This book examines, from a comparative perspective, the impact of the movement from the so-called knowledge-based economy towards the ‘Intelligent Economy,’ which is premised upon the application of knowledge. This implies that knowledge, the central component of the knowledge-based economy, is becoming less important in an era that is projected to be dominated and defined by the integration of complex technologies under the banner of the Fourth Industrial Revolution. In this new era that blends the physical with the cyber-physical, the rise of educational intelligence means that clients (countries, organization, and other stakeholders) are plied with cutting-edge data in the form of predictive analytical patterns (modelling, machine learning, and data mining of historical data), and knowledge about global educational predictions of future outcomes and trends. In this sense, the volume attempts to link the advent of this new technological revolution to the world of governance and policy formulation in education, in order to open a broader discussion about the systemic and human implications of the emerging intelligent economy for education.
Access to Big Data, the ‘new commodity’ for the 21st century economies, and its uses and potential abuses, has both conceptual and methodological impacts for the field of Comparative and International Education. Innovations that have been restricted to the technology sector are gradually starting to move into education as companies seek to monetize social data, dark data and big data. In this context, educational data is all around us and, therefore, the focus in the last past five years has been on how to better make sense of data (both historical and contemporary) by detecting patterns to amplify the value of data. Of particular importance in this discussion, is the ability of data to restructure national educational systems to make room for newer educational actors at the dawning of the so-called “Global Education Inc.,” defined by policy actors and a neoliberal imaginary (Ball, 2013).
Concurrently, from a governance perspective, the intelligent economy is founded on what Revel (n.d.) calls “economic intelligence,” which combines several concepts and practices including “competitive intelligence, economic security, risk management, lobbying, public diplomacy, soft power (governments), business diplomacy (companies)” to regulate the flow of information among public and private actors. In essence, economic intelligence is a governance mechanism that is “recognized as a professional tool for strategy and management for states and companies in the globalized world” (Revel, 2010, p. 2). We posit that at the heart of the intelligent economy is “educational intelligence,” which encompasses both individual and system-level processes. This has the real potential of unleashing the creative capacity of educational systems to find innovative solutions in harnessing the learning required to manage and steer data integration at the intersection of cloud computing, social media, mobile and automation technologies, and scientific discoveries that continuously reshape the way we live, work and learn.
We are seeking a range of chapters from diverse disciplines, institutions, and countries that explores a particular facet of the emerging educational intelligent economy and brings to the foreground challenges, questions, and considerations, from such inquiries as they pertain to:
- Conceptualizing new trajectories and insights that seek to examine the implication of the intelligent economy upon, space, scale and temporality
- Innovative comparative methodologies, investigative lenses and retooling comparative approaches for the study of the educational intelligent economy
- Analyzing policy imperatives for the governance of education and examining educational policy actors’ agency in response to the new educational intelligent economy
- Analytical policy frameworks that inform our understanding of key skills and competences needed in the transition from the knowledge-based to an educational intelligent economy
- Practical implications of educational intelligence in the intelligent economy for teaching and learning
- Anthropological, ethnographic and grassroots responses to influences of big data, artificial intelligence, machine learning and the internet of things (IoT)
- Exploration of educational systems under pressure through geographic manifestations of educational intelligence policies globally, with focus on one or a combination of these regions: Africa, Asia, Middle East, EU/Europe, North America, South America and the Caribbean, and Oceania
Submissions should include a 300-500 word abstract and a brief CV with full contact information. They should be sent to firstname.lastname@example.org and email@example.com before December 1, 2017. Authors selected for the volume will be notified by December 15, 2017. If selected, a completed chapter of 7,000-8,000 words, including references, will be due by March 1, 2018. After a double-blind peer review process, all finalized chapters will be submitted to Emerald Publishing for release in Spring of 2019 as part of its prestigious International Perspectives on Education and Society (IPES) series.