Literaturnachweis - Detailanzeige
| Autor/in | Hanson, Mark |
|---|---|
| Titel | Transnational Corporations as Educational Institutions for National Development: The Contrasting Cases of Mexico and South Korea. |
| Quelle | In: Comparative education review, 50 (2006) 4, S. 625-650Infoseite zur Zeitschrift |
| Beigaben | grafische Darstellungen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0010-4086 |
| Schlagwörter | Bildung; Forschung; Methodologie; Neue Technologien; Bildungssystem; Schulsystem; Lehrerausbildung; Wissenserwerb; Curriculumreform; Indikator; Naturwissenschaften; Ausgaben; Finanzierung; Wirtschaftspolitik; Arbeitskräftebedarf; Arbeitsmarkt; Studium; Forschungsstand; Statistik; Internationaler Vergleich; Entwicklung; Fallbeispiel; Asien; Korea, Republik; Mexiko; Mittelamerika |
| Abstract | In this article, [the author argues] that, when situated in a less developed country (LDC), the higher-tech transnational corporations (TNCs) knowingly and unknowingly function like educational institutions by transferring knowledge and technical expertise to national institutions, including domestic industries, universities, and public schools. This transfer can, and sometimes does, drive the country up learning and development curves. But, the acquisition of foreign industrial knowledge by an LDC is not automatic. Rather, it must be pursued consciously and tenaciously. It must be integrated into a strategy of national development that is supported by the collaborative actions of government, school systems, and domestic industry. Based on the potential of TNC knowledge transfer, some LDCs pursue such knowledge and integrate it into development strategies more effectively than others. ... Two research questions drive this article. First, regarding LDCs, to what extent and by what means is knowledge (e.g., technical expertise, job skills, management techniques, and production methods) transferred from TNCs to national institutions (e.g., domestic industries, universities, public schools, and government agencies)? Second, how do recipient countries use the acquired knowledge to move up national learning and development curves toward national development goals? Comparing the cases of South Korea and Mexico allows [the author] to address these two questions. (DIPF/orig.). |
| Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main |
| Update | 2007/3 |
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