The EU bookshop has a number of interesting research articles relevant to learning and knowledge. Here are some details with the download link.
183 social research articles: http://bookshop.europa.eu/is-bin/INTERSHOP.enfinity/WFS/EU-Bookshop-Site/en_GB/-/EUR/ViewStandardCatalog-Browse?CatalogCategoryID=O1oKABstRQYAAAEj1JEY4e5L&SearchParameter=%26%40QueryTerm%3D*%26ThemesAssignments%3DO1oKABstRQYAAAEj1JEY4e5L%26%40Sort.LatestYear%3D1%26%40Page%3D1&PageSize=183&SortingAttribute=PubYear_DESC&ShowAll=true
The concept of knowledge for a knowledge-based society
From knowledge to learning
With the emergence of the so-called knowledge economy, knowledge has become one of the most fashionable terms in the political and managerial sphere. The present paper presents different views on knowledge, focusing mainly on the literature derived from management studies. The main focus is on knowledge management approaches, since this field of study has been very much involved in relating knowledge to managerial practices. Three main approaches to epistemology are proposed in a broad sense: innatist/introspection, empiricism/behaviourism and critical philosophy/constructivism. Special emphasis is placed on constructivism since it is argued that it is the predominant view nowadays. Afterwards, knowledge is conceptualized from a managerial perspective. More specifically, the paper differentiates between several knowledge-related terms, such as data, information or expertise. The distinction between tacit and explicit knowledge is also addressed. The paper finalizes summarizing main characteristics of knowledge and its relationship with learning.
Why are managers happier than workers?
This paper studies the determinants of differences in self reported job satisfaction across occupations using data from the 2006/2007 European Social Survey (18 countries). When the effect of other variables is not accounted for, being a Manager yields a "satisfaction bonus" two times as big as the one provided by Workers positions. This substantial satisfaction gap between those holding Managerial positions and Workers practically disappears when we control for individual, household and work related variables. Even though the differences across occupations are reduced, all occupations bring about more job satisfaction than manual and service positions. All results hold when using the European Working Conditions Survey data set. In addition, the results are robust to the use of job satisfaction as a categorical variable and to a variation of the model specification that takes into account the potential endogeneity of the occupational choice.
Creating knowledge and jobs : insights from European research in socio-economic sciences
Innovation is a key component of the Europe 2020 strategy. The theme Socio-economic Sciences and Humanities (SSH) of the Seventh Research Framework Programme (FP7) supports several initiatives dealing with a better understanding of the knowledge-based economy. This publication addresses in particular the issues of intangible investments, the role of finance to push innovation, the importance of entrepreneurship, the dynamics of institutions and markets, regional economic growth, social innovation, social entrepreneurs, the service economy, the internationalisation of firms and the globalisation of knowledge, global innovation networks and the R&D and innovation perspectives.
A sound measure for lifelong learning in the EU
The European Lifelong Learning Indicators (ELLI) project is an initiative led by the Bertelsmann Foundation, and one of its aims is to develop, test and pilot a new aggregate measure, the ELLI-Index, for country-level assessment of lifelong learning in the EU Member States. The conceptual framework for the ELLI-Index is loosely based on the UNESCO’s International Commission on Education for the Twenty-first Century and the four major dimensions of learning identified: (a) Learning to Know (includes acquisition of knowledge and mastery of learning tools such as concentration, memory and analysis), (b) Learning to Do (concerns occupational, hands-on and practical skills), (c) Learning to Live Together (concerns learning that strengthens cooperation and social cohesion), and (d) Learning to Be (includes the fulfilment of a person, as an individual/member of a family/citizen).
Learning spaces in Europe in 2020: an imagining exercise on the future of learning
This report uses a rigorous imagining approach to develop an alternative way of organizing learning in Europe whereby the traditional school system no longer plays a significant role. This study shows that, on the basis of phenomena already present in Europe today, it is possible to invent a discontinuous model of how people learn and how what they learn is used in everyday life. At the core of this model is a carefully elaborated idea of learning spaces that encompass new ways of ensuring that people have the capacity to control, direct, share and deepen their knowledge throughout their lives. These multi-dimensional learning spaces are imagined as operating in a systemically different economic and social context. One where non-technocratic, non-hierarchical learning is central to the production of local well-being and community based identity. “School’s Over” is meant to challenge both the functional and organizational assumptions that currently dominate, often implicitly, the choices being made today.
An empirical analysis of the creation, use and adoption of social computing applications
IPTS exploratory research on the socio-economic impact of social computing
Over the last few years, the take-up of social computing applications has been impressive. These digital applications are defined as those that enable interaction, collaboration and sharing between users. They include applications for blogging, podcasting, collaborative content (e.g. Wikipedia), social networking e.g. MySpace, Facebook, multimedia sharing (e.g. Flickr, YouTube), social tagging (e.g. Deli.cio.us) and social gaming (e.g. Second Life). The importance of social computing has been acknowledged by European policy makers. It is considered to be a potentially disruptive Information Society development, in which users play an increasingly influential role in the way products and services are shaped and used. This may have important social and economic impacts on all aspects of society. There is, however, little scientific evidence on the take-up and impact of social computing applications. The objective of this report is to provide a systematic empirical assessment of the creation, use and adoption of specific social computing application areas: blogging, podcasting, collaborative content, social networking multimedia sharing, social tagging and social gaming. In addition, the report offers a definition of social computing in order to clarify what is meant, in the face of many different angles, and points to the new area of mobile social computing. The dynamics of user participation in social computing are also discussed. Finally, extensive empirical data is presented in the Annex to this report. Research into social computing presents numerous challenges. Social computing is a moving target, with rapidly evolving technologies, markets and user behaviours, all of which have emerged and developed over just a few years. The measurement issue is a crucial, in particular in the context of policy implications. While the report attempts to make a critical analysis of best publicly-available data and statistical sources on social computing, which may increase the validity of the finding, there is a strong need for better, systematic measurements and internationally comparable data.
Other interesting scientific centers:
HERA – Humanities in the European Research Area – is a partnership between 21 Humanities Research Councils across Europe and the European Science Foundation (ESF), with the objective of firmly establishing the humanities in the European Research Area and in the European Commission Framework Programmes.
The ESF represents all scientific fields. To promote high quality science at a European level we manage this wide ranging portfolio of activities under 11 disciplinary headings (five standing committees and six expert boards and committees):