294 10 3494 https://omeka.ibu.edu.ba/files/original/1327021b5697df833a10afa547321a57.pdf dc82e2123e8376f815988f68ba64e329 PDF Text Text 3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo The Investigation On Sustainability Of Total Quality Management In Higher Education Through Deming’s Pdca Cycle Göktaş Pinar, Çetinceli Esra Süleyman Demirel Üniversitesi Isparta Meslek Yüksekokulu,Isparta Türkiye E-mails: pinargoktas@sdu.edu.tr,esracetinceli@sdu.edu.tr Abstract Total Quality Management (TQM) is an approach that seeks to improve quality and performance which will meet or exceed customer expectations. This can be achieved by integrating all quality-related functions and processes throughout the organizations. Total Quality Management (TQM) is an integrated organizational effort designed to improve quality at every level. In a TQM effort, participation of all members of an organization is very important about sustainability. The term sustainability has become popular in policyoriented research as an expression of what public policies ought to achieve. According to Brundtland, sustainable development is development that meets the needs of the present without compromising the needs of future generations to meet their own needs. Sustainability management, the ability to direct the course of a company, community, organization, or country in ways that restore and enhance all forms of capital (human, natural, manufactured, and financial) to generate stakeholder value and contribute to the well-being of current and future generations. TQM as a management system could be expanded to include components of sustainability. The methods for implementing this approach come from the teachings of such quality leaders as Philip B. Crosby, W. Edwards Deming, Armand V. Feigenbaum, Kaoru Ishikawa and Joseph M. Juran. For example W. Edwards Deming in the 1950's proposed that business processes should be analyzed and measured to identify sources of variations that cause products to deviate from customer requirements. Deming created a (rather oversimplified) diagram to illustrate this continuous process, commonly known as the PDCA cycle for Plan, Do, Check, Act. In higher education, this study is aimed that offering sustainability of quality education among the most important goals for university strives to achieve. Moreover the purpose of this study is to increase the degree of quality awareness, practice, and appreciation of using PDCA cycle in higher education. As a result, in this study it is mentioned about relationship between sustainability of total quality management in higher education using by PDCA cycle technique. 114 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo Keywords: Total Quality Management, PDCA Cycle, Sustainability, Sustainability Management, Higher Education 1.DEFINING OF QUALITY, TOTAL QUALITY MANAGEMENT, DEMING CYCLE AND SUSTAINABILITY The concept of "quality" has been contemplated throughout history and continues to be a topic of intense interest today. Quality presently is addressed in numerous academic and trade publications, by the media, and in training seminars; it is perhaps the most frequently repeated man-tra among managers and executives in contemporary organizations. In a recent survey, executives ranked the improvement of service and product quality as the most critical challenge facing U.S. businesses (Zeithaml, V. A., Parasuraman, A., & Berry, L. L. 1990.). Quality has been described as "the single most important force leading to the economic growth of companies in international markets"( Feigenbaum, A. V. 1982) “TQM is a structured attempt to re-focus the organisation’s behaviour, planning and working practices towards a culture which is employee driven, problem solving, stakeholder oriented, values integrity, and open and fear free. Furthermore, the organisation’s business practices are based on seeking continuous improvement, the devolution of decision making, the removal of functional barriers, the eradication of sources of error, teamwork, honesty, and fact-based decision making”(Ghobadian and Gallear, 1996) TQM is a management system consisting of values, methodologies and tools aimed at satisfying or preferably exceeding the needs and expectations of the customers with a reduced amount of resources. (Bergman & Klefsjö, 2003). The founders of modern quality management and organization excellence - Crosby, Demings and Juran among others - considered ethics, principles and respect for people as key principles. For example, Crosby (1986) stated that: ‘‘the organizations will prosper only when all employees feel the same way and when neither customers nor employees will be hassled’’. Deming’s (1986) 14 points highlighted the ‘‘driving out of fear’’. He advocated an organizational climate where dealings between managers, employees and customers were conducted on an ethical basis. ( Crosby, P. (1986) 1.1.Deming Key Principles 1."Create constancy of purpose towards improvement". Replace short-term reaction with long-term planning. 2."Adopt the new philosophy". The implication is that management should actually adopt his philosophy, rather than merely expect the workforce to do so. 3."Cease dependence on inspection". If variation is reduced, there is no need to inspect manufactured items for defects, because there won't be any. 4."Move towards a single supplier for any one item." Multiple suppliers mean variation 115 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo between feedstocks. 5."Improve constantly and forever". Constantly strive to reduce variation. 6."Institute training on the job". If people are inadequately trained, they will not all work the same way, and this will introduce variation. 7."Institute leadership". Deming makes a distinction between leadership and mere supervision. The latter is quotaand target-based. 8."Drive out fear". Deming sees management by fear as counter- productive in the long term, because it prevents workers from acting in the organisation's best interests. 9."Break down barriers between departments". Another idea central to TQM is the concept of the 'internal customer', that each department serves not the management, but the other departments that use its outputs. 10."Eliminate slogans". Another central TQM idea is that it's not people who make most mistakes - it's the process they are working within. Harassing the workforce without improving the processes they use is counter-productive. 11."Eliminate management by objectives". Deming saw production targets as encouraging the delivery of poor-quality goods. 12."Remove barriers to pride of workmanship". Many of the other problems outlined reduce worker satisfaction. 13."Institute education and self-improvement". 14."The transformation is everyone's job". The Deming Cycle W. Edwards Deming in the 1950's proposed that business processes should be analyzed and measured to identify sources of variations that cause products to deviate from customer requirements. He recommended that business processes be placed in a continuous feedback loop so that managers can identify and change the parts of the process that need improvements. As a teacher, Deming created a (rather oversimplified) diagram to illustrate this continuous process, commonly known as the PDCA cycle for Plan, Do, Check, Act: PLAN: Design or revise business process components to improve results DO: Implement the plan and measure its performance CHECK: Assess the measurements and report the results to decision makers ACT: Decide on changes needed to improve the process ( Tague, 2005) Deming's PDCA cycle can be illustrated as follows: Deming's focus was on industrial production processes, and the level of improvements he sought were on the level of production. In the modern post-industrial company, these kinds of improvements are still needed but the real performance drivers often occur on the level of business strategy. Strategic deployment is another process, but it has relatively longer-term variations because large companies cannot change as rapidly as small business units. Still, strategic initiatives can and should be placed in a feedback loop, complete with 116 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo measurements and planning linked in a PDCA cycle. To illustrate the relationship of business unit processes to strategic processes, we may construct two nested PDCA cycles: Figure 1: PDCA Cycle This 'wheel within a wheel' describes the relationship between strategic management and business unit management in a large company. There are actually several separate business units, of course, each with its own set of metrics, goals, targets and initiatives. But this figure illustrates the idea that the business activities constitute the DO part of the overall strategic effort. ( Tague, 2005) 1.2.Definition of Sustainability According to Brundtland (1987): This is the most commonly quoted definition and it aims to be more comprehensive than most: Sustainable development is development that meets the needs of the present without compromising the needs of future generations to meet their own needs.It contains within it two key concepts: The concepts of needs, in particular the essential needs of the worlds poor, to which overriding priority should be given, and: The idea of limitations imposed by the state of technology and social organization on the environments ability to meet present and future needs. 