A special issue of International Journal of Learning and Intellectual Capital
Knowledge is the main resource for the knowledge society; in other words, the knowledge society is such a society which creates value by knowledge application. In traditional society, the application of knowledge was still at the level of thinking application until the 18th century, when knowledge began to be applied to tools, processes and products, and created the industrial revolution. In the past several decades, with the rapid advances of technology, knowledge in the fields of energy, electronics, information, communications, biotechnology and others has developed largely because of the active input of enterprises, research institutions and universities, and increasingly knowledge is rapidly converted into products with economic value.
Along with the advent of the knowledge-based economy, knowledge and innovation have been the core elements of national competitive power. Education plays an important role in improving individual and/or organisational creativity and innovation power, as well as culture, society and system reform.
The arrival of the era of the knowledge-based economy brings new opportunities to school education, because knowledge will be used creatively, directly, actively, instead of bring applied repeatability. In other words, we are shifting to a period of relying on knowledge from a period when information could be profitable. Knowledge is an actionable asset, and the competitive advantage that other organisations cannot copy and imitate. Knowledge also becomes the schools’ important intangible assets, and the organisational intellectual capital demanded by school organisational development.
Under this environment of the knowledge-based economy, school education and training have to be strengthened with many capabilities, such as professional knowledge and techniques, the application of informative technology, communication skills, teamwork, problem solving, lifelong learning and foreign languages. Therefore, in personnel training, systems should emphasise applied strategy, enforce the cultivation of technicians, use modelled training structures as well as cooperation between industry and school, so as to improve the practical techniques of the students.
This special issue deals with issues revolving around the school innovative management, organisational learning, knowledge management, industry and school cooperation, educational informationisation, etc.
Topics include, but are not limited to, the following:
- Education innovation and management
- Intellectual capital management, organisation learning, knowledge management, knowledge transfer
- Industry-school cooperation
- Human capital and personnel training
- Managing core technology and competence
- Education informationisation
- Education policies and mechanism
- Case study
Contact with Guest Editors: ASAP
Submission of manuscripts: 15 September, 2008
Notification to authors: 30 October, 2008
Final versions due: 15 November 2008