Can knowledge management save regional development?

Australia needs to create innovative regions to sustain economic prosperity and regional development. In order to do this, regions will need to systematically address their knowledge needs and identify tools that are appropriate in maximising their effectiveness. Many initiatives have focused on information and communication technology (ICT) to enable knowledge exchange and stimulate knowledge generation, but active knowledge management (KM) strategies are required if ICTs are to be used effectively. These strategies must respond to the regional economic and social environments which incorporate small and medium enterprises (SMEs). This paper outlines the importance of KM for supporting regional cluster development and the key ways in which communities of practice (CoPs), a KM technique, have been used to add value in similar contexts. How CoPs and their online counterpart, virtual communities of practice (VCoPs), can be used and developed in regional areas of Australia is considered along with a program for further research.<br /

Brokering Community–campus Partnerships: An Analytical Framework

Academic institutions and community-based organizations have increasingly recognized the value of working together to meet their different objectives and address common societal needs. In an effort to support the development and maintenance of these partnerships, a diversity of brokering initiatives has emerged. We describe these brokering initiatives broadly as coordinating mechanisms that act as an intermediary with an aim to develop collaborative and sustainable partnerships that provide mutual benefit. A broker can be an individual or an organization that helps connect and support relationships and share knowledge. To date, there has been little scholarly discussion or analysis of the various elements of these initiatives that contribute to successful community–campus partnerships. In an effort to better understand where these features may align and diverge, we reviewed a sample of community–campus brokering initiatives across North America and the United Kingdom to consider their different roles and activities. From this review, we developed a framework to delineate characteristics of different brokering initiatives to better understand their contributions to successful partnerships. The framework is divided into two parts. The first examines the different structural allegiances of the brokering initiatives by identifying their affiliation, principle purpose, and who received primary benefits. The second considers the dimensions of brokering activities in respect to their level of engagement, platforms used, scale of activity, and area of focus. The intention of the community campus engagement brokering framework is to provide an analytical tool for academics and community-based practitioners engaged in teaching and research partnerships. When developing a brokering initiative, these categories describing the different structures and dimensions encourage participants to think through the overall goals and objectives of the partnership and adapt the initiative accordingly

Lifelong guidance policy and practice in the EU

A study on lifelong guidance (LLG) policy and practice in the EU focusing on trends, challenges and opportunities. Lifelong guidance aims to provide career development support for individuals of all ages, at all career stages. It includes careers information, advice, counselling, assessment of skills and mentoring

Teacher competence development – a European perspective

This chapter provides an European perspectives on teacher competence development

Community-based mentoring and innovating through Web 2.0

The rise of social software, often termed Web 2.0, has resulted in heightened awareness of the opportunities for creative and innovative approaches to learning that are afforded by network technologies. Social software platforms and social networking technologies have become part of the learning landscape both for those who learn formally within institutions, and for those who learn informally via emergent web-based learning communities. As collaborative online learning becomes a reality, new skills in communication and collaboration are required in order to use new technologies effectively, develop real digital literacy and other 21st century skills

New horizons shaping science, technology and innovation diplomacy: the case of Latin America and the Caribbean and the European Union. EL-CSID Working Paper Issue 2018/20 • August 2018

Europe and the world face a moment of transformation. The global financial crisis wiped out years of economic and social progress, exposed structural weaknesses in world economies and emphasised the importance of the real economies and strong industries. Modernisation and digitalisation of the industrial base together with the promotion of a competitive framework for industry through research, technology and innovation are drivers for recovery. Innovation, and particularly open innovation, is a key factor of global competitiveness. The European Commission (EC) addresses international cooperation policy in a wider framework and adapts to the evolving needs of partner countries at different stages of development (EC, 2018a). Latin America and the Caribbean countries’ (LAC) and the European Union’s (EU) cooperation on science, technology and innovation has a long history based on cultural roots and common concerns. They share a strategic bi-regional partnership, which was launched in 1999 and stepped up significantly in recent years. The two regions co-operate closely at international level across a broad range of issues and maintain an intensive political dialogue at all levels. EU-LAC relationships are moving from a traditional cooperation model towards a learning model, where sharing experiences and learning from innovations appear to be decisive (OECD, 2014). This paper focuses on the challenges that innovation nowadays poses to international relations and diplomacy. It is based on the evidence gained by the research team from participation in several EULAC projects, especially the ELAN Network project coordinated by TECNALIA, the INNOVACT project as well as other projects and activities