Inter-industry knowledge flows and sectoral networks in the economy of Malaysia

This research probes the configuration of technological systems in terms of inter-sectoral knowledge and intermediate goods exchanges based on a case study of 21 industry sectors in the economy of Malaysia. The case study draws on a network analysis of sectoral knowledge flows survey data and input–output exchange statistics. The results show that knowledge acquisition and dissemination networks are relatively more intra-sector, denser, and centralized than goods exchange networks, which can affect how innovations spread through the economy. Knowledge networks, however, are more likely to form sub-networks with potentially diverse capabilities and influence on the technological system. This adds new information and value for knowledge-based sectoral investment strategies.     

A Look into the Future Impact of ICT on Our Lives

This paper may be read as a sequel to a 1995 paper, published in this journal, in which I predicted what sort of transformations and problems were likely to affect the development of the Internet and our system of organized knowledge in the medium term. In this second attempt, I look at the future developments of information and communication technologies and try to estimate what their impact on our lives will be. The forecast is that, in information societies, the threshold between online and offline will soon disappear, and that once there is no difference, we shall become not cyborgs but rather inforgs, that is, connected informational organisms.     

Creative Authenticity: A Framework for Supporting the Student Self in Design Education

This article introduces a pedagogical approach in design education referenced as creative authenticity. Creative authenticity is defined as an ongoing process of learning to create through intrinsically motivated, self-aware and self-affirming actions and rationales. The concept is grounded in Constructivist learning theory, Postmodernist views of pluralism and cultural position, Anthony Giddens’ theory of reflexive identities, and scholarship on intrinsic motivation in learning. This ideology seeks to personalise the learning experience for each student in ways that are meaningful to their person, not just useful to the design industry, at large. This conversation proposes four samples of methodology by which to infuse creative authenticity into curriculum as a starting point for shaking off implicit biases; focusing on student learning and growth; initiating meaningful and empowering discussions; and redefining success through collaborative and participatory educational design. This work promotes teaching with creative authenticity as a foundation to help students realise their strengths through their ever-evolving identities. In a broader context, authenticity in education supports marginalised groups to see themselves, their histories and their experiences authentically reflected in their education and work.