Bücher von Elias G. Carayannis

However, the innovative capacities and business environments of firms in developing countries are fundamentally different from those in developed countries. It stands to reason that innovation and competitiveness models based on developed countries may not apply to developing countries.

Innovation and Entrepreneurship

Student Entrepreneurship in the Social Knowledge Economy

This volume explores the notion of cross-cultural knowledge management, which looms ever larger in multicultural organizations in the era of globalization. It draws on a variety of disciplines to show how we can make knowledge dissemination more efficient.

This book analyzes ways that vital institutional knowledge generated at the international organization level is codified into global standards, and disseminated. The focus is on the developing world, where legal and regulatory infrastructure is often lacking.

This is the first book to explore the dynamics of family business from a knowledge management perspective. It integrates the literature from family business, entrepreneurship, industrial psychology, and knowledge management.

This book argues that ideas in the social realm are the context-bound products of distinct histories and cultures and thus cannot be co-opted across place and time. The book emphasizes that the dominant Western intellectual paradigm has not improved human society in either Western or non-Western parts of the world.

This volume examines the relationships among social ecology, innovation, sustainable development and economic growth.

The authors utilize social network analysis to determine how entrepreneurs in emerging economies identify their most beneficial social contacts and use those contacts to leverage the resources needed for their enterprises, revealing new insights on the process of business creation and economic development in the networked age.

In a comprehensive review of recent literature, they define key terms and concepts, arguing that a good, effective and sustainable governance of higher education is not possible unless the epistemic structure and knowledge paradigms of higher education are addressed directly.