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To function and prosper in the learning society, the management of knowledge is becoming a new and crucial challenge for both private company and public organisations. It is increasingly important for companies and organisations to produce, share and use knowledge on a national and global scale. However, there is an urgent need for analysis of the knowledge economy both at the micro- and macroeconomic level in order to understand its characteristics and dynamics, and to identity the most appropriate routes for policy development. Little is known on how sectors and organisations could use knowledge more efficiently and how to benchmark organisations as learning organisations. This book is an ambitious attempt to address these issues through a better understanding of knowledge and learning processes at a sectorial level. It analyses and compares concretely the processes of knowledge productions, dissemination and use in the engineering, the information and communication technology, the health and the education sectors. Governments urgently need better knowledge bases for determining education policy and practice in an increasingly interconnected world. The rate, quality and success in knowledge creation, mediation and application are relatively low in the education sector compared with other sectors. Unlike sector such as medicine and engineering, education has not yet seen continuos and clear improvements due to technical and organisational advances. The book makes a strong plea for strengthening the knowledge management at every level of the educational system

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CONTENTS
Part Ⅰ KNOWLEDGE MANAGEMENT IN THE LEARNING SOCIETY
  Chapter 1. Understanding the Role of Education in the Learning Economy : The Contribution of Economics = 11
    Introduction = 11
    A terminology of knowledge = 12
    An economic perspective on the production, mediation and use of knowledge = 21
    Towards the learning economy and the role of education = 28
    References = 33
  Chapter 2. The Production, Mediation and Use of Knowledge in Different Sectors = 37
    Introduction = 37
    Knowledge in the education sector = 41
    Knowledge in the health sector = 45
    Knowledge in the engineering sector = 50
    Information and communication technologies : a knowledge tool for all sectors = 56
    Knowledge-intensive organisations : a generic concept for all sectors? = 57
    Knowledge processes : a summary comparison across the sectors = 62
    References = 64
  Chapter 3. Lessons for Education : Creating a Learning System = 67
    Introduction = 67
    Developing a commitment to knowledge management = 70
    Expanding the role of practitioners in knowledge management = 71
    Establishing and using networks for knowledge management = 74
    Using ICT to support knowledge management = 77
    Forging new roles and relationships between researchers and practitioners to support better educational R&D = 80
    Devising new forms of professional development for practitioners that reflect and support knowledge management priorities = 83
    Integrating knowledge capital and social capital = 87
    Designing an infrastructure to support knowledge management = 88
    References = 92
  Chapter 4. An Emerging Research Agenda = 97
    Area 1 : Management of knowledge and learning = 98
    Area 2 : Towards new measurements of knowledge and learning = 99
    Area 3 : Policies of innovation in education = 101
    Area 4 : The new challenges for educational R&D systems = 103
    Area 5 : Towards a new research agenda for learning sciences = 104
Part Ⅱ PRODUCTION, MEDIATION AND USE OF KNOWLEDGE : SOME EXAMPLES
  Presentation of Experts' Reports on the Management of Knowledge / by Jean-Michel Saussois[ E' cole Sup e' rieure de Commerce de Paris, France] = 107
    Knowledge management in the learning society = 107
    Renewing the conceptual framework so as to understand the knowledge economy = 108
    Value of sectoral approaches for better understanding the education sector = 110
  Knowledge and Innovation Systems / by Richard R. Nelson[Columbia University, New York City] = 115
    Introduction = 115
    The nature of human know-how = 115
    The nature of technological advance = 118
    Why has achievement been so unbalanced? Some speculations = 120
    Social technologies and the evolution on know-how = 123
    References = 124
  The Learning Economy : Some Implications for the Knowledge Base of Health and Education Systems / by Bengt-Ake Lundvall[Aalborg University, Denmark] = 125
    Introduction = 125
    The learning economy = 126
    The analytical framework = 128