2.SUSTAINABILITY OF TOTAL QUALITY MANAGEMENT IN HIGHER EDUCATION In this study at first, factors of quality in higher education are determined. These factors are; students, lecturers, management, physical conditions, social life on campus, career planning and shareholders. To improve quality in higher education, it can be used PDCA cycle. In this context when PDCA cycle is analysed, the first stage is plan. In this stage: Plan: At first, quality improving team are created and then sub-quality improving team are created. To improve each factors of quality in higher education, the following are planned.    117 Students: incresasing the success, socialization and motivation Lecturers: increasing job satisfaction and institutional commitment, supporting (Project, study..) Physical Conditions: tracking technology, improving quality life in campus, studies for students with disabilities (on-campus transportation, row, lift...) �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo     Management: supporting projects and studies, increasing motivation of personnel and students Social Life on Campus: increasing sports activities and artistic works (theatre, concert…) increasing the activity of club works. Career Planning: raiseing awareness of students about career planning, leading to students Shareholders: the creation of public and private sector cooperation, meeting of students and industry managers with career days, sectoral promotion, providing internship opportunities. When this study is applied, in the stage of “DO”; the above mentioned plans are carried out, in the stage of “CHECK”; plans and actualized are compared, in the stage of “ACT” as a result of comparison,the necessary arrangements will be made. 3.CONCLUSION In this study, to improve quality in higher education, with Deming’s PDCA cycle, sustainable total quality management in higher education is aimed. Deming’s PDCA cycle has four stages. These are “Plan”, “Do”, “Check” and “Act”. When all phases occurs, their sustainability will be provided by making the necessary changes in future periods. So, students, lecturers, physical conditions, management, social life on campus, career planning and shareholders such factors’ quality will be increased. In this context, university’s quality standard will be increased and it will contribute to positive image of university. This study which is fulfilled the stage of “Plan” (Deming’s PDCA cycle), in the future period will be able to improve in terms of the other stages Deming’ REFERENCES Bergman, B. & Klefsjö, B. (2003), Quality From Customer Needs to Customer Satisfaction, Second edition, Studentlitteratur, Lund. Crosby, P. (1986), Quality Without Tears: The Art of Hassle Free Management, McGrawHill, NY. Deming, W.E. (1986), Out of The Crisis, MIT Press, NY. Ghobadian and Gallear, (1996). Ghobadian, A and Gallear, D. (1996) “Total Quality Management in SMEs”, OMEGA -International Journal of Management Science, Vol. 24. Feigenbaum, A. V. (1982) , Quality and Business Growth Today. Quality Progress. Parasuraman, A., Berry, L.L. and Zeithaml, V.A. (1990), An Empirical Examination of Relationships in an Extended Service Quality Model, Marketing Science Institute, Cambridge, MA. Tague, N.R. (2005), The Quality Toolbox, Second Edition 118 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 1104 Title A name given to the resource The Investigation On Sustainability Of Total Quality Management In Higher Education Through Deming’s Pdca Cycle Author Author Göktaş, Pinar Abstract A summary of the resource. Total Quality Management (TQM) is an approach that seeks to improve quality and performance which will meet or exceed customer expectations. This can be achieved by integrating all quality-related functions and processes throughout the organizations. Total Quality Management (TQM) is an integrated organizational effort designed to improve quality at every level. In a TQM effort, participation of all members of an organization is very important about sustainability. The term sustainability has become popular in policyoriented research as an expression of what public policies ought to achieve. According to Brundtland, sustainable development is development that meets the needs of the present without compromising the needs of future generations to meet their own needs. Sustainability management, the ability to direct the course of a company, community, organization, or country in ways that restore and enhance all forms of capital (human, natural, manufactured, and financial) to generate stakeholder value and contribute to the well-being of current and future generations. TQM as a management system could be expanded to include components of sustainability. The methods for implementing this approach come from the teachings of such quality leaders as Philip B. Crosby, W. Edwards Deming, Armand V. Feigenbaum, Kaoru Ishikawa and Joseph M. Juran. For example W. Edwards Deming in the 1950's proposed that business processes should be analyzed and measured to identify sources of variations that cause products to deviate from customer requirements. Deming created a (rather oversimplified) diagram to illustrate this continuous process, commonly known as the PDCA cycle for Plan, Do, Check, Act. In higher education, this study is aimed that offering sustainability of quality education among the most important goals for university strives to achieve. Moreover the purpose of this study is to increase the degree of quality awareness, practice, and appreciation of using PDCA cycle in higher education. As a result, in this study it is mentioned about relationship between sustainability of total quality management in higher education using by PDCA cycle technique.Keywords: Total Quality Management, PDCA Cycle, Sustainability, Sustainability Management, Higher Education Date A point or period of time associated with an event in the lifecycle of the resource 2012-05-31 Keywords Keywords. Conference or Workshop Item PeerReviewed H Social Sciences (General) https://omeka.ibu.edu.ba/files/original/5427448bffd717be7974c7876afa1899.pdf 1b0a75efcd6f3efe63f1a535ce7a7971 PDF Text Text 3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo The IPARD Programme in the context of European Union Rural development funds Dilek Memişoğlu1,Ayşe Durgun2, Sibel Yegül2 1Faculty of Economics and Administrative Sciences, Department of Public Administration Süleyman Demirel University, Turkey 2Faculty of Economics and Administrative Sciences, Department of Economics Süleyman Demirel University, Turkey E –mails: dilekmemisoglu@sdu.edu.tr,aysedurgun@sdu.edu.tr,sibelyegül@yahoo.com Abstract One of the pre-accession funds which provided by the European Union is IPARD (Instrument for Pre-Accession Assistance-IPA). With this fund, it is aimed that include in some of the priorities for the adaptation of the agricultural sector and rural areas and contribute to the solution of problems. Thus, it is aimed people in rural areas attain sustainable business and living conditions their own region. In this context, it is given priority such as market efficiency, improving of quality and health standards, and creation of new employment opportunities in rural and rural areas in the supported activities. At this study primarily, it will be focused on the importance of rural development. Later, it will be given information about funds in order to promote rural development by the European Union. It will be especially focused on IPARD funds and the implementation of IPARD in Turkey will be discussed. Keywords: European Union, Rural Development, IPARD Programme, Turkey. 1. INTRODUCTION 275 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo Looking at the geography of Turkey in general, the width of rural areas attracts attention. Therefore, it is possible to say that rural areas with a particular population have the potential of economic and human resources which will contribute to the strengthening of the country development. From this point, consider the potential and eliminate the deficiencies, make new investments and services in rural areas, are important for sustainable development. In fact, rural development today is considered not only in the terms of agricultural sector but also in the context of regional development. European Union also supports rural development through various funds in the region countries. These supports aimed the sustainable development of rural areas in their region by taking into consideration country needs, priorities and the local conditions in a manner consistent with urban areas. 