This book analyzes the social capital of the growing knowledge economy, from both theoretical and empirical points of view. The theoretical section discusses social capital as an economic concept, developing a theory of the social capital of the enterprise. The empirical section compares aspects of the social capital of three different socio-economic systems: the US, Japan and Sweden. The book discusses a number of issues for further research.

Social capital - the informal networks, trust and common understanding among individuals in an organization - determines major competitive advantages in today's networked economy. Knowledge and Social Capital explains how social capital can drive collaboration, reconcile an organization's internal and external labor markets, and improve organizational effectiveness. This edited compilation of authoritative articles helps readers understand how they can build and capitalize on their own organizations' social capital. Knowledge and Social Capital teaches core principles and important strategies to a range of executives, including organizational development specialists, corporate strategists, and knowledge management professionals. Readers will learn how an organization can:

This text provides upper-level undergraduate students with an international managerial perspective that concisely integrates both market (i.e., industry structure) and nonmarket (i.e., political forces) analysis. Conklin teaches students how to understand the impact of environmental forces on the firm's profitability, how to prioritize both risks and opportunities, how to analyze the relationships among them, and how to recommend firm responses to them to maximize MNE profitability. Key Features Environmental forces and their interrelationships are clearly organized and analyzed under four broad themes: social, technological, economic, and political forces. Each issue is clearly correlated to real management decision-making in chapter introductions, which discuss the strategies and management practices required to respond effectively to various environmental forces. Students learn to assess the changes in environmental forces over time and to ascertain the relative attractiveness of various nations as alternative sites for conducting business. Chapter-opening lists of critical skills and capabilities provide a focus and guide for the material in the chapter, relating theories to practical applications. Chapter-ending case excerpts with discussion questions provide illustrative real-world situations related to issues presented in that chapter and challenge students to come up with their own recommended solutions.

A rigorous, pathbreaking analysis demonstrating that a country's prosperity is directly related in the long run to the skills of its population. In this book Eric Hanushek and Ludger Woessmann make a simple, central claim, developed with rigorous theoretical and empirical support: knowledge is the key to a country's development. Of course, every country acknowledges the importance of developing human capital, but Hanushek and Woessmann argue that message has become distorted, with politicians and researchers concentrating not on valued skills but on proxies for them. The common focus is on school attainment, although time in school provides a very misleading picture of how skills enter into development. Hanushek and Woessmann contend that the cognitive skills of the population—which they term the “knowledge capital” of a nation—are essential to long-run prosperity. Hanushek and Woessmann subject their hypotheses about the relationship between cognitive skills (as consistently measured by international student assessments) and economic growth to a series of tests, including alternate specifications, different subsets of countries, and econometric analysis of causal interpretations. They find that their main results are remarkably robust, and equally applicable to developing and developed countries. They demonstrate, for example, that the “Latin American growth puzzle” and the “East Asian miracle” can be explained by these regions' knowledge capital. Turning to the policy implications of their argument, they call for an education system that develops effective accountability, promotes choice and competition, and provides direct rewards for good performance.

This work details various methods of gauging social capital and provides illustrative case studies from Mali and India. It also offers a measuring instrument, the Social Capital Assessment Tool, that combines quantitative and qualitative approaches.

This book contains a number of papers presented at a workshop organised by the World Bank in 1997 on the theme of 'Social Capital: Integrating the Economist's and the Sociologist's Perspectives'. The concept of 'social capital' is considered through a number of theoretical and empirical studies which discuss its analytical foundations, as well as institutional and statistical analyses of the concept. It includes the classic 1987 article by the late James Coleman, 'Social Capital in the Creation of Human Capital', which formed the basis for the development of social capital as an organising concept in the social sciences.

This book explains why it is possible, in terms of economic theory, and feasible, from the perspective of accounting practices, to implement new human capital information and decision-making systems.

This work presents an introduction to the concept of social capital - a term which refers to the social networks, informal structures and norms that facilitate individual and collective action.

This volume provides a collection of critical new perspectives on social capital theory by examining how social values, power relationships, and social identity interact with social capital. This book seeks to extend this theory into what have been largely under-investigated domains, and, at the same time, address long-standing, classic questions in the literature concerning the forms, determinants, and consequences of social capital. Social capital can be understood in terms of social norms and networks. It manifests itself in patterns of trust, reciprocity, and cooperation. The authors argue that the degree to which and the different ways in which people exhibit these distinctively social behaviours depend on how norms and networks elicit their values, reflect power relationships, and draw on their social identities. This volume accordingly adopts a variety of different concepts and measures that incorporate the variety of contextually-specific factors that operate on social capital formation. In addition, it adopts an interdisciplinary outlook that combines a wide range of social science disciplines and methods of social research. Our objective is to challenge standard rationality theory explanations of norms and networks which overlook the role of values, power, and identity. This volume appeals to researchers and students in multiple social sciences, including economics, sociology, political science, social psychology, history, public policy, and international relations, that employ social capital concepts and methods in their research. It can be seen as a set of new extensions of social capital theory in connection with its themes of social values, power, and identity that would advance the scholarly literature on social norms and networks and their impact on social change and public welfare.

This book presents perspectives on the knowledge creation metaphor of learning, and elaborates the trialogical approach to learning. The knowledge creation metaphor differs from both the acquisition and the participation metaphors. In a nutshell trialogical approaches seek to engage learners in joint work with shared objects and artefacts mediated by collaboration technology. The theoretical underpinnings stem from different origins, including Bereiter and Scardamalia’s theory on knowledge building and Engeström’s activity theory. The authors in this collection introduce key concepts and techniques, explain tools designed and developed to support knowledge creation, and report results from case studies in specific contexts. The book chapters integrate theoretical, methodological, empirical and technological research, to elaborate the empirical findings and to explain the design of the knowledge creation tools. The target audiences for this book are researchers, teachers and Human Resource developers interested in new perspectives on collaborative learning, technology-mediated knowledge creation, and applications of this in their own settings, for higher education, teacher training and workplace learning. The book is the result of joint efforts from many contributors who took part in the Knowledge-practices Laboratory (KP-Lab) project (2006-2011) supported by EU FP6.