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Little is known about the connections between mediated knowledge and promoting creativity. Based on a quantitative survey among 1,102 graduates from University, University of Applied Science and Vocational Academy in Salzburg, Austria, this research sheds light on the influences of knowledge transfer on the development of creativity. Moreover, the chapter highlights types of mediated knowledge that foster creativity.

Along with Csikszentmihalyi and Wolfe (2000), creativity refers to ideas or products that are originally worked out and valued by society. Regarding that, two contrary theses exist. On the one hand, according to Hadamard (1954), it can be assumed that creative processes are not linked to background knowledge. On the other hand, along with Weisberg (1993), it can be noted that creative ideas or products are affected by mediated knowledge. Moreover, extraordinary creativity in a certain professional field presupposes not only qualifications and abilities, but rather particularly knowledge. Although qualifications for public relations (PR) practice and education are ongoing topics in literature and practice (e.g. Szyszka 1998; Merten & Schulte 2007; Spatzier 2016), little is known about the empirical linkage of knowledge and creativity. This chapter deals with the question of the connections between knowledge transfer and the development of creativity in the education for public relations, marketing, advertising and graphic design.

In summary, the findings indicate the types of knowledge that foster the development of creativity, in which basic knowledge matters, as well as the other types. Last but not least, it can be demonstrated that knowledge transfer at the university should be changed concerning the embedding of creativity.

Youth and young adults with emotional and/or behavioral difficulties (EBD) face particularly difficult challenges in their efforts to fit into adult roles and functions. The purpose of this chapter is to assist providers, educators, and administrators from the mental health, education, child welfare, justice/corrections, and adult service system sectors understand (a) a practice for improving the progress and outcomes for young people in transition, and (b) how this practice model is implemented in communities to impact the lives of youth in transition to adulthood. This is accomplished in two major parts in this chapter. The first part provides an overview of the Transition to Independence Process (TIP) model, a description of its status as an evidence-supported practice, and tools and strategies that support its implementation in communities and regions across North America. The TIP model is further illustrated through a description of how it is applied with a young person. The second part of the chapter provides an overview of implementation science, a description of how its strategies and tools can guide the implementation of an intervention or model; and an illustration of a large-scale TIP implementation initiative with collaboratives of agencies and schools. This chapter concludes with implications regarding the importance of having effective transition-to-adulthood models; and ensuring the implementation and sustainability of these to improve the progress and outcomes of youth and young adults with EBD.

Despite the abundant literature on CSR, the implementation of social responsibility in public sector organizations is still underexplored. And this despite the fact that, as illustration, the public sector accounts for more than one-third of the economic activity in Belgium. Moreover, public sector organizations have an example function toward other societal actors, and by implementing social responsibility themselves, they are likely to provide a strong signal to the market. In this chapter, we approach the example role of public organizations in CSR implementation by doing a qualitative research of 14 (out of 19) municipalities in Brussels and focus thereby on the implementation of a social responsibility proxy, “Local Agenda 21” (LA21). We find that political support, through key political figures and the opposition, are very important for the success of the implementation of social responsibility in municipalities. We were surprised to learn that municipalities are experiencing competition amongst each other regarding LA21 implementation. However, the most unexpected result of our study was that municipalities reported that their involvement in LA21 seems to have only a limited impact on the private sector. Therefore, the argument of government institutions “leading by example” requires further investigation.

Introduction – Bologna’s summit guidelines regarding the Bachelor/Master structure, which is currently used in most Colleges and Universities, were mostly aimed at standardising the educational system in European higher education. Educational institutions use these guidelines as a basis for setting up their educational model.

Aim – This chapter aims to review models of learning management systems (LMSs), the stage of activity of every method applied at Universities, as well as the strengths and weaknesses of these prototypes. The literature review in question identifies and classifies strategic methods of LMS, differentiates method type and categorises common activities.

Results – The results show that higher education institutions are in the preparatory phase regarding the application of e-learning, whereas private institutions have applied this system since their foundation and use it on a daily basis across all services.

Conclusion – However, different educational institutions in our country are at different stages in implementing new learning models. A strategic plan for developing knowledge management systems can be determined by using some of the information system strategic methods.

Originality/Value – This chapter contributes to the literature by providing additional evidence for existing studies in LMS in the Universities of the Republic of Kosovo. Studies suggest the implementation of different models and highlight the impact of technology especially during this pandemic whereby we should mainly focus and implement curricula using these kinds of technology. Also, this study identifies a major weakness in existing Kosovar studies, which have identified concepts but they are not implemented at all.

This study compares the World Bank 2020 Education Strategy to research conducted a few years ago analyzing the effectiveness of the Bolivian Popular Participation law (1994) through policy study conducted from 2000 to 2004, including fieldwork in Cochabamba, Bolivia, in 2002. The policy research focused on Popular Participation and successive policy initiatives that modified or impacted public services, particularly public education. The fieldwork in Cochabamba focused on civil society and government interactions regarding public education. In studying the governance structures put in place by the Popular Participation law, particularly decentralizing authority and resources to the municipal level and creating mechanisms for civil society participation in governance, parallels to proposed Bank practices for the 2020 Education Strategy can been seen, as well as potential pitfalls. We cannot exam the World Bank 2020 Education Strategy development process in a vacuum – history, environment, and culture must be taken into account, as must the influence of particular stakeholder groups and established norms of behavior at the World Bank. The implementation of Popular Participation was problematic at best, and the response to features of Popular Participation that parallel the 2020 Education Strategy – in particular, the operating principles enumerated on pp. 7–8 of the 2020 Education Strategy Concept Note – have important implications for the proposed Bank strategy.

This chapter explores the role of nodes in knowledge networks. The authors characterize knowledge nodes by the type of actors they represent, including individual human agents, collective human groups and teams, explicit non-human objects and resources, and non-human agents and machines. The authors define knowledge nodes by their role in the network, including producer, consumer, or broker of knowledge, and in terms of the stock of knowledge they represent and their capacity to absorb knowledge made available in the network.