2. Rural Development in Development Process The content of the term “development”, frequently used for underdeveloped countries, can not only be defined as the increase in per capita income but it also has to involve the development in all spheres of the economy as well as the reformation and modernization of the economic and socio-cultural structure of the society. Assuming a vital significance for the underdeveloped countries to be able to catch up with the developed ones, the term “development” is a process which may come out both in stable and unstable terms. Within this process, the key elements of the development can be listed as the increase in per capita income as well as the grow of the share of the industry and service sectors in national income and export through modification of the frequency and amount of the production factors. (Han and Kaya; 2008:2). The term “development”, having gained a significant importance particularly following the Second World War and often cited in the literature, has been discussed in various studies under several other headings like economic development, rural development, sustainable development, etc. Among those complementary themes, rural development shall be discussed in our study. The rural area is plainly defined as the areas of land that are not urbanized. In broader terms, it is the area of land where social and economic activities are largely dependent on the use of the natural resources; the economic, social and cultural development processes move slowly; the traditional values hold direct influence in daily life; face-to-face interaction preserves its priority, the impact of the technological advancements on daily routines and production takes longer to appear; the infrastructure services are insufficient and the population density is lower than the urban areas. (DPT, 2000:2) Rural areas remain behind the urban areas in terms of social or economic opportunities. The structural, social and cultural reforms executed to ameliorate the living conditions of such areas can be defined as the rural development. (Uzunpınar, 2008:11). In short, every activity conducted in order to promote the rural life may mean rural development. However; for the 276 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo rural development activities to accomplish, in the first instance a sense of such need to maintain a certain standard of living is to be raised among those who dwell in the rural areas and earn their keep from farming or similar other rural area occupations; and then the economic, social and cultural development of those communities are to be promoted in a democratic manner by ensuring them with moral and material support. (Çandar, 2009:82) Within this framework, the essence of the rural development is regarded as a political policy that intends to ensure an optimum balance among social, cultural and economic differences between the rural and urban; to improve the rural population on-site as well as to settle the immigration and recruitment issues on-site. (Gülçubuk, 2002:1). When viewed from this aspect, we may esteem that the rural development policies in Turkey hold the similar objectives. That is to say, the relevant objective is mentioned in national rural development statement as follows: “to make use of local and potential resources, to improve and to sustain the working and living conditions of the rural areas on-site in harmony with the urban areas in reliance on the protection of the natural and cultural assets.” (DPT, 2006:10). 3. Rural Development Policies in Turkey Countries differ in their levels of development due to their geopolitical positions as well as their proximity to or distance from the natural resources. Beside these basic variables, there are plenty other factors having impact on the development of the countries. The underdeveloped countries involve people who mostly engage in farming and dwell in rural areas and whose economic activities, living standards, education levels as well as health services fall behind compared to those in developed countries. In this respect, the development of the rural areas holds a vital significance for the developing countries. That a considerable amount of population dwell in the rural areas worldwide concerns not only underdeveloped countries but also developed countries since the problems that the people in rural areas encounter, the gap in level of income between the urban and rural, the unfair distribution of income, sustainable use of the natural resources as well as the protection of the environment are regarded as international issues. Abovementioned case lays stress on the strategic significance of rural development for both developed and underdeveloped countries. Consequently, alternative policies regarding the rural development have been brought up recently. Turkey has been adopting a set of scheduled development principles so as to conduct an effective and rational socio-economic development through its progress plans since 1963. The rural development policies were first brought up by Five Year Plans which sought for the solutions to the problems of the rural areas. Within the 1st Five Year Progress Plan (19631967), the development of the society was perceived as rural development and “model village” projects were put into practice. Within the 2nd Five Year Progress Plan (1968-1972), the issues of urbanization, modernization in agriculture and industrialization were discussed. The 3rd Five Year Progress Plan (1973-1977) marked the “Central Village” and “Agricultural 277 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo City” projects. Within the 4th Five Year Progress Plan (1979-1983), land reform was added to the agenda while the main objective was set as the industrialization. “Leader Farmer” and “GAP” projects were put into effect in the 5th Five Year Progress Plan. The final period of the 6th plan and the initial period of the 7th plan marked the Customs Union Agreement. Within the 8th Five Year Progress Plan, Rural Development Special Commission Report discussing the modern village and agriculture approach as well as the increase in the income and recruitment was issued. The 9th Progress Plan, issued for a period of seven years (20072013) considering The European Union Accession Period, marked The Action Plan for Rural Development in accordance with The National Rural Development Strategy. The plan encapsulates not only the agricultural and regional policies regarding rural development but also the education, health, social security, trade and industry, recruitment, population, culture, urbanization, energy, tourism as well as environment. (Işık and Baysal, 2011:166). As said above, various policies or projects regarding the rural development have been conducted in the scheduled period. However, these have failed to produce effective outcomes. The rural development has gained more importance and considerably more efforts have been put together with The European Union Accession Period. 4. Rural Development Policies of the European Union for the Candidate Countries and Turkey 4.1. Rural Development Policies of the European Union and the Rural Development Funds Agriculture and rural development is still one of the most complex, sensitive and critical issues in the enlargement conditions of European Union. Because agriculture has a significant size (share of the Gross Domestic Product (GDP), high number of the population active in agriculture) and has structural deficiencies (subsistence and semi-subsistence farming). In the enlargement process the European Commission plays a key role and it is closely associated in the accession process including negotiations. Commission experts in the field of agriculture and rural development provide assistance and guidance to candidate and potential candidate countries preparing for the Common Agricultural Policy and Rural Development (European Commission, 2012a). In the 1950s the European Union (EU) Common Agricultural Policy (CAP) came up with the candidate countries in the implementation of rural development policies. CAP includes all of the policies pursued for the development of agriculture in order to bring the same level between members of different structure and regulation of agricultural markets of member countries in the agricultural sector. Initially, this application contains only the agricultural policies over time, other issues concerning rural areas (tourism, handicrafts, etc.) expanded to cover. Through the Common Agricultural Policy various programs have been developed to be brought into line particularly promote rural development and agricultural policies of candidate countries with the EU. In accordance with the CAP, various programs have been 278 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo