie Irish Studies in International Affairs , Vol. 24 (2013), 331-345. doi: 10.33 18/ISIA.201 3.24. 18 This content downloaded from 207.46.13.124 on Wed, 22 Jun 2016 05:13:16 UTC All use subject to http://about.jstor.org/terms 332 Irish Studies in International Affairs INTRODUCTION AND BACKGROUND TO BOLOGNA The Bologna process has been described as a mechanism that enabled policy convergence through transnational problem solving.1 This paper supports this contention and considers that the problem to be solved can be described as the reform of higher education to realise and facilitate the so-called knowledge society. Mary Henkel argues that the 'changing conceptions of knowledge' have led governments and their publics to expand and to adapt their higher-education systems.2 Theoretical knowledge is seen by Daniel Bell as a fundamental characteristic of innovation a cornerstone of the knowledge society: And the university, research organizations and intellectual institutions, where theoretical knowledge is codified and enriched, become the axial structures of the emergent society.3 Scientific knowledge has become an increasingly productive force in society in the twentieth century allowing for the continued development, manipulation and control of social constructs.4 Globalisation is a key factor driving the knowledge society and economy.5 Berit Askling, Mary Henkel and Barbara Kehm assert that the implicit knowledge and skills previously 'inseparable from the human actor' have become progressively explicit, codified and available to all through education.6 Ivar Bleiklie describes this interpretation of knowledge as an outcome as opposed to a procedure.7 Education is seen as a tool to develop human resources first, for the ultimate benefit of society and second, to meet the demands of the marketplace.8 Thomas Davenport and Lawrence Prusak outline succinctly the prevailing paradigm: People search for knowledge because they expect it to help them succeed... Knowledge is the most sought-after remedy to uncertainty. . .When we supply knowledge we expect to benefit too.9 Higher education had been tasked to play a central role to realise the benefits of

Higher education gone global: Introduction to the special issue

In order to prosper as a so-called knowledge society in a global economy, countries worldwide are increasingly emphasising the need to internationalise their higher education institutions and attract the best and brightest students and staff from abroad. This article explores the shifting rationales for internationalisation and how today, based on novel forms of comparability and exchange, a new and highly stratified arena for higher education is developing. By focusing on the conferences and fairs where actors negotiate and position higher education on various scales, not least a global one, the article introduces the core themes of this special issue and presents one possible context for the following articles.

Twenty Years After the Death of the Book: Literature, the Humanities, and the Knowledge Economy

Twenty Years After the Death of the Book:Literature, the Humanities, and the Knowledge Economy Allison Muri (bio) The Death of the Book Twenty years ago, the book was figuratively laid to rest by artist Dennis Ashbaugh, author William Gibson, and publisher Kevin Begos, Jr. An art book wrapped in a shroud of cheesecloth and placed in a clam-shelled slate-grey case, deliberately distressed, seemingly time-scarred and battered, Agrippa (a book of the dead) (1992) evokes a disinterred coffin. Those who encounter the physical object must exhume the book's corpse to read it. Inside the book are traces of texts and images, illegible and faded inscriptions, and, embedded in a niche in the middle, a 3.5-inch floppy disk containing a self-encrypting poem by Gibson about his father, who died when the author was six. The book and the poem examine the inscription of lived sensory experience, books and bodies, memory and technology, loss and decay, the tenuous provisionality of knowledge and understanding. "Agrippa" refers at once to the name of a particular photograph album sold by Kodak in the 1920s (Agrippa Files, item #d26) and to the second-century Greek philosopher who formulated the Five Modes of skepticism. Gibson could not have known that Kodak would declare bankruptcy in 2012, but already in 1986 the company had been criticized for its complacency while "silver halide photography, the technology that Kodak invented 105 years ago, is slowly being eclipsed by electronic images" (Taylor and Caminiti). [End Page 115] The modes of Agrippa are known today only because they were recorded by Sextus Empiricus, whose Outlines of Pyrrhonism and Against the Mathematicians are the only existing detailed accounts of Greek skepticism. He did not name Agrippa, but Diogenes Laertius ascribed the Five Modes to him in Lives of the Philosophers. At once, then, the title Agrippa indicates the technological obsolescence of various mechanisms humans have used to inscribe and retrieve memory and history, the fragility of those records and the uncertainty of what they tell, and a philosophical skepticism about evidence that questions the possibility of any justified theory of knowledge. The commentary by Gibson, Ashbaugh, and Begos on the nature of books, digital media, and knowledge are well worth revisiting in this issue on the "Future of the Humanities," with the increasing prevalence of digital "books" (including documents, texts, games, social media, and so on) and digital scholarship. Agrippa (a book of the dead) was a reply to increasing speculations on the effects of the book's supposed demise upon the value of literature, the humanities, and knowledge itself with the arrival of networked communications, Bulletin Board Systems (BBSS), Usenet, the establishment of World Wide Web protocols, and graphical user interfaces.1 The "death" of the book coincided with the rise of the so-called knowledge society, and what Agrippa told us at that crucial moment just after the invention of the World Wide Web still speaks to the roles of books and digital works in the discipline of literature and in the humanities in general. The death of the book had been predicted long before Agrippa was published. As early as 1955 Lester Asheim had speculated on it in his introduction to a special issue of The Library Quarterly on "New Problems in Plotting the Future of the Book." Musing on the possibility that the library would not necessarily remain primarily a "book agency" (282), Asheim noted there is nothing eternal and God-given about the format and dimension of the book as we happen now to know it.... Some of the greatest items in our own cultural heritage, which we [End Page 116] now equate with the book, were not intended for book form and were committed to the page by other hands. (283-84) Marshall McLuhan echoed predictions of the book's decline in a 1960 interview by Alan Millar of the CBC: "Just as books and their private point of view are being replaced by the new media," he explained, "so the concepts which underlie our actions, our social life, are changing." Further, "Books are what gave the Renaissance its peculiar stamp. We had to see the world and each other...

