In June 2016, the Norwegian Programme for Capacity Development in Higher Education and Research for Development (Norhed) hosted a conference on the theme of knowledge for development in an attempt to shift the focus of the programme towards its academic content. This book follows up on that event. The conference highlighted the usefulness of presenting the value of Norheds different projects to the world, showing how they improve knowledge and expand access to it through co-operation. A wish for more meta-knowledge was also expressed and this gives rise to the following questions: Is this way of co-operating contributing to the growth of independent post-colonial knowledge production in the South, based on analyses of local data and experiences in ways that are relevant to our shared future? Does the growth of academic independence, as well as greater equality, and the ability to develop theories different to those imposed by the better-off parts of the world, give rise to deeper understandings and better explanations? Does it, at least, spread the ability to translate existing methodologies in ways that add meaning to observations of local context and data, and thus enhance the relevance and influence of the academic profession locally and internationally? This book, in its varied contributions, does not provide definite answers to these questions but it does show that Norhed is a step in the right direction. Norhed is an attempt to fund collaboration within and between higher education institutions. We know that both the uniqueness of this programme, and ideas of how to better utilise the learning and experience emerging from it, call for more elaboration and broader dissemination before we can offer further guidance on how to do things better. This book is a first attempt.

In June 2016, the Norwegian Programme for Capacity Development in Higher Education and Research for Development (Norhed) hosted a conference on the theme of ‘knowledge for development’ in an attempt to shift the focus of the programme towards its academic content. This book follows up on that event. The conference highlighted the usefulness of presenting the value of Norhed’s different projects to the world, showing how they improve knowledge and expand access to it through co-operation. A wish for more meta-knowledge was also expressed and this gives rise to the following questions: – Is this way of co-operating contributing to the growth of independent post-colonial knowledge production in the South, based on analyses of local data and experiences in ways that are relevant to our shared future? – Does the growth of academic independence, as well as greater equality, and the ability to develop theories different to those imposed by the better-off parts of the world, give rise to deeper understandings and better explanations? – Does it, at least, spread the ability to translate existing methodologies in ways that add meaning to observations of local context and data, and thus enhance the relevance and influence of the academic profession locally and internationally? This book, in its varied contributions, does not provide definite answers to these questions but it does show that Norhed is a step in the right direction. Norhed is an attempt to fund collaboration within and between higher education institutions. We know that both the uniqueness of this programme, and ideas of how to better utilise the learning and experience emerging from it, call for more elaboration and broader dissemination before we can offer further guidance on how to do things better. This book is a first attempt.

The emergence of new platform business models, notably the sharing economy, is impacting the economy in various ways, altering the structure of many industries, and raising a number of economic and political issues. This book investigates the widespread influence of the sharing economy on businesses and society, as well as examining its underpinning economic principles and development. This volume presents an exhaustive review of the existing knowledge on the sharing economy and addresses several major areas of concern for incumbent businesses. It also explains the business models for those who are interested in embarking on their own ventures and provides an excellent source for further research. It takes an in-depth look at controversial labour policies, such as using labour as self-employed contractors or using regulatory grey areas to expand in markets. It is highly multidisciplinary, establishing links between economics, finance, marketing and consumer behaviour. This contribution on the sharing economy will enable researchers and graduate and doctoral students to expand and improve their understanding of this topic and identify new research problems in all of these areas. The book will also appeal to policy makers, regional and local government decision makers, and those interested in labour markets transformation.

Urges governments to expand quality education for all, increase community access to information and communication technology, and improve cross-border scientific knowledge-sharing, in an effort to narrow the digital and "knowledge" divides between the North and South and move towards a "smart" form of sustainable human development.

"Situated as they are within the Philippine Evangelical tradition, yet supported by wide reading in other traditions, the reflections of Melba Padilla Maggay come through to the Roman Catholic reader as both strikingly similar to and interestingly different from our own tradition. The similarities stem from the fact that we all see the same issues and problems in the world around us, and the same approaches to them; moreover, we share a common Christian concern for our less fortunate brothers and sisters. The main difference lies in the methodology: Maggay focuses strongly on Scripture in building a case for social involvement and in evaluating possible approaches; the Catholic would look also to the body of social thought developed by the Popes over the past 100 years or so. Yet for the Catholic the emphasis on Scripture can itself be refreshing and stimulating, and an incentive to dialogue with the Evangelical tradition. "The book makes other interesting contributions as well. It brings to the fore the ferment now taking place within the Philippine Evangelical churches. And it offers useful reflections on attitudes and strategies, dangers and traps in the arena of social involvement. In particular it offers a timely reminder to keep our focus on God and His work in the world, in the midst of our own 'worldly' involvement. Finally, it all rings true as coming from one who has been deeply involved in that same work." --Fr. Bienvenido F. Nebres, SJ President, Ateneo de Manila University "Dr. Melba Maggay writes on the Church as an agent for transforming society from her experience of Martial Law and her participation in the 1986 EDSA Revolution. She disavows being a theologian but she only means she is not an academic theologian! Or perhaps that she is not a dogmatic/systematic theologian. Despite her disavowal, what we have in this book is an outstanding piece of theological writing on the task of the Church in the world, particularly in Philippine society. She has no simple solutions to complex social situations. But she dares to dream because she knows that the Kingdom of God has come, and will yet come in blazing splendor when King Jesus returns. Meanwhile, in her words, she is 'one beggar telling another beggar where to find bread to sustain the journey towards liberation and social justice and righteousness.' I commend these essays wholeheartedly." --Dr. Isabelo F. Magalit President, Asian Theological Seminary "Transforming Society is the kind of book one could put into the hands of a senator, a human rights lawyer, a journalist with a political conscience and a community development worker, whether they are Christians or not, The better they were not, for non-Christians might better understand the passion and pain of Melba Maggay's writing than triumphalistic Christians with their ready made answers to a superficial assessment of society's problems. "She is writing as a social activist who has taken time to reflect on Scripture and theological tradition in order to make better sense of the Christian's role in society . . . Her involvement in working for justice in the Philippines leading to the euphoric EDSA 'revolution' gives the book concrete particularity. Her reflections on Scripture and the role of the church give the book usable generality for other social contexts and for other times. "Transforming Society is written in a bitter-sweet note. There is no frothy idealism in this book. But neither is it pessimistic. Instead a wary realism is reflected throughout its pages . . . Its lyrical language will inspire. Its sound concepts will provide direction. Its realism will help in being credible. Its hope is Christological. The overall impact of this book will be both challenging and prophetic. "Melba Maggay is undoubtedly the finest protestant theological writer in the Philippines, and possibly in the Third World . . ." --Charles Ringma, PhD Professor, Asian Theological Seminary and founder of Teen Challenge, Australia Excerpts from a book review in Phronesis, a journal of A TS, Vol. 2, No. 2, 1995.

