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In this chapter, the authors highlight the emerging discipline of network sciences and the evolution and adaptation of human networks. The change is considered in the context of a shifting economic landscape and the importance of knowledge in the twenty-first-century knowledge economy. The chapter offers a fundamental definition of networks and explores the shifting geography of networks. Specifically, the authors explore door-to-door, place-to-place, and person-to-person network geographies. The authors model economic systems as networks and explain the role of human, structural, and relational capital as nodes, messages, and links in networks.

The transformation from an industrial to a knowledge economy and society are underway. In the knowledge economy, the knowledge of people and organizations—their intellectual capital assets—are the primary factors of production and the source of wealth. This is in contrast to other kinds of capital that fueled the industrial and the agricultural economies. Librarians have understood the knowledge society as one characterized by an increased focus on digital resources and an expanded use of virtual channels to deliver those resources. However, the nature of the knowledge society and economy is far more expansive than a digital environment. A knowledge society is one in which all members of a society engage in knowledge transactions—in the business environment, in the social sphere, in civic activities, and in everyday environmental actions. This view of the knowledge society presents new opportunities for librarians to leverage their intellectual capital. This chapter profiles the intellectual capital assets of librarians, considers how they align with professional competencies, and presents use cases that illustrate the value of these assets. Future scenarios illustrate how traditional functional competencies might shift in the knowledge economy. These also suggest contexts which highlight undervalued or new competencies. Seven observations describe how librarians might prepare for expanded roles in the knowledge society.

This chapter evaluates the readiness of the higher education system to contribute to the competitiveness of African countries in the knowledge economy. Using institutions of higher learning in Kenya and Uganda as case studies, the study demonstrates that the higher education system in Africa is ill-equipped to fulfill the role of knowledge production for the advancement of African economies. The chapter proposed promising ways through which higher education in the region can play a more fulfilling role to the global knowledge economy through the formation of relevant skills for the growth of African economies. In an era where knowledge assets are accorded more importance than capital and labor assets, and where the economy relies on knowledge as the key engine of economic growth, this chapter argues that higher education institutions in Africa can assist in tackling the continent’s challenges through research in knowledge creation, dissemination, and utilization for improved productivity. These institutions need to engage in design-driven innovation in the emerging knowledge economy. To enhance their contributions toward human capital development and knowledge-intensive economies in the region, it is imperative to employ public-private initiatives to bridge and address various challenges and gaps facing universities and research institutions in Africa.

The tendency for nations to move toward implementing independent and conservative central bankers has gained momentum over the past two decades. This trend continues despite the fact that the benefits of central bank independence (CBI) are highly contested among economists. The ability of a central bank to boost economic growth has been seriously compromised due to the emergence of the concept, or knowledge, of independent CBI as per the New Zealand model. In this chapter, we will propose a new line of research for the knowledge economy to underscore the ramifications of substituting local, or regional, knowledge by international knowledge. The goal of this chapter is to assess whether the new knowledge has real merits vis-à-vis the old knowledge of central banking. If not, this chapter will issue a caveat to policy makers to be careful in replacing old knowledge by new knowledge – the new does not always mean a better knowledge. In other words, this chapter will highlight the potential dangers of using untested new knowledge and its economic consequences. This chapter contributes to the literature on CBI by introducing analytical methods not previously used in empirical examination of central banks. Analysis has uncovered the presence of high mobility in economic variables that is unexplained by changes in CBI. The chapter addresses the question of mobility by making use of mobility measures and linear regression in an attempt to identify the source of this mobility. The results from the regression are significant to the theory of central bank independence as they imply that consolidation of inflation rates are not reciprocated with consolidation of economic growth, as conventional theory would suggest.

Social democratic unionism has arguably been one of the most successful worker organisations in modern history. Through collective bargaining and political influence, this type of unionism has been effective in redistributing the gains from capitalist markets. This paper reviews the challenges, pathways and dilemmas social democratic unions face in the knowledge economy. Similar to industrialisation, the knowledge economy has the potential to fundamentally change the social fabric that trade unions derive their power resources from. There are three major and interrelated challenges: (1) technological change and the knowledge economy, (2) new socio-political coalitions and (3) keeping employers in. Focussing on Denmark and Sweden, it is argued that these three challenges strike the core of social democratic unionism, as they can undermine the ability to encompass the whole labour market because of polarisation or upgrading of jobs. The paper goes on to outline three possible pathways: ‘going radical’, ‘going academic’ and ‘going old-school’. ‘Going radical’ entails a sharper focus on fighting precarious work with other regulatory means other than collective bargaining. ‘Going academic’ entails a focus on education and lifting all occupational groups. ‘Going old-school’ entails adapting the principle of collective bargaining to new types of companies and occupations while sticking to the regulatory means as before. It is argued that none of the strategies is a silver bullet to the challenges, but that a key to the success of any of the strategies is that minimum wage levels are defended, as this will fuel investment in education for lower-paid work.