Abstract
Modern societies are gradually moving towards a knowledge economy in which knowledge productivity will be the dominant factor. The radical increase of information technology has already transformed modes of doing business, the nature of services and products, the meaning of time in work, and the processes of learning. These forces have contributed to a belief that knowledge production and continuous innovation are key to survival (Fenwick, 2001). Knowledge production, in fact, is crucial for the improvement of work processes, products and services, being demanded by our rapidly moving society. This situation stresses the importance of a competent workforce. As work in the new economy increasingly focuses on knowledge production, rethinking traditional ways of organizing work and creating powerful learning environments in organizations is crucial (Kessels, 2001).
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Sleegers, P., Bolhuis, S., Geijsel, F. (2005). School Improvement Within a Knowledge Economy: Fostering Professional Learning from a Multidimensional Perspective. In: Bascia, N., Cumming, A., Datnow, A., Leithwood, K., Livingstone, D. (eds) International Handbook of Educational Policy. Springer International Handbooks of Education, vol 13. Springer, Dordrecht. https://doi.org/10.1007/1-4020-3201-3_26
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