Policy in the knowledge economy social network : a social capital redux

Purpose – The purpose of this paper is to suggest how enabling policy should be focused in a knowledge economy by developing the concept of a knowledge economy social network (KESN).

Design/methodology/approach – The paper employs an interdisciplinary approach in developing the KESN by drawing on concepts and methodology from economics, political science and social network theory.

Findings – The KESN's social capital is defined. As such, maintaining accountability, increasing cohesion and connections among knowledge actors are suggested as relevant guidelines for policy in the KESN.

Research limitations/implications – The knowledge economy should ideally be seen as having unique needs compared to the traditional economy in devising policy.

Practical implications – The paper suggests using the KESN as a basis for devising policy for a knowledge economy.

Originality/value – The paper uses an interdisciplinary approach to studying the knowledge economy and introduces the KESN.

Lifelong learning, the knowledge economy and professional development

There is increasing rhetoric surrounding the concepts of lifelong learning and the knowledge economy (Peters, 2001); specifically e-learning and web-based learning environments. This paper seeks to explore the journeys of two professionals from two separate disciplines and work environments located in one higher-education institution where there is an increasing push to develop learning materials using online and other e-learning technologies.

With the steady shift from traditional learning, online learning is now playing an integral part of course delivery at the Australian regional university where the authors work. A contextual analysis of online learning within the broader views of the institution provides examples of discourses relating to online environments, knowledge management, and the professional development of the participants.

This discussion draws on the concepts of lifelong learning (Crowley, 2002; Serim & Murray, 2003) and embeds them within an online learning environment. Exploration of the multiple workplace environments within the institution under review demonstrates one way in which educators can embrace and position themselves as they negotiate changing educational discourses.

Cross-field effects and temporary social fields : a case study of the mediatization of recent Australian knowledge economy policies

This paper utilizes Bourdieu's conceptual frame to examine the mediatized effects of policy processes concerned with the growth and support of knowledge industries in Australia. These policies span education, science, research and other knowledge industries (such as venture capital firms and intellectual property law). The paper argues that some policy processes are best represented as temporary social fields. The nature of these fields can be described by the kinds of cross-field effects that they produce, A case study of an Australian knowledge economy policy, The chance to change, and associated policy processes demonstrates the broad analytic capacities of Bourdieu 's conceptual frame for policy analysis, when combined with the concepts of cross-field effects and temporary social field developed here.