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One common feature of different variants of participatory and action research is rejection of technocratic, undemocratic elements in science and inquiry, aiming to break the dominance of traditional academic views of science. These variants open up broader participation of people, and emancipate knowledge creation for the production of actionable knowledge with transformative potentials. The purpose of this chapter is to recognize and clarify a striving for knowledge democracy in these explicit or implicit democratizing ambitions and tendencies in the sense of broadening the participation of concerned parties in research and development work on open and equal terms. This recent concept, still in the process of formulation, has been proposed as a global mobilizing and unifying thinking for distributed networks and movements for participatory oriented research. The concept and movement had an initial embedding in the First Global Assembly for Knowledge Democracy in June 2017, Cartagena, Columbia. The purpose of the chapter is to elaborate on the meaning of knowledge democracy as a vision for the participatory and action research community. Particularly I will distinguish between different orientation to knowledge democracy, and the character of the logic of a more, open, democratic and coproductive science that can be a carrier of it.

This paper seeks to advance the case for designing an information and knowledge management curriculum (IKMC) to produce information and knowledge management professionals (IKMPs) in the Standing Conference of Eastern, Central and Southern Africa Library and Information Associations (SCECSAL) region. It highlights challenges and solutions and proposes a model IKMC.

The paper is based on the analysis of literature on Library and Information Science (LIS) curriculum design, implementation and review; research findings by renowned LIS curriculum experts; discussions and sharing experiences with colleagues in LIS education institutions – Eastern African School of Library and Information Science and LIS departments at the Uganda Christian University and Kyambogo University in addition to the author's research and publications on curriculum design and management.

The paper posits that the SCECSAL region is already in the Information and Knowledge Society (IKS) and that appropriate information and knowledge (IK) are pre‐requisites to the promotion and sustainability of democracy and good governance (Gg). It emphasises that information and knowledge management (IKM) are the corner stones of the IKS, because they constitute the framework of theory and competencies vital in managing information and knowledge. Furthermore, effective IKM is the pillar of producing the IKMPs themselves, a product of appropriate and well managed IKMC. The paper proposes an IKMC Model capable of producing IKMPs in the SCECSAL region.

The proposed curriculum model should be the framework to be adopted by the LIS education and training institutions in the SCECSAL region to produce IKMPs with theory and competencies to manage the IKS towards enhancing democracy and Gg.

Evaluating the effectiveness of an internationally-developed civic education curriculum, this study randomly sampled 1,015 students to assess student learning about democracy in Ukraine. Statistically significant differences were found between male and female Ukrainian students who participated in the course. While this analysis discerns that boys seem to benefit more from the curriculum than girls, it also finds these differences to be minor. More importantly, the study verifies that while both boys and girls improve their knowledge of democratic content, they show no statistically significant difference in their improvement. Thus, the curriculum seems to have a positive effect on democratic attitudes among all of the students and, in particular, those of the male student population.

This paper aims to make a theoretical critique of the revolutionary sociocultural transformations created by e‐learning in the manner knowledge is created, codified, retrieved, managed and transmitted across the boundaries of different cultures.

The structure of these transformations remains European and North American in orientation and very cautious in sharing the benefits of e‐learning with the developing societies. The paper contends that this might lead to a parallel academic bureaucracy of e‐learning institutions, alongside the traditional Western universities, making it economically hard for people of developing countries to participate in this great and new found experience of learning. The paper proposes a, “democratization of knowledge,” for this new venture of e‐learning. This rests on the premise, that e‐learning, in order to be truly effective, must be multilingual in content and context, culturally divergent, morally relativistic and technologically sharing and integrate non‐Western views on knowledge, morality, economics and politics, especially in curriculum designs.

The paper demonstrates that the social democratization of knowledge can lead to the establishment of viable global civil society, helping millions in Asia, Africa and South America to contribute and share the fruits of knowledge explosion in a just, equitable and honorable fashion.

The paper shows how e‐learning can help the growth and improvement of less developed communities.

This study aims to evaluate the potential of using the components of the quadruple helix and quintuple helix models, which are extensions of the triple helix university-private sector-public sector cooperation model. Thus, the triple helix model shaped by university-private-public sector cooperation has transformed into a quadruple helix innovation model with the inclusion of the media and culture-oriented public helix. In this context, while the triple helix emphasizes tripartite networks and hybrid organizations, the quadruple helix system focuses on intertwined collaborations, coevolution, and specialization within the framework of firms, institutions, and stakeholders. In the quadruple helix innovation system, the coevolution of art and innovation has assumed a central role in knowledge generation and innovation. In the quintuple helix innovation model, the natural environment of society is added to the quadruple helix. This study consists of three parts. In the first part, the literature on triple helix, quadruple helix, and quintuple helix models is reviewed. In the second part, digital transformation and technological innovations from Industrial Revolution 1.0 to Industry 5.0 are analyzed. In the third section, the contribution of the quintuple helix model to Industry 5.0 and Society 5.0 is explained.

