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The Innovation Superhighway: Harnessing Intellectual Capital for Sustainable Collaborative Advantage


reviewed by Laurel Trufant — 2003

coverTitle: The Innovation Superhighway: Harnessing Intellectual Capital for Sustainable Collaborative Advantage
Author(s): Debra M. Amidon
Publisher: Heinemann, Portsmouth, NH
ISBN: 0750675926, Pages: 379, Year: 2003
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In The Innovation Superhighway, Debra Amidon offers a carefully crafted blueprint for a new global vision of knowledge.  Amidon, a pioneer of the Knowledge Economy Network (The Ken movement is grounded on the principle that innovation consists in gaining new knowledge and having the vision to put that knowledge into action.), presents a revolutionary view of innovation as “nothing more than coming up with good ideas and implementing them to realize their value” (p. 16).  Innovation, she asserts, is not born of creativity, or scholarship, or research and development, but rather of knowledge-based interaction carried on in an environment of diverse experience, shared competencies, and common aspirations.  She carries this vision forward to define the global imperatives contributing to a new world order based on intellectual, not financial, capital.  Amidon recasts the lessons of the market-oriented knowledge economy in a frame that takes on special meaning for educators as they struggle to recognize and implement the new knowledge value proposition implicit in the movement.  The key to that proposition,... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record Volume 105 Number 7, 2003, p. 1387-1390
http://www.tcrecord.org ID Number: 11125, Date Accessed: 12/14/2017 8:10:01 AM

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About the Author
  • Laurel Trufant
    University of New Hampshire
    E-mail Author
    LAUREL TRUFANT has taught in several disciplines, including computer literacy. She is currently a faculty developer in the Academic Technology Group at UNH, where she has worked to implement technology in the classroom, designed and coordinated faculty development activities and training, and is currently co-coordinating an Educational Technology Assistant Program (eTAP) that pairs interested faculty with instructional design teams and trained student assistants to implement instructional technology projects. She has contributed as both author and editor to works in the field of intellectual history. As a faculty developer, she has written on a variety of technology-integration topics, and authored workshops and seminars on active and collaborative learning.
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