developed to be bring into line agricultural policies of candidate countries with the EU and to support the rural development of candidate countries. Special Accession Programme for Agriculture and Rural Development (SAPARD) is one the programme that covers the years 2000–2006 and seeks to promote rural development in candidate countries. Instrument for Pre-Accession Assistance for Rural Development (IPARD) programme is the other one that covers 2007–2013 and still being implemented (Işık and Baysal, 2011: 167). Special Accession Programme For Agriculture And Rural Development (SAPARD) is one of the special European Union (EU) programmes started in June 1998. It is aimed to manage problems in agriculture and rural development for enhancing competitiveness in reference to the EU market and implementation of EU regulations in candidate countries. SAPARD programme can be implemented until the candidate countries join to the EU (Perić, Odobaša, and Konjić, 2009: 774). The SAPARD programme aims at (Perić, Odobaša, and Konjić, 2009: 775): - Harmonization with EU legislature in agriculture - Preparation in common agricultural policy (CAP) - Investing in agricultural land - Improvement of soil quality - Afforestation of agricultural areas - Supporting the manufacturers of wood products, - Improving the quality of arable land and parcelling - Land-ownership records - Professional education and training - Agricultural and fishery products processing and marketing building up. It is mentioned that the users of the programme are the producers, not the state. “The agriculture market and structural aid authority has been structured to performing the SAPARD programme of the Agency. It is the Agency that fulfills the function of SAPARD implementation starting from instruments preparation and inviting applications, project awarding, funding and field control9. SAPARD funding is targeted and grant-in-aid” (Perić, Odobaša, and Konjić, 2009: 774). 4.2. Instrument for Pre-Accession Assistance (IPA) The European Union's rural development policy in the new period 2007–2013, consists of three axes. These are competitive, land management and rural development axes. Competition axis aims to support human resources (especially young farmers) and to increase physical capacity, agricultural products and production capacity. The axis of land 279 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo management purposes to ensure sustainable use of agricultural land and forest areas. And the rural development axis pursues goals such as improving the quality of life and economic diversity and rising and training is the acquisition of skills. (EC, 2008: 17). The EU introduces new conditions for financing agriculture and rural development both for the member states and candidate countries by the new budget period 2007-2013. According to this, a new programme called as Instrument for Pre-Accession Assistance (IPA), will replace the Polognie et Hungrie Assistance Pour la Restructuration Economique (PHARE), Instrument for Structural Policies for Pre-Accession (ISPA), Special Accession Programme For Agriculture And Rural Development (SPARD), Community Assistance for Reconstruction Development and Stabilisation (CARDS) programmes and the Turkey preaccession instrument (Perić, Odobaša, and Konjić, 2009: 776). IPA replaces all the preaccession instruments and unifies them into a single framework. It also supports all the candidate and potential candidate countries with a clear and easy pre-accession aim on all categories. IPA has five components and it provides targeted and effective assistance for each country according to its needs and evolution by these components (European Commission, 2010). The Instrument for Pre-Accession Assistance (IPA) is the financial instrument for the European Union (EU) pre-accession process for the period 2007-2013. The IPA is intended as a flexible instrument. So it provides assistance to beneficiary countries according to their progress and their needs through the Commission’s evaluations and strategy papers. The beneficiary countries are divided into two categories, depending on their status. One of them is candidate countries and these are under accession process. And the other one is potential candidate countries and these are under the stabilization and association process. Candidate countries are the Former Yugoslav Republic of Macedonia, Croatia and Turkey (Annex I to the Regulation). Potential candidate countries are defined as Albania, Bosnia and Herzegovina, Iceland, Montenegro, and Serbia including Kosovo (Annex II to the Regulation) (European Commission, 2012b). The IPA’s main aim is to support institution-building and the rule of law, human rights, including the fundamental freedoms, minority rights, gender equality and non-discrimination, both administrative and economic reforms, economic and social development, reconciliation and reconstruction, and regional and cross-border cooperation. To achieve targeted, effective and coherent action, the IPA is made up of five components (European Commission, 2012b). Each component has priorities defined according to the needs of the beneficiary countries (European Commission, 2012c): 1. Transition Assistance and Institution Building: It provides financing for institutionbuilding and associated investments. It supports measures to drive stabilization and the transition to a democratic society and market economy. This component is open to all candidates and potential candidates. 280 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo 2. Cross-Border Cooperation: It supports cross-border cooperation between candidates and potential candidates and with EU Member States. It may also fund participation in transnational cooperation programmes (under the Structural Funds) and Sea Basin programmes (under the European Neighbourhood and Partnership Instrument or ENPI). This component is open to all candidates and potential candidates. 3. Regional Development: It finances investments and associated technical assistance in areas such as transport, environment and economic cohesion. It is open to candidate countries only. 4. Human Resources Development: It aims to strengthen human capital through education and training and to help combat exclusion. It is open to candidate countries only. 5. Rural Development: It contributes to sustainable rural development. It provides assistance for the restructuring of agriculture and its adaptation to EU standards in the areas of environmental protection, public health, animal and plant health, animal welfare and occupational safety. It is open to candidate countries only. In this process candidate countries and potential candidates are separated from each other. Because candidate countries are prepared for full implementation of the Community acquis at the time of accession. On the other hand potential candidate countries shall benefit from support to progressively align themselves to the Community acquis. Beside this, potential candidates may utilize last three components under the framework of the first component. It can be said that the difference is especially in the implementation way of these measures. Because beneficiary countries must manage the Community funds in a decentralized way preparing for the implementation of the structural and agricultural funds in the context of the three components (European Commission, 2012b). It is not possible to talk about a competition environment for countries while using funds. The envelope has been allocated to beneficiaries according to the needs of each country. One of the main objectives of IPA is to strengthen the administrative capacity of all beneficiary countries. Hence beneficiaries will be able to receive support to increase the administrative capacity and establish the correct management structures necessary to take responsibility of the management of assistance under the transition assistance and institution building component. For candidate countries, this will then allow measures relating to regional, human resources and regional development to be undertaken through the relevant components (which are designed to prepare for structural funds and hence require such management structures). For potential candidates, such development will be essential preparation for candidate status (European Commission, 2010). IPA should ensure a higher level of coherence and co-ordination of EU Assistance and better preparation for Structural, Cohesion and Rural development Funds through progressive emulation of EU funds rules. The financial envelope allocated for the period 2007–2013 is 10.2 billion Euros (at 2004 prices) (Davis, 2007: 7). Potential beneficiaries of the IPA are the local self-government units, farmings and other natural or legal persons depending on priority measures (Perić, Odobaša, and Konjić, 2009: 776). 