The Role of Information Professionals in the Knowledge Economy: Skills, Profile and a Model for Supporting Scientific Production and Communication

By Javier Tarango and Juan D. Machin-Mastromatteo

The Role of Information Professionals in the Knowledge Economy: Skills, Experiences, Practices and Strategies presents the tools that are necessary for the acquisition and development of a scientific culture. The work and profile of the information professional is no longer limited to the world of libraries.

In countries with developing and peripheral economies that are seeking to reduce dependence on knowledge generated by rich countries it is necessary to develop and foster new professional profiles with high expertise in knowledge generation and management in order to support such paradigm shifts.

This comprehensive book presents the case for this paradigm shift and is an ideal resource for information professionals who are interested in new avenues of exploration.

• Promotes the idea that an information professional is the right person to offer support in the knowledge economy
• Provides guidance on how to provide and develop a scientific culture in an institution
• Identifies information competencies that are important for information managers in scientific communication
• Redefines the profile of professional information graduates and identifies this new skillset as a job opportunity

• Language: English
• Publisher: Elsevier Science
• Release date: May 16, 2017
• ISBN: 9780128112236

Javier Tarango

Javier Tarango is a full-time professor and researcher in the Universidad Autónoma de Chihuahua (UACH) in Mexico and is a member of the National Researchers System. He holds a PhD in Education (UACH), a Master’s degree in Information Science (Universidad de Guanajuato, Mexico), a Master’s degree in Organisational Development (Universidad de Monterrey, Mexico), and a Bachelor’s degree in Pedagogy (UACH). His current lines of research are information literacy and evaluation of scientific production. He has published eight books, 20 book chapters, 38 peer-reviewed and indexed scientific articles, 24 proceedings at length, and 72 papers. He is a peer reviewer for seven scientific journals and 6 academic books.

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Chapter 1

Scientific Production in the Knowledge Economy and its Influence on the Competitiveness of Universities and Research Institutions

Abstract

The knowledge economy (KE) is a topic widely applied to various institutional and social sectors, hence it is challenging to implement it efficiently and equitably at a macrolevel, both from the perspectives of assessing its influence and of measuring its impact. This chapter focuses on the study of the KE in relation to scientific production and scientific communication, considering KE’s contribution for identifying competitiveness indicators in universities and research institutions through the improvement of intellectual and social capital levels. The basic aspects considered are objectified knowledge, the consequences of various environments, and knowledge processes; all of which will manifest in the published scientific products that result from the scientific communication of an institution.

Keywords

Knowledge economy; scientific production; development of university and research institutions; knowledge management; human capital; social capital

1.1 Introduction

It is essential to start this chapter from the main functions of the university, which can be also generally applied to other research institutions. According to Ortega y Gasset (2007), these functions are represented in the following processes: (1) knowledge teaching and learning; (2) research; and (3) extension through scientific communication. Although these correspond to the classical foundations established in the published literature on educational theory, they represent a common thread to recognize that the inclusion of the knowledge economy (KE) idea in higher education and research institutions (knowledge institutions) has resulted in a source of indicators for measuring organizational competitiveness. Whitley (2008) considers that knowledge institutions have tended to mimic business’ functional structures and planning processes, incorporating new concepts of measurement, which include competitiveness, quality, and profitability, exceeding an initially epistemic vision.

Conceptually, the KE is based on the production, distribution, and use of information and knowledge (Organization for Economic Co-operation & Development [OECD], 1996), thereby creating epistemic networks, whose intense relationships generate new knowledge and determine the socioeconomic position of both individuals and organizations (Clarke, 2001). Although knowledge often has various manifestations, the most common is its transmission through the processes of education and training of human resources. This chapter examines knowledge generation, implementation, and communication (through research processes), especially in relation to its transfer as a contribution for innovation and scientific communication.

According to Avilés-Fabila (2009), the traditional core functions of universities are seen as normal and, therefore, are basic and elemental. Although knowledge generation, both in individuals and institutions, is well recognized as a core function that is related to the KE, it seems that its implications represent a different function. Knowledge generation has been added to the traditionally recognized functions used for measuring the competitiveness of knowledge institutions, but it is now affected by the notion of profitability, beyond an academic prestige that is based on theoretical idealisms; however, such a situation does not imply dismissing the social function of