    The critical importance of tacit knowledge = 128
    Two different modes of knowledge creation = 133
    Two development models : Western and Eastern = 134
    A new setting for knowledge production = 135
    Conclusion = 138
    Notes = 139
    References = 140
  Industrial Policy, Competence Blocs and the Role of Science In Economic Development : An Institutional Theory of Industrial Policy / by Gunnar Eliasson[The Royal Institute of Technology(KTH), Stockholm] = 143
    Introduction = 143
    Spillovers, competence blocs and economic selection = 144
    Experimental organisation and growth via competitive selection = 145
    Knowledge creation and diffusion = 146
    The role of academia in science-based Industry = 147
    The role of science parks in economic growth = 148
    Case studies = 149
    Bridges between technological innovation and economic growth = 154
    Conclusion = 156
    Notes = 157
    References = 158
  Industrial Innovation and the Creation and Dissemination of Knowledge : Implications for University-Industry Relationships / by Hans G. Schuetze[Centre for Policy Studies in Higher Education and Training University of British Columbia, Vancouver B.C., Canada] = 161
    Introduction : universities and "technology transfer" = 161
    How do firms innovate? = 163
    How do universities collaborate with industry? = 165
    Conclusion = 171
    Notes = 171
    References = 172
  The Changing Paradigm of Knowledge In Health Care : Implications of Evolutionary Experience In the United States / by Jeffrey C. Bauer[Ph.D., Senior Fellow for Health Policy and Programmes, Center for the New West, Denver, Colorado] = 175
    Introduction = 175
    Evolution in the meaning of knowledge = 175
    Key relationships and mediators in the creation of knowledge = 177
    Special interests and health care knowledge = 179
    Other key determinants of innovation = 180
    Conclusion = 181
    References = 182
  Information, Computerisation and Medical Practice In France at the End of the 20th Century / by Jean de Kervasdou e' [Chair of Health Economics, Conservatoire National des Arts et M e' tiers, France] = 183
    Introduction = 183
    Why the practice of medicine is no longer possible without computerisation = 183
    Why financing bodies : Do health insurance bodies need computerisation? = 185
    Can computerisation contribute to meeting the expectations of the French public and of health professionals with respect to the organisation of the health care system? = 187
    How will the computerisation of physicians' offices modify medical practice? = 188
    From principles to reality = 190
    Notes = 191
    References = 191
  Higher Education Research In Europe / by Maurice Kogan[Centre for the Evaluation of Public Policy and Practice, Brunel University, United Kingdom] = 193
    Introduction = 193
    The status of higher education research = 194
    Why higher education is different = 195
    The impact of policies on higher education research = 196
    Knowledge styles = 197
    Knowledge requirements = 198
    Conditions affecting transmission and use = 202
    Summary and points for HER policy = 204
    Conclusion = 205
    References = 207
  Notes on the Production and Use of Knowledge In the Education Sector / by Martin Carnoy[Professor of Education and Economics, Stanford University, United States] = 211
    Introduction = 211
    Example 1. Rates of return = 211
    Example 2. Production functions in education = 213
    Example 3. Private versus public schooling = 216
    References = 218
  The Production, Mediation and Use of Professional Knowledge Among Teachers and Doctors : A Comparative Analysis / by David H. Hargreaves[School of Education, University of Cambridge, United Kingdom] = 219
    Introduction = 219
    Science and the professional knowledge-base = 219
    The core of the professional knowledge-base = 221
    Professional training and the knowledge-base = 224
    Research, knowledge production and the professional knowledge-base = 226
    Evidence-based practice and the professional knowledge-base = 227
    Evidence-based teaching and teacher-researchers = 229
    Science, art and professional tinkering = 229
    Professional knowledge : from creation to institutionalization = 230
    A generic model of the professional knowledge-base = 233
    Conclusion = 235
    References = 236
  Characterising the Knowledge Base : Available and Missing Indicators / by Dominique Foray[Universit e' Paris-Dauphine, France] = 239
    Introduction = 239
    Problems and review of methods = 239
    Descriptors, essential parameters and indicators for the knowledge base = 243
    Conclusion = 254
    References = 255