281 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo It is possible to say that IPA has different management and implementation conditions. The IPA is based on strategic multi-annual planning. It is formed in agreement with the broad political guidelines set out in the Commission's enlargement package, which now contains a Multi-annual Indicative Financial Framework (MIFF). The MIFF constitutes the reference framework of the multi-annual indicative planning documents which are composing the strategic planning. Multi-annual indicative planning documents are created for each beneficiary country and contain the main intervention areas envisaged for that country. Annual or multi-annual programmes depend on the component and are based on the indicative planning documents and adopted by the Commission. The annual or multi-annual programmes are implemented by centralized, decentralized or shared management methods (European Commission, 2012b). Assistance through IPA can take the following forms (European Commission, 2012c): • Investment, procurement, contracts or subsidies • Administrative cooperation, involving experts sent from Member States (e.g. twinning) • Action by the EU in the interest of the beneficiary country • Measures to support the implementation process and programme management • Budget support (granted exceptionally and subject to supervision) 4.3. Instrument for Pre-Accession Assistance for Rural Development (IPARD) IPARD differs from the other components of the IPA. According to this, IPARD has devolved the control of financial resources completely to the candidate countries. Thus, the points such as monitoring of national accreditation process and the accredited organization, transferring of the fund management to IPARD agency, which has been accredited by the Commission and controlling of the IPARD agency after application (ex-post) are stand out. (European Commission, 2007). As mentioned before, IPARD programme exposes an easier and simple structure than SAPARD. For example, SAPARD includes 15 measures, but IPARD contains 9 measures in 3 axes (Turhan and Akdağ, 2006). These axes include the following measures (Davis, J., 2007: 7-8): Priority Axis 1-Improving market efficiency and implementing Community standards • Investments in farms to restructure and upgrade to the EU standards; • Supporting setting up of Producer groups • Investments in processing and marketing of agriculture and fishery products to restructure and upgrade to the EU standards Priority Axis 2-Preparatory actions for implantation of the agri-environmental measures and Leader • Preparation to implement actions designed to improve the environment and the country side 282 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo • Preparation of local private-public partnerships to implement local development strategies Priority Axis 3-Development of rural economy • Improving and developing rural infrastructure; • Development and diversification of rural economic activities; • Improvement of training • Technical assistance The main purpose of the IPARD is to contribute to the implementation of the acquis related to the EU Common Agricultural Policy and to determine some priorities and to contribute to the solution of problems in the candidate countries. Accordingly it is aimed to give priority to market efficiency, quality and improving health standards and the creation of new employment opportunities in rural areas (Bakırcı, 2009: 59). IPARD entrusts the financial control of all funds to the candidate country and brings an improved decentralized implementation system. In this respect, it is possible to say that a different application and scheduling mechanism is exhibited by IPARD and IPARD differs from the other components of IPA. Accordingly, the candidate country primarily needs to prepare a Rural Development Plan that must be approved by the Commission. In addition, a Rural Development Agency must be built and must be accredited in the candidate countries for implementation (Yıldız and Akdağ, 2006: 35). 4.3.1. IPARD Programme of Turkey IPA made up of five components and as a candidate country Turkey can beneficiary from all the components of IPA and also IPARD. IPARD is the fifth component of the IPA and includes rural development supports. Following initiation of negotiations, Turkey has started to work to fulfill the prerequisites. In this respect, the Ministry of Agriculture and Rural Affairs Department of Strategy Development has prepared the IPARD Programme by negotiating with relevant departments of the European Commission. Prepared IPARD Programme has accepted by the European Commission Rural Development Committee by discussing (Ministry of Food, Agriculture and Livestock, 2008). IPARD plan focused on issues such as, the country's overall socio-economic characteristics and current status, a detailed analysis of the agricultural sector, the economic activities in rural areas, human resources and regional differences, the country's agricultural policies, implemented before the development plans, goals and strategies and national support. However the part that shows what areas, which sectors and to whom the EU funds will be transferred under which conditions is the most important part of the programme and called as measures or technical jobs. The selected measures for the first level of programme includes following (Support Institution of Agriculture and Rural Development, 2010: 167): 283 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo • Investments for restructuring of agricultural businesses and the delivery to the Community standards • Investments for to restructure processing and marketing of agricultural and fishery products and the delivery to the Community standards • Investments for diversification and the development of rural economic activities In this context, the amount of funds allocated to Turkey under the rural development component of the IPA has determined total 660.9 million Euros between the years of 20072012 (European Commission, 2011). The IPARD programme for Turkey is in line with the Multi-annual Indicative Planning Document (MIPD) between the years of 2007 - 2009 as well as the enlargement package and other strategic documents on the pre-accession process of Turkey. The main policy objectives are to contribute to the modernization of the agricultural sector (including processing) through targeted investments while at the same time encouraging the improvement of EU acquis related food safety, veterinary, phytosanitary, environmental or other standards as specified in the Enlargement Package and to contribute to the sustainable development of rural areas (Europa, 2007). There are 3 overall aims of IPARD programme in the country. First one is, modernization of the agricultural production and processing sectors through increasing efficiency and competitiveness and implementation of Community standards. Second one is capacitybuilding and preparatory actions for the implementation of agri-environmental measures and the LEADER method. And the last one is, development and diversification of the rural economy, increase of quality of life and attractiveness of the rural areas, counteracting rural out-migration (Europa, 2007). On the other hand there 3 axes of IPARD programme in Turkey. Axis 1 aims to improve market efficiency and to implement Community standards and it has 154.954.667 million Euros (73%) public aid for the periods 2007 – 2009. Under Axis 1, three measures will be implemented as the following (Europa, 2007): • Investment in agricultural holdings to restructure and to upgrade to Community standards (40% of the public aid), • Investment in processing and marketing of agricultural and fishery products to restructure and upgrade to Community standards (28% of the public aid), • Support for the setting up of producer groups (5% of the public aid). Axis 2 purposes to prepare actions for the implementation of agri-environmental measures and Links between Actions for the Development of Rural Economy (LEADER). The Programme includes an outline of preparatory actions planned for the implementation of agrienvironmental measures such as erosion control, water resource conservation, biodiversity as well as for the LEADER method (acquisition of skills, implementation of local development 284 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo strategies, running costs for approved Local Action Groups as well as co-operation projects between those groups). The measures will be developed in detail and submitted to the Rural Development Committee for adoption after a capacity-building process including institutionbuilding and training during the period 2010 – 2013 (Europa, 2007). Ultimately Axis 3 intends to provide development of the rural economy and contains 53.066.667 million Euros (25%) public aid during the period 2007-2009. Under Axis 3 the diversification and development of rural economic activities will be