Knowledge is fast becoming a main source of wealth, but it can also be a source of inequalities. This work addresses whether it is possible to hasten the transition towards a knowledge-based economy and enhance competitiveness with increased employment and improved social cohesion across Europe.

This book is the first comparative volume on European research and higher education policies.

This book addresses the recent impact of the ‘knowledge-based economy’ as an economic ‘imaginary’ and as a set of real economic developments on education, and especially higher education in Europe, including educational strategies and policies such as those of the Bologna process on a European scale.

Economic and social change is accelerating under the twin impact of globalisation and the new information technologies. But how are these processes interrelated? Are they impelling us towards a common socio-economic future? What can governments do if they want to manage and steer the direction of development? This book addresses these questions with particular reference to the European Union, which has made the development of a socially cohesive, knowledge-based economy its central task for the present decade. It assesses both the challenges and the policy instruments that are being deployed, focussing in particular on the dynamics of the 'new economy'; the new organisational architectures associated with rapid innovation; the transformation of education and training; the implications for social cohesion and exclusion and the role of policy benchmarking in promoting policy learning and enhancing national performance. The European Challenge presents the most up-to-date research on the development of the knowledge-based economy and its social and policy implications. Its accessible and integrated treatment of the processes of economic, social and technological change make it an invaluable resource for those studying and researching in the fields of public and social policy, organisational and technological change and innovation. It is also highly relevant to policy-makers who need to understand and manage this change.

This edited volume describes the spatial diffusion of knowledge and innovation using a large dataset at the regional level, and presents scientific evidence on the role of knowledge and innovation on regional development. The empirical results support a new design for innovation policies at the regional level, which could help the European Union to achieve the targets set up in its 2020 Agenda. Today, financial capital, general information, consolidated technologies and codified knowledge are readily available virtually everywhere. However, the ability to organize these ‘pervasive’ factors into continuously innovative production processes and products is by no means pervasive and generalized; rather, it exists selectively only in some places where tacit knowledge is continuously created, exchanged and utilized and business ideas find their way to real markets. Territorial Patterns of Innovation provides evidence that, contrary to popular belief, local knowledge intensity does not necessarily guarantee higher innovation performance. Moreover, the book shows that the growth benefits deriving from innovation do not necessarily match the strength of the formal local knowledge base, and that regions innovating in the absence of a strong local knowledge base can be as successful as more knowledge-intensive regions in turning innovation into a higher growth rate. Together, the contributions in this book offer a new understanding of the relationship between knowledge, innovation and regional performance by delving beyond generally held beliefs. It will be of value to regional scientists, industrial economists and policymakers.

Although educational research advocates the perspective of the learner, who or what is it advocating against? The governments of all European Union countries give learning the most prominent place on their policy agendas; the European Commission wants Europe to become a knowledge based society; companies across the European Union are no longer interested primarily in profit, but want to be learning organisations; social scientists detect the emergence of a learning society and economists advocate a learning economy. What does European educational research do, if nowadays everybody in the European Union wants nothing else but knowledgeable people?

Ever since the Industrial Revolution debate has raged about the sources of the new, sustained western prosperity. Margaret Jacob here argues persuasively for the critical importance of knowledge in Europe's economic transformation during the period from 1750 to 1850, first in Britain and then in selected parts of northern and western Europe. This is a new history of economic development in which minds, books, lectures and education become central. She shows how, armed with knowledge and know-how and inspired by the desire to get rich, entrepreneurs emerged within an industrial culture wedded to scientific knowledge and technology. She charts how, across a series of industries and nations, innovative engineers and entrepreneurs sought to make sense and a profit out of the world around them. Skilled hands matched minds steeped in the knowledge systems new to the eighteenth century to transform the economic destiny of western Europe.