LEARNING-BY-MODELING: INSIGHTS FROM AN AGENT-BASED MODEL OF UNIVERSITY–INDUSTRY RELATIONSHIPS

Learning is at the base of the so-called knowledge society. New forms of learning able to more effectively challenge the complex nature of phenomenon surrounding us are increasingly necessary. In this article we argue that learning-by-modeling, through a double-loop learning process, can significantly contribute to the refinement and improvement of our knowledge of complex phenomena. To sustain this argumentation, we make use of the insights provided by an agent-based model of university–industry relationships.

Social economy: a responsible people-oriented economy

The end of the first decade of the 21st century will be remembered, without doubt, for the economic crisis, which, although its origins lie in the financial consequences of the subprime mortgage crisis, quickly took on global dimensions, and has been recognized as one of the greatest economic slumps on a worldwide scale in recent decades. The recession has affected economies to differing degrees of intensity and has taken on particular characteristics according to region and its effects are so great that, for many, it may inexorably lead to a change in the market’s economic model. Economists who are more concerned with the origin of this recession and what sparked it off believe that we may have to resort to substantial changes in the market economy as, for them, the true origin lies in failures in regulation and control mechanisms, combined with a sizeable crisis in values. In this context, the response to the necessary changes in the current economic arena, dominated by an economic model of a global capitalist and necessarily competitive market should not lead to a response that entails an excessive level of interventionism, a path which will surely hinder the return to the all—important trend of economic growth. The common denominator in any perspective that provides a way out of this situation is the development of a new model based on the so-called knowledge society, whose pillars consist of values such as solidarity, sustainability, and truly human development. It is within this context that a phenomenon such as the social economy, a formula that undoubtedly and essentially derives from its own properties, i.e., an emphasis on people rather than capital and an inherent territorial embeddedness, make it a phenomenon of interest to the whole of society. Many existing studies clearly show how forms of social economy, and in particular cooperatives, have been established as firms whose origins lie, on many

Balancing centripetal and centrifugal forces in the entrepreneurial university: a study of 10 research centres in a technical university

In the recent interest for the so-called entrepreneurial university, there is a strong emphasis on academic (i.e. theoretical) knowledge to be used more effectively as a source of innovation and renewal in industry. Drawing on a theoretical framework developed by the literature theorist Mikhail Bakhtin and a study of 10 research centres in a major technical university, this paper suggests that rather than representing something radically new, the entrepreneurial university is a domain wherein traditional academic research interests and industry objectives are continuously negotiated and mutually adjusted. Seen in this view, the entrepreneurial university is what is always in a process of becoming, in flux and change, continuously under the influence of opposing and complementary goals and objectives. Therefore, the entrepreneurial university is not a solid state or an entrenched position but the effect of an attitude towards the role and purpose of the university in the so-called knowledge society.

The Myth of the Multitude, or, Who's Afraid of the Crowd?

Who’s Afraid of the Crowd? Today we speak of multitudes rather than crowds. Or, to be more precise, if we want to suggest that the immanent potentials of a collective are politically progressive we call this collective a multitude, whereas if we want to cast it as regressive we call it a crowd. Crowds, supposedly, belong to the past of the (neo)liberal democracies of the global North. By the same token, they also mark the present of nonor insufficiently liberal polities in the global South. To simplify somewhat, crowds are the dark matter that pull on the liberal subject from its past, whereas multitudes occupy the emergent horizon of a postliberal politics. It is as if, even now, speaking of crowds means speaking of something crude and stupid. So we use qualifiers. In our internet age we hear a lot about the network society with its smart mobs and virtual crowds.1 Decentralized assemblages, the networks of the so-called knowledge society, involve nimble, selforganizing crowds. But the hotheaded savagery of the old, regressive crowd is never far behind, particularly when race or class comes into play. Consider how commentary on Barack Obama’s 2008 presidential campaign bifurcated. Never before, we were told, had the internet so cleverly been used to coordinate a virtual social movement around a political candidate. At the same time, conservative pundits wrinkled their noses at the whiff of the “Third World” that hovered around this “politics of crowds.”2