Technological revolution

Abstract: The retationship between information technology IT and productivity is widely discussed but little understood. Delivered computing power in the U.S. economy has increased by more than two orders of magnitude since 1970 (Figure 1) yet productivity, especially in the service sector, seems to have stagnated (Figure 2). Given the enormous promise of IT to usher in «the biggest technological revolution men have known» [29], disillusionment and even frustration with the technology is increasingly evident in statements like «No, computers do not boost productivity, at least not most of the time» [13]. The increased interest in the «productivity paradox,» as it has become known, has engendered a significant amount of research, but thus far, this has only deepened the mystery

Abstract: From the Publisher: There is a technological revolution taking place in higher education The growth of 'e-learning' is being described as explosive, unprecedented and disruptive E-Learning in the 21st Century provides a framework for understanding the application and characteristics of e-learning in higher education The authors discuss their extensive research from technological, pedagogical and organizational perspectives in order to create practical models and release the full potential of e-learning This in-depth understanding will give direction and guidance to educators who wish to facilitate critical discourse and higher-order learning through the use of electronic technologies in a networked learning context

Abstract: According to Hitt (1998), “we are on the precipice of an epoch,” in the midst of a new economic age, in which twenty-first century organizations are facing a complex competitive landscape driven largely by globalization and the technological revolution. This new age is about an economy where knowledge is a core commodity and the rapid production of knowledge and innovation is critical to organizational survival (Bettis and Hitt, 1995; Boisot, 1998). Consistent with these changes, much discussion is taking place in the management literature regarding challenges facing organizations in a transitioning world (Barkema et al., 2002; Bettis and Hitt, 1995; Child and McGrath, 2001).

Abstract: This work traces the long-term historical relationship between technical change and the behaviour of financial markets. Based on Schumpeter's theories of the clustering of innovations and with illustrations from the past two centuries, it explains why each technological revolution gives rise to a paradigm shift and a "New Economy" and how these "opportunity explosions", focused on specific industries, also lead to the recurrence of financial bubbles and crises. By analyzing the changing relationship between finance capital and production capital during the emergence, diffusion and assimilation of new technologies throughout the global economic system, this book sheds light on some of the puzzling economic phenomena of our times.

Abstract: Executive Overview A new competitive landscape is developing largely based on the technological revolution and increasing globalization. The strategic discontinuities encountered by firms are transforming the nature of competition. To navigate effectively in this new competitive landscape, to build and maintain competitive advantage, requires a new type of organization. Success in the 21st century organization will depend first on building strategic flexibility. To develop strategic flexibility and competitive advantage, requires exercising strategic leadership, building dynamic core competences, focusing and developing human capital, effectively using new manufacturing and information technologies, employing valuable strategies (exploiting global markets and cooperative strategies) and implementing new organization structures and culture (horizontal organization, learning and innovative culture, managing firm as bundles of assets). Thus, the new competitive landscape will require new types of organizatio...