TEORIE VĚDY 1/2005

 

Julita Jabłecka:
University as a Learning Institution                                                                  5

Anna Vitásková, Christopher Silsby:

Context  as  Determinant  for Innovation:

Expanding  the  Applicability  of  Innovation  Theory beyond

the  Techno-Economic  Paradigm                                                           27

Peter Biegelbauer, Erich Griessler, Margit Leuthold:

The  Impact  of  Foreign  Direct  Investment on  the  Knowledge  Base  of

Central  and  Eastern  European  Countries                                           37

Arthur Harkins, Anna Vitásková, Lori Blake Mollberg:

Strategies  for  Innovation  in  Tertiary Education:

Producing  Mode  III  Knowledge &  Personal  Capital                                  69

Adolf Filáček: Science Policy in the Humanities                                               89

Vladimír Danda:EMAS Eco-Management and Audit Scheme                           113

 

The News

    An Award to Ladislav Tondl                                                               125

     In Prague on Innovation Culture                                                                127

 

 
UNIVERSITY AS A LEARNING INSTITUTION

Julita Jabłecka

 

Abstract

At present, the university environment is rapidly changing and rises a bundle of substantial challenges. However, being an organization generating knowledge, is the university indeed a learning institution prone to evolution and self-improvement? Many experts say no to this question and author seeks in her paper to reveal the logic of this answer. In all the components that are crucial for transforming the university into learning organisation – goals, technology and structure – is university still lagging behind. Academics pay less attention to the practical application of knowledge, the competence of the scientists is rather specific than universal. The organisational culture of traditional university is a closed one. In the paper the recommended route from the traditional university to the model of learning organisation is delineated.

 

 

 

 

Context  as  Determinant  for Innovation:

Expanding  the  Applicability  of  Innovation  Theory beyond  the  Techno-Economic  Paradigm

 

Anna Vitásková, Christopher Silsby

 

 

Abstract

The purpose of this paper is to critically examine the manner in which meso-level contexts act as determining factors for innovation. Context defines an additional five types of innovation to be used in conjunction with Foster’s and Kaplan’s three classifications based on Schumpeter's definition of economic innovation: (a) Overt Innovation, in which the engine of change is visible to the established order; (b) Covert Innovation, in which the engine of change is either intentionally or incidentally hidden from the established order; (c) Superficial Innovation, in which the purpose of innovation is unknown; (d) Innovation for “Its Own Sake”, in which the purpose of innovation is groundwork for future change; (e) Meaningful Innovation, which provides clear and imminent change. By using examples from the field of the Arts of these five context-determined types of innovation, we further reexamine the relationship between the agent of change and the existing context.

 

 

The  Impact  of  Foreign  Direct  Investment

on  the  Knowledge  Base  of

Central  and  Eastern  European  Countries

 

Peter Biegelbauer, Erich Griessler, Margit Leuthold

 

 

Abstract

In this paper we analyse the effects of foreign direct investment on the knowledge bases of four Central and East European countries, namely the Czech Republic, Hungary, Slovakia and Slovenia. Amongst other things we concentrate on the inclusion of CEEC firms into national and international production networks. Moreover, we look into human resource development and the effects of changing industrial structures on research institutions.

 

 

 

 

 

 

 

 

 

Strategies  for  Innovation  in  Tertiary Education:

Producing  Mode  III  Knowledge &  Personal  Capital

 

Arthur Harkins, Anna Vitásková, Lori Blake Mollberg

 

 

Abstract

The knowledge-to-innovation path defines an emerging need for tertiary educational and institutional support of innovative knowledge workers in all sectors of modern global workforces. Therefore, strategically oriented tertiary education must alter its mission to include the vigorous production of Mode III knowledge. We assume the a priori relevance of person-focused, Mode III-driven education services for growing economies based on symbolic resources and the requirement for individuals as well as collectives to shape useable knowledge from such resources.

The goal of this paper is to demonstrate how personal capital and social capital can be enhanced by the recognition and development of Mode III knowledge production, or that knowledge driven by the uniqueness of the individual learner. Our approach employs nine sets of framers (i.e., technology, context, process, knowledge, culture/value, role, learning, application, policy/decision) for tertiary education services in support of routine, continuous innovation at the level of the individual.

It is assumed that simple framers can be acquired by ‘ordinary’ individuals practicing implicate professionalism, and that their communication and collaboration with tertiary education can thereby expand.  Our guiding assumptions has been that tacit knowledge is positioned within the individual, and that explicit knowledge emerges as a product of individuals who endeavor to selectively apply their knowledge in the forms of personal and social capital in support of continuous innovation.

 

 
Science Policy in the Humanities

 

Adolf Filáček

 
Abstract

This article deals with selected problems of science policy in the humanities and social sciences. The problems of the Czech research (connected with the transformation changes, production of knowledge, evaluation, financing), and the position of the humanities and social sciences in a constituting European research area in general, are discussed in detail. The project HERA (Humanities in the European Research Area), the solution of which has been supported by the 6th framework programme of the European Union, is described in this context.

 

 

 

EMAS

Eco-Management and Audit Scheme

 

Vladimír Danda

 

Abstract

 

The article discourses about the Environmental Management Systems (EMS), EMAS, or Eco-Management and Audit Schneme. It is framed as introduction into issue of the main information about the system. It summarizes history of EU and describes more detailed structures of EMAS in CR, including utilization  EMAS logo and financial backing for implementation the system.