Handbook written by Kingo Mchombu for men and women working in villages, towns and rural areas who wish to transform their communities through information sharing.

In this provocative and broad-ranging work, the authors argue that the ways in which knowledge - scientific, social and cultural - is produced are undergoing fundamental changes at the end of the twentieth century. They claim that these changes mark a distinct shift into a new mode of knowledge production which is replacing or reforming established institutions, disciplines, practices and policies. Identifying features of the new mode of knowledge production - reflexivity, transdisciplinarity, heterogeneity - the authors show how these features connect with the changing role of knowledge in social relations. While the knowledge produced by research and development in science and technology is accorded central concern, the

“A superb new understanding of the dynamic economy as a learning society, one that goes well beyond the usual treatment of education, training, and R&D.”—Robert Kuttner, author of The Stakes: 2020 and the Survival of American Democracy Since its publication Creating a Learning Society has served as an effective tool for those who advocate government policies to advance science and technology. It shows persuasively how enormous increases in our standard of living have been the result of learning how to learn, and it explains how advanced and developing countries alike can model a new learning economy on this example. Creating a Learning Society: Reader’s Edition uses accessible language to focus on the work’s central message and policy prescriptions. As the book makes clear, creating a learning society requires good governmental policy in trade, industry, intellectual property, and other important areas. The text’s central thesis—that every policy affects learning—is critical for governments unaware of the innovative ways they can propel their economies forward. “Profound and dazzling. In their new book, Joseph E. Stiglitz and Bruce C. Greenwald study the human wish to learn and our ability to learn and so uncover the processes that relate the institutions we devise and the accompanying processes that drive the production, dissemination, and use of knowledge . . . This is social science at its best.”—Partha Dasgupta, University of Cambridge “An impressive tour de force, from the theory of the firm all the way to long-term development, guided by the focus on knowledge and learning . . . This is an ambitious book with far-reaching policy implications.”—Giovanni Dosi, director, Institute of Economics, Scuola Superiore Sant’Anna “[A] sweeping work of macroeconomic theory.”—Harvard Business Review

Employing history, social theory, and a detailed contemporary case study, Knowledge for Social Change argues for fundamentally reshaping research universities to function as democratic, civic, and community-engaged institutions dedicated to advancing learning and knowledge for social change. The authors focus on significant contributions to learning made by Francis Bacon, Benjamin Franklin, Seth Low, Jane Addams, William Rainey Harper, and John Dewey—as well as their own work at Penn’s Netter Center for Community Partnerships—to help create and sustain democratically-engaged colleges and universities for the public good. Knowledge for Social Change highlights university-assisted community schools to effect a thoroughgoing change of research universities that will contribute to more democratic schools, communities, and societies. The authors also call on democratic-minded academics to create and sustain a global movement dedicated to advancing learning for the “relief of man’s estate”—an iconic phrase by Francis Bacon that emphasized the continued betterment of the human condition—and to realize Dewey’s vision of an organic “Great Community” composed of participatory, democratic, collaborative, and interdependent societies.

In June 2016, the Norwegian Programme for Capacity Development in Higher Education and Research for Development (Norhed) hosted a conference on the theme of knowledge for development in an attempt to shift the focus of the programme towards its academic content. This book follows up on that event. The conference highlighted the usefulness of presenting the value of Norheds different projects to the world, showing how they improve knowledge and expand access to it through co-operation. A wish for more meta-knowledge was also expressed and this gives rise to the following questions: Is this way of co-operating contributing to the growth of independent post-colonial knowledge production in the South, based on analyses of local data and experiences in ways that are relevant to our shared future? Does the growth of academic independence, as well as greater equality, and the ability to develop theories different to those imposed by the better-off parts of the world, give rise to deeper understandings and better explanations? Does it, at least, spread the ability to translate existing methodologies in ways that add meaning to observations of local context and data, and thus enhance the relevance and influence of the academic profession locally and internationally? This book, in its varied contributions, does not provide definite answers to these questions but it does show that Norhed is a step in the right direction. Norhed is an attempt to fund collaboration within and between higher education institutions. We know that both the uniqueness of this programme, and ideas of how to better utilise the learning and experience emerging from it, call for more elaboration and broader dissemination before we can offer further guidance on how to do things better. This book is a first attempt.