The purpose of this article is to explore the future of democracy, given the transition the countries of the world are experiencing.

The paper draws on literature concerning democracy, ICT and artificial intelligence. A framework for understanding the working of democracy is developed. This framework or model is tested in 20 countries, and conclusions are presented.

Globally, there is a shift taking place away from representative democracy toward less democratic forms of government.

Most studies are implicitly dogmatic in assuming that representative democracy is a superior form of government. The influences of corporations, media and the elite are moving representative democracy away from the ideal of democracy.

The future of democracy is uncertain. It is not likely that representative democracy will become the universal form of government. Global government is possible, but it is not likely to be a representative democracy.

Purpose: Economic development agendas usually drive innovation, and it is an essential tool for government institutions to promote economic growth. The Quadruple Helix Model of Innovation captures the process by integrating and overlapping knowledge and technology, forming an aggregate output invested in producing more products and services, innovation, and technology. This chapter focuses on how the quadruple helix supports the linkage between knowledge creation, innovation output, and enhancing regional and national competitiveness.

Design/methodology/approach: The chapter also illustrates the triple helix concept and then the quadruple helix model of innovation, focusing on the four main aspects, i.e., Government, Universities, Industry, and Civil society. The authors aim to simulate the economic significance of evolving, rapidly adaptive, and interdisciplinary knowledge and innovation ecosystems.

Findings: The findings and examples stated in several different MENA regions can boost the economy as various platforms provide digital transformation, encourage culture awareness in schools, encourage youth empowerment, and support tech start-ups. They can drive forward the index of creativity and innovation within entrepreneurs and the general members of society. Recommendations include a further study to modify the model and customize it based on the country’s needs.

Originality/value: This chapter of the book focuses on the four main aspects of the quadruple helix model of innovation with specific examples in several countries. The chapter would be beneficial for the upcoming entrepreneurs and students who progress in developing tech start-ups and digitization.

This paper seeks to challenge the simplistic formulation of public ownership in terms of centralized planning and state bureaucracy. Instead, drawing on the works of Dewey and Veblen the paper aims to argue that public ownership is a critical aspect of forging progressive change through enhancing democratic participation in economic decision making.

The paper presents a conceptual analysis of public ownership types and employs case examples to further illuminate the argument.

The conceptual analysis challenges the supposition of market superiority in standard economic approaches and in neoliberalism. Drawing from the instrumental valuation principle a wide corpus of public ownership modes can offer the prospect of enhanced democratic participation that challenges existing power structures.

By emphasising the association between ownership and democracy the paper challenges the assumption that markets necessarily offer the only route to democratic participation. It also identifies and challenges the market fundamentalism of standard economic approaches.

The process of knowledge creation is recognized as an essential process for organizational learning and innovation. Creating knowledge to solve the problems and complexities of today's world is like opening a black box. Hence, the higher education system and universities are exploring ways to overcome the complexities and cope with global changes. In this regard, interdisciplinary collaborations and activities are crucial in creating knowledge and innovation to counter these changes. This study aimed to know the experiences of Shiraz university interdisciplinary researchers in the field of humanities and also design and explain the conceptual model of knowledge creation in interdisciplinary research teams in the field of humanities.

In this qualitative research, grounded theory was implemented based on Strauss and Corbin's systematic approach. The sampling method was purposeful, and the participants included sixteen faculty members of shiraz university who had at least one experience of performing an interdisciplinary activity in one of the humanities fields. The first participant was selected as a pilot, and the rest were selected by snowball sampling. Semi-structured interviews were also used to collect data and continued until theoretical saturation was attained. After collecting the available information and interviewing the people, the data were organized and analyzed in three stages, open coding, axial coding, and selective coding, using the proposed framework of Strauss and Corbin. Finally, the researcher reached a final and meaningful categorization.

In this research, the results were presented as a paradigm model of knowledge creation in the interdisciplinary research teams in the field of humanities. The paradigm model of the study consists of causal factors (internal and external factors), main categories (specialized competencies, scientific discourse, understanding of knowledge domains), strategies (structuring and synchronizing), context (individual and organizational), interfering factors (leadership, industry, and society), and consequences (individual and group achievement).

The present study aimed to explore the experiences of researchers in the interdisciplinary humanities research teams on knowledge creation in qualitative research. The study used Strauss and Corbin's systematic approach to recognize the causal factors of knowledge creation and the contexts. Discovering the main category of knowledge creation in interdisciplinary research teams, the authors analyze the strategies and consequences of knowledge creation.

Minnowbrook III pre-conference retreat participants were asked to submit a critique of the field of public administration in advance of the September 3, 2008, gathering. In looking broadly at this request the author determined that our organizational structures and institutions were not changing as quickly as the environment in which they are embedded. His critique suggests that the five key challenges for todayʼs administrators are to (1) create flexible response mechanisms, (2) pursue civil and economic equity, (3) build citizen knowledge, (4) think in terms of governance, and (5) understand and steer globalization.