The key research question for this study was to ask whether or not innovative teaching practices would lead to the development of learning outcomes essential for preparing the younger generation for the challenges of life in the knowledge society of the 21st century, and if so, how are the pedagogical features related to the different learning outcomes. Preliminary analyses of the case study da...

We are not only in a new millennium but also a new era. A variety of terms such as the Post-Industrial Era (Huber, 1990), the Information Age (Shapiro et al, 1999), the Third Wave (Hope et al, 1999) or the Knowledge Society (Drucker, 1999) are being used to describe this epoch. However, whichever term one subscribes to, most are agreed that one of the key defining and unifying themes of this pe...

Being one step ahead of your competitors with incorporation of new knowledge in the products puts focus on the importance of human resources as a significant resource for industrial development. A major competitive parameter in knowledge society is engineering competence, especially in the industry subject to very fast innovation processes. Continuing professional development of engineering sta...

Governments and businesses are becoming ever more interested in the production and capitalisation of knowledge, so much so that the ‘knowledge economy’ is now regarded as the paradigm of economic progress. This has significant implications for teaching and research generally, and for the IS community in particular. This paper provides a brief analysis of general developments in higher education...

This introductory article reviews the main themes relating to the development of new knowledge-based economies. After placing their emergence in historical perspective and proposing a theoretical framework which distinguishes knowledge from information, the authors characterize the specific nature of such economies. They go on to deal with some of the major issues concerning the new skills and ...

They also conjectured that for Jki<feâ£o, pk!(n)Spk2(n) and for ko<h<k2i pki(n)<pk2(n). They verify this conjecture for n^32. Recently Todd published a table of all the pkin) for n^lOO, and it is easy to verify the conjecture for w^glOO. I am unable to prove or disprove this conjecture. They also remark that pk0{n) differs from c-inm i0g n by i e s s than 1 for n^ 32; (2) shows that for large n...

This article starts out from the suggestion that global social policy would benefit from more corporate awareness of the necessity of their responsible involvement. The typical response to such a proposition is that the corporate sector is not interested in charity, but in earning money. This paper suggests that the corporate sector has, in fact, an interest in incorporating more social respons...

The Web is typically used, in educational settings, as a repository of contents to be learned. Within this approach, the Web-searching process tends to be perceived merely as an obstacle on the way to the contents. This paper suggests instead that searching the Web requires information problem solving competences which are in themselves key requisites for literacy in a knowledge society and des...

Given an r × r complex matrix T , if T = U |T | is the polar decomposition of T , then, the Aluthge transform is defined by ∆ (T ) = |T |U |T |. Let ∆n(T ) denote the n-times iterated Aluthge transform of T , i.e. ∆0(T ) = T and ∆n(T ) = ∆(∆n−1(T )), n ∈ N. We prove that the sequence {∆n(T )}n∈N converges for every r × r matrix T . This result was conjecturated by Jung, Ko and Pearcy in 2003. W...

Empirical evidence underlines the importance of ICT-based innovations in education for at least two reasons: They prepare for a future workplace in a knowledge society increasingly dependent on ICT and furthermore, they support student-centred learning processes. However, adoption of ICT in educational organizations in general as well as of specific ICT-based innovations varies broadly across n...