implemented. The main priorities of Axis 3 are to contribute to the development of the rural economy, diversify onfarm and off-farm activities, to support the formation of micro enterprises in order to create new jobs as well as to maintain the existing jobs in rural areas. And the supports through Axis 3 will be provided to (Europa, 2007): • Diversification and development of on-farm activities (bee keeping and honey production, medicinal and aromatic plants, ornamental plants production), • Local product and micro enterprise development, • Rural tourism, • Aquaculture. IPARD implementation which will be implemented through the IPARD programme consists of two phases. The first stage encompasses the years 2007-2009 and the second stage covers the years 2010-2013. Various measures are envisaged in the two stages and four sectors have been defined as priority for IPARD intervention as the following (Ministry of Agriculture and Rural Affairs, 2008: 177): • Milk and milk products processing sector, • Meat and meat products processing sector including poultry • Fish processing sector • Fruits & Vegetable processing sector “The priorities for IPARD intervention in the processing sector are the assistance to the implementation of EU Acquis - notably related to quality, hygiene and food safety and veterinary controls, animal welfare, environmental impact and occupational safety – by the processing industry, as well as the improvement of the efficiency of the processes” (Ministry of Agriculture and Rural Affairs, 2008: 177). Support Institution of Agriculture and Rural Development is established as an IPARD agency in accordance with the IPARD program in order to fulfill the program requirements on 4 May 2007. Because the national accreditation process completed positively Support Institution of Agriculture and Rural Development Central and Provincial Coordinatorships have been accredited by the National Authorizing Officer on 21 July 2010 (Tarımsal ve Kırsal Kalkınmayı Destekleme Kurumu, 2010: 18). Up to now in the context of IPARD programme 285 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo five times the call announcements have been made to support businesses willing to invest by Support Institution of Agriculture and Rural Development. 5. CONCLUSION In recent years, the EU emerges as one of the actors that support rural development. The EU, thanks to funds provided for the candidate countries supports rural development in these countries on one hand and aims to harmonize agricultural policies of these countries with the EU on the other hand. The IPA is the financial instrument for the EU pre-accession process for the period 2007-2013. IPA made up of five components and IPARD is the fifth component of the IPA and includes rural development supports. IPARD programme covers 2007–2013 and still being implemented. As a candidate country Turkey can beneficiary from all the components of IPA and also IPARD. The Development Bank of Turkey recorded a total country population of 73.722.000 in 2012. The rural area population makes up 29% of the total population (21.382.000). The total number of recruitment in agriculture, industry and service sectors is 22.594.000 while 5.683.000 people engage in agricultural sector making up 39% of the total recruitment. The figures above mark the significance of the rural development policies for Turkey. Additionally, the rural development assumes a strategic significance to ensure the regional development and repair the instabilities among the geographical regions in Turkey. Through the EU rural development policies and funds and also IPARD programme as a candidate country, Turkey was a new era in rural development policies. In this new era, agricultural and rural producers are supported with funds and increasing the efficiency and the diversity of the product is aimed. Furthermore different methods for achieving rural development are envisaged. Accordingly, diversification of non-farming income-generating activities such as tourism and handicrafts has targeted in agricultural and rural areas, where seasonal unemployment is more than the other places. thereby creating new jobs, increase income and upgrade living standards of people living in rural area and prevent migration is intended. REFERENCES Bakırcı, M. (2009). AVRUPA Birliği Üyelik Öncesi Destek Fonu’nun (IPA*) Kırsal Kalkınma Bileşeni (IPARD**), Türkiye’nin Durumu ve Muhtemel Etkileri. Eastern Geographical Review, 14 (21), 53–78. Çandar, A. (2009). Yirminci Yüzyılın İkinci Yarısından Günümüze Kırsal Kalkınma Alanındaki Temel Yaklaşımlar ve Değişimler. Ahmet Saltık Kırsal Kalkınma Paneli, SÜRKAL - Sürdürülebilir Kırsal ve Kentsel Kalkınma Derneği, Ankara.81-92. 286 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo Davis, J. (2007) Agriculture and Rural Development Challenges in SEE and Turkey with the View to EU Integration Process. Devlet Planlama Teşkilatı. (2006). Ulusal Kırsal Kalkınma Stratejisi, Ankara. Devlet Planlama Teşkilatı. (2000). Sekizinci Beş Yıllık Kalkınma Planı, Kırsal Kalkınma Özel İhtisas Komisyonu Raporu, Ankara. Europa, (2007). IPA Rural Development (IPARD) Programme for Turkey. 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Instrument for pre accession assistance "IPA" - Questions and Answers. [Online] Available: http://ec.europa.eu/enlargement/questions_and_answers/assistance_ipa_en.htm 2012) (April 12, Europen Commission, (2008). Fact Sheet EU Rural Development Policy 2007–2013. Luxembourg: Office for Official Publications of the European Communities. Europen Commission, (2007). Commission Regulation (EC) No 718/2007 of 12 June 2007 Implementing Council Regulation (EC) No 1085/2006 Establishing an Instrument for PreAccession Assistance (IPA). [Online] Available: http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:L:2007:170:0001:0066:EN:PDF (April 12, 2012) Gülçubuk, B. (2002). Kırsal Kalkınma Politikaları. [Online] Available: 287 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo www.kirsalcevre.org.tr/_html/tur/yayinlarimiz/dyayinlar/kirsal_kalkinma_politikalari_bulent g.pdf. (April 10, 2012) Han, E.& Kaya A. A. (2008). Kalkınma Ekonomisi Teori ve Politika. 6. Baskı, Nobel Yayınları, Ankara. Işık, N. & Baysal, D. (2011). Avrupa Birliği’ne Uyum Sürecinde Türkiye’de Kırsal Kalkınma Politikaları: Genel Bir Değerlendirme. C.Ü. İktisadi ve İdari Bilimler Dergisi, 12(1), 165– 186. Kalkınma Bakanlığı. 2012. Ekonomik ve Sosyal Göstergeler. [Online] Available http://www.dpt.gov.tr/PortalDesign/PortalControls/WebIcerikGosterim.aspx?Enc=83D5A6F F03C7B4FC5A73E5CFAD2D9676. ( April 05,2012) Ministry of Agriculture and Rural Affairs, (2008). Instrument for Pre-Accession Assistance Rural Development (IPARD) Programme (200-2013). [Online] Available: http://www.tkdk.gov.tr/files/IPARD_Ingilizce.doc (April 12, 2012) Ministry of Food, Agriculture and Livestock, (2008). Türkiye’ nin IPARD Programı Avrupa Komisyonu Kırsal Kalkınma Komitesi’ nce Kabul Edildi. [Online] Available: http://www.tarim.gov.tr/Files/KirsalKalkinma/IPARD_Programi_1.htm (April 12, 2012) Perić, R., Odobaša, R., & Konjić, E. (2009). Financial Measures and Instruments for Adjustment of Agriculture for EU Accession. Interdisciplinary Management Research V, 771-780. Support Institution of Agriculture and Rural Development, (2010). Tarım ve Köyişleri Bakanlığı, IPARD Programı (2007–2013). [Online] Available: www.tkdk.gov.tr/files/IPARD_Program_son1.doc (January 10, 2012) Tarımsal ve Kırsal Kalkınmayı Destekleme Kurumu, (2010). Akreditasyon ve Yetki Devri Süreci Son Durum IPARD İzleme Komitesi 4. Resmi Toplantısı. [Online] Available: http://www.tarim.gov.tr/Files/duyurular/%C4%B1pard_izleme_komitesi/4.pdf 2012) (April 12, Turhan, M.S. & Akdağ, K. (2006). AB Üyeliği Yolunda Kırsal Kalkınma Planı ve Bu Plan Kapsamında Alınacak Tedbirler. Türktarım Dergisi, 167, 16–19. Uzunpınar, A. (2008). Katılım Öncesi AB Kırsal Kalkınma Politikası ve Türkiye’de Uygulanacak IPARD Programı Kapsamında Proje Hazırlama, Değerlendirme ve Seçim Süreci. [Online] Available http://diabk.tarim.gov.tr/Adnan_UZUNPINAR_AB_Uzmanl%C4%B1k_Tezi_200. (March 25, 2012) 288 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo Yıldız, F. F. & Akdağ, K. (2006). Avrupa Birliği Yapısal Fonları Kapsamında Bölgesel Kalkınma ile Kırsal Kalkınma Fonlarının Karşılaştırılması. Tarım ve Köyişleri Bakanlığı Türktarım Dergisi, 167, 29–37. Organization of Petroleum Exporting Countries (OPEC) and Role of Saudi Arabia Nađa Dreca International University of Sarajevo,Faculty of Business and Administration 71000, Sarajevo, Bosnia and Herzegovina E-mails: nadja.dreca@students.ius.edu.ba, nadja_n88@hotmail.com Abstract The aim of this research is to explain the OPEC position and the role of Saudi Arabia within OPEC. Saudi Arabia as the largest producer and country with largest oil reserves of oil attract many attention and many studies try to explain which role Saudi Arabia plays