Global Knowledge Work
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Global Knowledge Work

Diversity and Relational Perspectives

Edited by Katerina Nicolopoulou, Mine Karataş-Özkan, Ahu Tatli and John Taylor

Global Knowledge Work is an up-to-date account of theoretical approaches and empirical research in the multi-disciplinary topic of global knowledge workers from a relational and diversity perspective. It includes contributions from international scholars and practitioners who have been working with the concept of global knowledge workers from a number of different perspectives, including personal and academic life trajectories. They reveal that the relational framework of the three dimensions of analysis (macro-meso-micro) is relevant for analyzing the phenomenon of global knowledge workers, as expertise and specialised knowledge and its innovative application, together with the attraction and retention of talent remain key topics in the current socioeconomic conditions.
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Chapter 11: The Role of Technology-enhanced Learning in the Development of Global Knowledge Workers

Lisa Harris, Paul Harrigan and Jean Leah


Lisa Harris, Paul Harrigan and Jean Leah INTRODUCTION According to Fisch and McLeod (2006), we live in ‘exponential times’. Their original video titled ‘Did you know?’ about the consequences for education of developments in technology now has many translations, updates and over 25 million views on YouTube. One of the most sobering statements in the video is: ‘The top 10 in-demand jobs in 2010 . . . did not exist in 2004 . . . we are currently preparing students for jobs that don’t yet exist . . . using technologies that haven’t been invented . . . in order to solve problems we don’t even know are problems yet.’ This poses a significant challenge for educators who are still locked into traditional university systems that were built for a very different world. Employers in today’s global market place are seeking high level skills of communication and networking in their potential employees. Increasingly, the skills required are extending to online methods of engagement such as blogs, social media, wikis and mobile communication through smartphones, as such tools become more widely used. The idea of the ‘digital native’ (Prensky, 2001) suggests that students will be able to use such tools effectively and efficiently, having grown up with these technologies. Our previous research suggests that this may be a myth, particularly for students from cultures that have less open access to modern communication platforms, and these individuals form a large proportion of MSc student groups throughout the UK. Consequently, competence gaps may exist that involve both micro and meso level factors – for example,...

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