How has Japan become a major economic power, a world leader in the automotive and electronics industries? What is the secret of their success? The consensus has been that, though the Japanese are not particularly innovative, they are exceptionally skilful at imitation, at improving products that already exist. But now two leading Japanese business experts, Ikujiro Nonaka and Hiro Takeuchi, turn this conventional wisdom on its head: Japanese firms are successful, they contend, precisely because they are innovative, because they create new knowledge and use it to produce successful products and technologies. Examining case studies drawn from such firms as Honda, Canon, Matsushita, NEC, 3M, GE, and the U.S. Marines, this book reveals how Japanese companies translate tacit to explicit knowledge and use it to produce new processes, products, and services.

The knowledge-creating company : how Japanese companies create the dynamics of innovation

How to Do Things With Words

https://link.springer.com/content/pdf/10.2307%2F3343168.pdf

Development as Freedom

We may not be able to make you love reading, but archaeology of knowledge will lead you to love reading starting from now. Book is the window to open the new world. The world that you want is in the better stage and level. World will always guide you to even the prestige stage of the life. You know, this is some of how reading will give you the kindness. In this case, more books you read more knowledge you know, but it can mean also the bore is full.

The archaeology of knowledge

The author systematically examines one of the important issues of information — establishing the market price. He introduces the concept of «search» — where a buyer wanting to get a better price, is forced to question sellers. The article deals with various aspects of finding the necessary information.

Economics of Information

The ascendancy of neoliberalism and the associated discourses of ‘new public management’, during the 1980s and 1990s has produced a fundamental shift in the way universities and other institutions of higher education have defined and justified their institutional existence. The traditional professional culture of open intellectual enquiry and debate has been replaced with a institutional stress on performativity, as evidenced by the emergence of an emphasis on measured outputs: on strategic planning, performance indicators, quality assurance measures and academic audits. This paper traces the links between neoliberalism and globalization on the one hand, and neoliberalism and the knowledge economy on the other. It maintains that in a global neoliberal environment, the role of higher education for the economy is seen by governments as having greater importance to the extent that higher education has become the new star ship in the policy fleet for governments around the world. Universities are seen as a key driver in the knowledge economy and as a consequence higher education institutions have been encouraged to develop links with industry and business in a series of new venture partnerships. The recognition of economic importance of higher education and the necessity for economic viability has seen initiatives to promote greater entrepreneurial skills as well as the development of new performative measures to enhance output and to establish and achieve targets. This paper attempts to document these trends at the level of both political philosophy and economic theory.

Neoliberalism, higher education and the knowledge economy: from the free market to knowledge capitalism

Reading Education Policy in the Global Era The Post-Structuralism of Foucault Critical Policy Analysis A Foucauldian Approach Policy as Text and Policy as Discourse A Framework for Analysis Classical Liberalism Social Democratic Liberalism The Ascendancy of Neo-Liberalism Neo-Liberal Theories of Institutional Restructuring Markets, Professionalism, Trust Discourses of Choice, Inequality and Social Diversity Democracy, Citizenship and the 'Thin' Community Globalization, Democracy and Education

Education Policy: Globalization, Citizenship and Democracy

This paper argues that Foucault’s conception of governmentality provides a powerful tool for understanding learning and education and links the organisation of learning to both politics and economics in developed Western societies. What is offered by Foucault’s conception, I will argue, is a new version of superstructural sociology, which provides a means of understanding how educational and economic practices mutually condition and adapt to each other while avoiding the excesses that plagued Marxist analyses in the later 20th century, which represented such processes as the outcome of a necessary determination. Lifelong learning will be identified as a specifically neoliberal form of state reason in terms of its conception, emergence and development. Although it has manifested a uniformly consistent – albeit not exclusive – concern of serving dominant economic interests, the prospects for moving beyond it depend, I argue, on whether the structures of learning created can be harnessed for other ends; that...

http://core.ac.uk/download/pdf/9050879.pdf

Understanding the mechanisms of neoliberal control: lifelong learning, flexibility and knowledge capitalism

Preface Introduction Section I: The Modified Realism of Michel Foucault Foucault's Methods Power and the Self Section II: Considering Foucault as Historical Materialist Foucault's Different Faces Foucault and Marxism Relativism Foucault and Gramsci: Is There a Basis for Convergence? Section III: Foucault and the Tasks of Education Foucault and Critical Theory Educating the Self Foucault's Influence in Educational Research Autonomy, History, Ethics, and Materialism Bibliography

Michel Foucault: Materialism and Education

This book collects studies with a ‘critical education policy orientation’, and presents itself as a handbook of matters of public concern. The term ‘critical’ does not refer to the adoption of a particular theoretical framework or methodology, but rather it refers to a very specific ethos or way of relating to the present and the belief that the future should not be the repetition of the past. This implies a concern about what is happening in our societies today and what could or should be happening in the future. As a consequence, the contributors to the book rely on a general notion of public policy that takes on board processes, practices, and discourses at a variety of levels, in diverse governmental and non-governmental contexts, and considers the relation of policy to power, to politics and to social regulation. Following the detailed introduction that aims at picturing the landscape of studies with a ‘critical education policy orientation’, the book presents re-readings of six policy challenges; globalization, knowledge society, lifelong learning, equality/democracy/social inclusion, accountability/control/efficiency and teacher professionalism. It seeks to contextualise these in relation to issues of current global concern at the start of the 21st century. Despite the diversity of approaches, this collection of critical education policy studies shares a concern with what could be called ‘the public, and its education,’ and represents a snapshot of education policy research at a particular time.

Mark Olssen

Papers

Neoliberalism, higher education and the knowledge economy: from the free market to knowledge capitalism

Education Policy: Globalization, Citizenship and Democracy

Understanding the mechanisms of neoliberal control: lifelong learning, flexibility and knowledge capitalism

Michel Foucault: Materialism and Education

Re-Reading Education Policies: A Handbook Studying the Policy Agenda of the 21st Century