Purpose To analyze differences between Western and Eastern cultures in the way they conceptualize knowledge and discuss the implications of these differences for a global intellectual capital (IC) theory and practice. Design/methodology/approach A systematic metaphor analysis of the concept of knowledge and IC is used to identify common Western conceptualizations of knowledge in IC literature. A review of philosophical and religious literature was done to identify knowledge conceptualizations in the main streams of Asian philosophy. Findings Fundamental differences were found in the way knowledge is conceptualized. In Western IC literature common metaphors for knowledge include knowledge as a thing and knowledge as capital. In Asian thought, knowledge is seen as unfolding truth based upon a unity of universe and human self and of knowledge and action. Research limitations/implications The research was performed on a limited sample of literature. More research is needed to identify how knowledge is conceptualized in the practice of doing business in Asia and to test the effects of introducing IC theories to Asian businessmen and managers. Practical implications Western conceptualizations of knowledge, embedded in terms like intellectual capital and knowledge management, can not be transferred to Asian business without considering the local view on knowledge. Asian conceptualizations of knowledge should play an important role in the further development of a knowledge-based theory and practice of the firm. Originality/value The paper is the first to explore differences in knowledge conceptualizations by analyzing the underlying metaphors that are used in Western IC literature and Asian philosophy.
Background: Although principles of the health promoting school (HPS) approach are followed worldwide, differences between countries in the implementation are reported. The aim of the current study was (1) to examine the implementation of the HPS approach in European countries in terms of different implementation indicators, that is, percentage of schools implementing the HPS approach, implementation of core components, and positioning on so‐called HPS‐related spectra, (2) to explore patterns of consistency between the implementation indicators across countries, and (3) to examine perceived barriers and facilitators to the implementation of the HPS approach across countries. Methods: This study analyzed data from a survey that was part of the Schools for Health in Europe network's Monitoring Task 2020. The survey was completed by HPS representatives of 24 network member countries. Results: Large variations exist in (the influencing factors for) the implementation of the HPS approach in European countries. Observed patterns show that countries with higher percentages of schools implementing the HPS approach also score higher on the implementation of the core components and, in terms of spectra, more toward implementing multiple HPS core components, add‐in strategies, action‐oriented research and national‐level driven dissemination. In each country a unique mix of barriers and facilitators was observed. Conclusion: Countries committed to implementing the HPS approach in as many schools as possible also seem to pay attention to the quality of implementation. For a complete and accurate measurement of implementation, the use of multiple implementation indicators is desirable.
With the rise of the knowledge-based economy in Asia, Western-dominated organizational literature is being exported to Asian countries. There is a huge interest from businesses and universities in China, Korea, Taiwan, Indonesia, Malaysia, Singapore, and other countries in Asia and the Middle-East to learn about Western management ideas and techniques in the area of knowledge and intellectual capital management. There is, however, little insight into the success of management ideas and techniques that are based on Western conceptualizations of knowledge in an Asian context.
The question we have chosen – and been invited – to answer is “What is Europe: Past, Present, and Future.” This sits within the resilient societies theme of the NWA call. The reason for our choice of the ‘resilience’ theme is based on the many disciplines working on the project, which stretch beyond the historic (living history theme) into the societal.It has a deeper conceptual basis, however. It springs from an assumption that a shared sense of belonging and inclusion is one foundation for and aspect of resilience – just as a rope braided together from many strands is stronger than one where the strands are fraying apart. Positive and inclusive expressions of belonging and affiliation are present in education, sports, and music – highly visible sites of representation that have profound reach and impact in society. Racialisation, othering, and selective or stereotypical representations, however, work against resilience. They are circulated widely and generate exclusion and hurt. In these linked work packages, then, we take up the question’s invitation to expand and disrupt, what the NWA’s call itself defines as a normative prior understanding of Europe. In the words of the question, this definition emphasizes Europe’s nature as white, Christian-secular, bounded by the geographic limits of Western Europe, shaped by Greco-Roman heritage and tradition, democratic, and home of the enlightenment. Our consortium seeks to analyze this representation, research and present more expansive and accurate ones in consultative reflective and co-creative processes. Through the process, the new knowledge, and our highly participatory research and dissemination models we will change societal understandings of the bounds of Dutch, and European identities. This will forge a greater sense of belonging across all of the communities, including academia, involved in our project.This project is vital for building resilience through tackling sources of fragmentation and alienation in past and present. It is much needed as we look forward to an increasingly diverse and mixed demographic future.
Cities across the globe are facing population ageing, which poses many unsolved challenges. Regional, national and European research strategies (including EU4Health) have a strong relation with healthy and active ageing, and stimulate the exchange of best practices to create age-inclusive societies across the continent. Over 1500 cities joined the Global Network for Age Friendly Cities and Communities of the World Health Organization (WHO), which follow a 5-year cycle of planning, implementation and evaluation in order to achieve goals. The Hague (2015) has been an active member of the Network. In the Western Balkans, only Tuzla (2023) is a member. Both the WHO and THUAS seek further expansion of their reach and want to build capacity in the Western Balkans, which is achieved through existing contacts with Mother Teresa University. The Institute for Social Activities in Skopje see THUAS’s age-friendly actions as a stepping stone for a better understanding of ageing well in their ethnically diverse city. Organisations in bordering countries have indicated their interest to join efforts during the annual Towards Sustainable Development Conference. They seek an extension to other countries of the Western Balkans that have previously largely been left out of the European research agenda. Therefore, The Age-friendly Balkans Connected Network seeks to (1) form regional knowledge and action eco-systems through capacity-building, and (2) provide cities with an instrument for a baseline assessment of their age-friendliness. For this purpose, we use the existing Age-Friendly Cities and Communities Questionnaire that was developed at THUAS in 2020 and which has been validated in Albanian and Macedonian. The Network trusts that new national ecosystems and tools can contribute to future age-friendly actions and European grant applications. In the words of Mother Teresa (born in Skopje): “Yesterday is gone. Tomorrow has not yet come. We have only today. Let us begin.”