within OPEC, is it the role of dominant producer and which strategy Saudi Arabia used during its membership in order to keep its position and its market share. Saudi Arabia role is to keep the balance of production within OPEC. Saudi Arabia was explained as swing producer, and in order to protect itself and its interest because of cheating of other members of OPEC, it was forced to adopt the strategy tit-for-tat. There is big question of it is good to have dominant producer, or all of them to be equal. Keywords: OPEC, Saudi Arabia, Cartel, Oil prices, dominant producer 1. INTRODUCTION Organization of Petroleum Exporting Countries (OPEC) is the international organization composed of the twelve member states. These countries mainly depend on the revenues from oil export. They work together in the coordination of the overall oil price in the world market. OPEC is by market structure Cartel, which represents intergovernmental organization. As it is stated in OPEC`s Statute it is an international organization with aim to influence and maintain the price of oil through the control of production levels and to generate revenue, which goes towards meeting the development needs of its members. By 289 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 1176 Title A name given to the resource The IPARD Programme in the context of European Union Rural development funds Author Author Dilek , Memişoğlu Abstract A summary of the resource. One of the pre-accession funds which provided by the European Union is IPARD (Instrument for Pre-Accession Assistance-IPA). With this fund, it is aimed that include in some of the priorities for the adaptation of the agricultural sector and rural areas and contribute to the solution of problems. Thus, it is aimed people in rural areas attain sustainable business and living conditions their own region. In this context, it is given priority such as market efficiency, improving of quality and health standards, and creation of new employment opportunities in rural and rural areas in the supported activities. At this study primarily, it will be focused on the importance of rural development. Later, it will be given information about funds in order to promote rural development by the European Union. It will be especially focused on IPARD funds and the implementation of IPARD in Turkey will be discussed. Keywords: European Union, Rural Development, IPARD Programme, Turkey. Date A point or period of time associated with an event in the lifecycle of the resource 2012-05-31 Keywords Keywords. Conference or Workshop Item PeerReviewed H Social Sciences (General) https://omeka.ibu.edu.ba/files/original/4c67c74304093563e61afa80d5abd12b.pdf 16011ae8036405efb50ddd9f0b65ef7f PDF Text Text International Conference on Economic and Social Studies, 10-11 May, 2013, Sarajevo The Knowledge Economy and its Impact on the Employment and the Employees’ Profile Kenan Ören Süleyman Demirel University, Isparta, Turkey koren25@hotmail.com Hasan Yüksel Süleyman Demirel University, Isparta, Turkey hasanyuksel37@gmail.com Throughout history, there has been a radical transformation concerning the developmental stages in the lives of human beings. The first stage that initiates with the agriculture continues with industry which is the main turning points in the sociological perspective of work and working life. The Industrial Revolution that was the sign of transformation from the manual oriented economy to the machine oriented ones also shifted the requirements of the human resource capital. The new terms about the work entered to the literature such as the time, wage, and trade unions, working conditions, factories and so forth. This event called as industrialization as different from the period of agriculture isolated the work and family life from one another. In the third period, the economic, sociological, and the political procedures resulted in the development as well as the importance of the knowledge and the knowledge economy. Today, the knowledge which is the particular indicator of knowing something and know-how is associated with the welfare and the power. Those who can produce and utilize the knowledge can compete with the others easily. Therefore, it can be stated that the knowledge is the main determinant of current age called as ‘the age of information’. In a way, this inclination shaped a great many things in the society from the education to the employment strategies of the nations. Even more, the requirements of the employees altered unlike those in the industrial period. As an example, the internationalization of the human capital in terms of their qualifications, the occurrence of the knowledge workers put a different point to the employment based strategically approach. Within this framework, the main aim of the study is to analyze the changing perspectives of the employment and the employees by referencing to the information centered society. Keywords: Knowledge Economy, Knowledge, Knowledge Worker. 187 � https://omeka.ibu.edu.ba/files/original/f5c5cad5927e55fe3914f7e6b2702a50.docx 58505ea4570fd2709f06b7c0cef78830 https://omeka.ibu.edu.ba/files/original/50c4d1b0b732b981f63b35d73fc1e536.pdf 5e9e712b15c127a05560c033a54855f9 PDF Text Text International Conference on Economic and Social Studies (ICESoS’13), 10-11 May, 2013, Sarajevo The Knowledge as the Main Determinant on the Employment and the Employees‟ Profile Kenan Ören Süleyman Demirel University, Isparta, Turkey koren25@hotmail.com Hasan Yüksel Süleyman Demirel University, Isparta hasanyuksel37@gmail.com Abstract Throughout history, there has been a radical transformation concerning the developmental stages in the lives of human beings. The first stage that initiates with the agriculture continues with industry which is the main turning points in the sociological perspective of work and working life. The Industrial Revolution that was the sign of transformation from the manual oriented economy to the machine oriented ones also shifted the requirements of the human resource capital. The new terms about the work entered to the literature such as the time, wage, trade unions, working conditions, factories and so forth. This event called as industrialization as different from the period of agriculture isolated the work and family life from one another. In the third period, the economic, sociological, and the political procedures resulted in the development as well as the importance of the knowledge and the knowledge economy. Today, the knowledge which is the particular indicator of knowing something and know-how is associated with the welfare and the power. Those who can produce and utilize the knowledge can compete with the others easily. Therefore, it can be stated that the knowledge is the main determinant of current age called as „the age of information‟. In a way, this inclination shaped a great many things in the society from the education to the employment strategies of the nations. Even more, the requirements of the employees altered unlike those in the industrial period. As an example, the internationalization of the human capital in terms of their qualifications, the occurrence of the knowledge workers put a different point to the employment based strategically approach. Within this framework, the main aim of the study is to analyze the changing perspectives of the employment and the employees by referencing to the information centered society. Key Words: Knowledge economy, knowledge, knowledge worker Introduction There has been an ongoing change all over the course of the history in every fields of the society, that is to say, politically, economically, scientifically and so forth. From this perspective, it can be argued that the change is the main dynamism of the world. Each member of the world renew themselves based upon this change criteria perpetually. Concerning the developmental process of humankind, that is also the case. For example, the industrial revolution which is the root of the economic growth in the Western countries on technology which results from the usage of useful knowledge and the interaction of the knowledge itself can be interpreted as the turning point in the life cycle of the humans. The reason is that the industrial revolution which was a kind of transition from hand made 1 �International Conference on Economic and Social Studies (ICESoS’13), 10-11 May, 2013, Sarajevo products to the industrial manufacture provided the productivity growth and the relative quality in the life. 1 In the aftermath of industrial revolution, the parameters belonged to the age of agriculture was redefined. Along with the development of industry, new terms such as factory, wage, trade unions, and social policy implementations entered to the life and the life of one‟s own was isolated from the working place. The working hours occurred and the freedom of the employees was submitted to the initiative of the employers in spite