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Interactive learning and localised knowledge in globalising learning economies

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Abstract

This article analyses the role of interactive learning and localised knowledge in globalising learning economies. Some authors argue that as a result of globalisation and codification processes the importance of local, contextual knowledge and localised learning is decreasing, and, thus, the competitive advantage of high-cost regions (and nations) are steadily being undermined. Other authors maintain that much strategic knowledge, tacit as well as codified, is disembodied (i.e., knowledge which is the result of positive externalities of the innovation process), and, thus, remains `sticky'. Important parts of the learning process continue to be localised as a result of the enabling role of geographical and social proximity in stimulating interactive learning, which taken together represent strong `untraded interdependencies' constituting important context conditions for regions to remain innovative and competitive. The article argues that learning economies should be used to conceptualise a specific historical period of capitalism in which knowledge and learning has attained an increasing importance in the economy. This period of capitalist development is also referred to as post-Fordism.

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Authors and Affiliations

  1. Centre for Technology, Innovation and Culture/Department of Sociology and Human Geography, Faculty of Social Sciences, University of Oslo, PO Box 1108, Blindern, N-0317, Oslo

    Bjørn T. Asheim

  2. The STEP Group, Storgaten 1, N-0155, Oslo, Norway

    Bjørn T. Asheim

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Asheim, B.T. Interactive learning and localised knowledge in globalising learning economies. GeoJournal 49, 345–352 (1999). https://doi.org/10.1023/A:1007155221758

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