| Abstrakt: |
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 continous innovation. |
