Social capital, human capital and the learning society

Schuller, Tom; Field, John

doi:10.1080/0260137980170402

Cited by 112 publications

(53 citation statements)

References 5 publications

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“…This situation makes the human capital of the individual key people a key resource for converting codified and tacit knowledge into commercial products and services (Mosey and Wright 2007;Wright et al 2007). This human capital and the management thereof are heavily context and time-related, due to factors including the increasing complexity of technology and markets and the shift towards an information society (Barney 1991;Schuller and Field 1998;Unger et al 2011).…”

Section: Research Frameworkmentioning

confidence: 99%

How human capital interacts with the early development of academic spin-offs

2014

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This paper focuses on venture team characteristics with respect to human capital dimensions in early stage ventures emerging from academic research (institutions). Three major groups have been investigated: founders, top managers and directors. Data was obtained using personal interviews with 185 product-oriented academic spin-offs in nine European countries, including those of 17 failures. The results show a significant positive-but diminishing-impact of team heterogeneity on venture success, as well as a positive impact from legal expertise within the board of directors. At management level, the results further indicate that larger management team are better equipped to face the challenges in academic spin-offs. Furthermore, the added value of serial entrepreneurs is questioned, since they seem to negatively impact a spin-off's survival chances. Several implications are addressed, dealing with an appropriate team composition (on the levels of both top management and the board of directors) as well as the importance of paying attention to team development.

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Section: Research Frameworkmentioning

confidence: 99%

How human capital interacts with the early development of academic spin-offs

2014

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“…An increasing number of other studies also indicate the interrelationships between education and social capital, and adult literacy in particular (e.g. Schuller and Field 1998, Falk, Golding and Balatti 2000, Balatti and Falk 2002, Tett and Maclachlan 2007, St.Clair 2008, Balatti and Black 2011, Taylor et al 2011. The follow-up study by Balatti, Black and Falk (2009a), which incorporated the literacy program described in this paper, focused on cross-sectoral partnerships and the pedagogical strategies that build on and develop social capital.…”

Section: Literature Reviewmentioning

confidence: 99%

Methadone, Counselling and Literacy: A health literacy partnership for Aboriginal clients

Black

Ndaba²,

Kerr

et al. 2012

LNS

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This paper describes a literacy program delivered at the Kirketon Road Centre (KRC), a primary health centre located in Kings Cross, Sydney. KRC was established to meet the health needs of 'at risk' young people, sex workers, and people who inject drugs. The literacy program was initiated from within an Aboriginal health group at KRC, following a request from clients in the group. A teacher from Tranby Aboriginal College delivered the literacy program one afternoon every fortnight over a period of approximately one year. This paper is based on recorded and transcribed 'reflection' discussions undertaken over several months between the literacy teacher, a KRC counsellor and the researcher immediately following the literacy sessions. Of particular interest is the nature of the literacy program and its pedagogical approach which is based largely on the delivery of popularly themed worksheet exercises. These activities represent in some ways an approach to adult literacy education that we term 'autonomous', that is, as a single set of skills generalisable to other life contexts. This pedagogical approach, however, needs to be understood in relation to the social capital outcomes of the course which take into account the complex and varying relationships and networks of the client group. The real value of the course can be seen largely in terms of the social capital outcomes for individual participants.

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“…Learning is not merely reproduction but actually the reformulation and renewal of knowledge and competences (Bjørnåvold 2000). The notion of agency also presupposes social capital, social networks and trust (Coleman 1988(Coleman , 1994Schuller and Field 1998). A feature of learning in non-formal and informal settings is the development at the individual level of the capability to mobilise resources (that is, other people/institutions/technologies) in order to address arising challenges (Livingstone and Guile 2012, p. 357).…”

Section: Human Capabilities and The Social Dimensions Of Learningmentioning

confidence: 99%

“…In the context of the Report's "four pillars of education", education is not only about learning to know, but also entails learning to be, to live together, and learning to do. Schuller and Field (1998) considered the relationship between social capital and learning not only in respect of high educational attainment but more widely in the context of the learning society. They prefer to see social capital as both internally differentiated and constantly changing.…”

Section: Human Capabilities and The Social Dimensions Of Learningmentioning

confidence: 99%

Global Perspectives on Recognising Non-formal and Informal Learning

Singh¹

2015

Technical and Vocational Education and Training: Issues, Concerns and Prospects

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Aims and ScopeThe purpose of the Technical and Vocational Education and Training: Issues, Concerns and Prospects Book Series is to meet the needs of those interested in an in-depth analysis of current developments concerning various aspects of education for the world of work with particular reference to technical and vocational education and training. The Series examines areas that are at the 'cutting edge' of the field and are innovative in nature. It presents best and innovative practice, explores controversial topics and uses case studies as examples.The audience includes policymakers, practitioners, administrators, planners, researchers, teachers, teacher educators, students and colleagues in other fields interested in learning about TVET, in both developed and developing countries, countries in transition and countries in a post-conflict situation. The Series complements the International Handbook of Technical and Vocational Education and Training, with the elaboration of specific topics, themes and case studies in greater breadth and depth than is possible in the Handbook. Topics covered include training for the informal economy in developing countries; education of adolescents and youth for academic and vocational work; financing education for work; lifelong learning in the workplace; women and girls in technical and vocational education and training; effectively harnessing ICTs in support of TVET; planning of education systems to promote education for the world of work; recognition, evaluation and assessment; education and training of demobilized soldiers in post-conflict situations; TVET research; and school to work transition.More information about this series at

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Social capital, human capital and the learning society

Cited by 112 publications

References 5 publications

How human capital interacts with the early development of academic spin-offs

How human capital interacts with the early development of academic spin-offs

Methadone, Counselling and Literacy: A health literacy partnership for Aboriginal clients

Global Perspectives on Recognising Non-formal and Informal Learning

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