of the fact that the means of production did not belong to the employees which bring about the alienation to the work, to the employers and to the product that they manufactured. The gap between employees and the employers resulted in the clash, so to say, the clash of power on the manufacturing system. At the same time, the capitalism which can be taken into account as the social system in which “the means for producing and distributing goods (the land, factories, technology, transport system etc.) are owned by a small minority of people.” To put in another way, the capitalists are those who possess the capital. And the majority of the people who work for them are called the workers who sell their ability to work in return for a salary or wage. That‟s why, the ultimate effect of industrial revolution is the occurrence of the class of employees and the employers. But, the profile of the employees are too low, they are not so talented and they just serve for the capitalist idea which is profit driven. Here, it can be said that in the early times of the industrial revolution, the great majority of the people who were workers were exploited by the employers because of the fact that they do not have the bargaining power and they are not so skilled. All these also cause the low wage for the workers as well. 2 The third turning point in the lives of humankinds is the knowledge revolution which lays a great emphasis on the production and the usage of the knowledge. In this age, the knowledge is synonymous with the power. Those who produce knowledge and those who use it have the power all over the world. In this term, the employment and the worker profile radically changed on account of the fact that the requirements of the employment and the worker altered too. Therefore, in this study, the ultimate objective is to reveal the significance of the knowledge economy on the labor relations generally, and specifically the employment and employees profile. Knowledge Knowledge that is regarded as the asset of the upcoming future is “understanding of or information about a subject that you get by experience or study, either known by one person or by people generally” or “the state of knowing about or being familiar with something”. 3 What about information, wisdom, data and the other terms? What are the differences of these terms with knowledge? Are they the same or similar? The equation among these terms can be revealed in the following formula: 4 1 Joel Mokry, “Why Was The Industrial Revolution A European Phenomenon?” Supreme Court Economic Review, Vol 10, The Rule of Law, Freedom and Prosperity, 2003, pp. 27, 28. 2 http://www.worldsocialism.org/spgb/what-capitalism (Retrieved 15.04.2013). 3 Cambridge University Dictionary, http://dictionary.cambridge.org/dictionary/british/knowledge?q=knowledge (Retrieved 15.04.2013). 4 Anthon P. Botha, Knowledge-Living and Working With It, Published by Juta and Co, Cape Town South Africa, 2007, p. 10. 2 �International Conference on Economic and Social Studies (ICESoS’13), 10-11 May, 2013, Sarajevo Figure 1: The Equation of Knowledge Wisdom=Knowledge+Experience Source: Anthon P. Botha, Knowledge-Living and Working with It, Published by Juta and Co, Cape Town South Africa, 2007, p. 10. As seen in figure one, knowledge, along with the experience, equates the wisdom. In regards to hierarchy, wisdom ranks higher than knowledge which was followed by information and data. The knowledge can be put in order in this way: Data includes raw and fresh facts. Information is the facts given in a particular context. Knowledge is the information that targets action. Wisdom is to determine which knowledge can be used in which context and for what purpose. So, wisdom is the highest level of ranking. So as to make these terms more concrete, a new example can be given. For instance, if someone says “30”, this does not mean anything. It could be height, kilometer, kilograms or something like that. So here the number 30 is the raw material. But, if someone says 30 Centigrade, everyone will understand that it is about temperature. This is the information which is used in contexts. Additionally, if someone says that 30 is the age when a person is productive most, this is called as knowledge. So, in a way knowledge is type of information that is accepted generally by everyone. Wisdom as the upper degree of knowledge is common feeling which is also tested with the experiences as well. 5 In a way, knowledge is something like a term that is neither data nor information but it is actually related to both. Maybe, knowledge “is plural, heterogeneous phenomenon that comprises multiple rationalities, whose logics are not defined by a transcendental norm but relate to the pragmatics of contexts.” 6 There are some very particular developments that play a key role in the development of the knowledge as in the following: 7 a) The economic globalizations that necessitate the firms adapt themselves to the innovation and the scientific improvement. b) The increasing awareness concerning the value of specialized knowledge. c) The increasing awareness on the knowledge as a distinct factor for production. d) Computer networking. As seen in the items, the knowledge taken into account as the value in 21th century does not occur all of a sudden. However, there are some turning points that contribute to the emergence of the knowledge such as industrial revolution, globalization and computer networking. All these things pave the way that the knowledge is the ultimate result concerning these development oriented issues. Age of Knowledge and Its Reflections on the Society Rather than the theoretical basis of the knowledge, it is a kind of name that is associated with a particular period. Especially after the neoliberal policies in the world following the 5 Botha, Ibid, p. 10. Elias M. Awad and Hassan M. Ghaziri, Knowledge Management, Second Impression, Published by Dorling Kindersley, India, 2008, p. 56. 7 James W. Cortoda, Rise of the Knowledge Worker, Heinamann Press, 1999. 6 3 �International Conference on Economic and Social Studies (ICESoS’13), 10-11 May, 2013, Sarajevo crisis of 1970, the world started to debate about the knowledge and its importance. The industry and all aspects of live started to be associated with the knowledge. The paradigms of the industrial revolution changed. Instead of physical inputs, the intellectual capabilities of the humans come to the fore.8 The knowledge is regarded as a sort of “unique attribute” and it is dealt with by humans through mental processes, awareness as well as intuition and can solely be transferred through learning activity. 9 Here, this age is named after information age, knowledge age, information society and ext. The developmental process is a little bit relative. Without any hesitation, the unique feature of this society is that these societies are driven by the creativities. It is an advantage for the economy but some people like Schumpeter argue that this is a period of “creative destruction.” Yeah, it causes continuous economic growth and richness for the general society and it includes the public good but its identity of “profit” disorders the social norms and social orders. 10 The availability of the knowledge in the internet erodes some of the professions and also the subject centered knowledge. 11 The remains of the knowledge society dates back even before the industrial revolution. To put in an explicit term, it can be argued that the knowledge society is not the first experience of the humankinds in the nineteenth century. As an example, the Renaissance which can be interpreted as the rebirth of the Europe is well known for the scientific improvements in the Middle Ages. There were technological and communicative progresses that left a great impact on the society with the mass printing technologies that superseded the hand written manuscripts. In the period of Renaissance, the books are started to be published and they became more accessible. As in Renaissance, the knowledge society that is the upper advance stage of the knowledge production and the usage, electronic communications, software service providers, the internet, the mobile phones symbolize the extended form of the information. In each situation, the possession of the knowledge is viewed as the social and economic resource, in a way, commercial item. Both in the period of Renaissance and modern age, the knowledge has been practical if it is put into practice along with its theoretical side. All these things pave the way that there is not a single knowledge society but a few which changed the vision of the nations and broadened their perspectives. 12 8 Walter W. Powell and Kasia Snellman, “The Knowledge Economy”, Annual Review of Sociology, Vol 30, 2004, p. 199; Süleyman Kevük, “Bilgi Ekonomisi”, Journal of Yaşar University, 1/ 4, Ekim 2006, pp. 320322. 9 Debra M. Amidon, Innovation Strategy For The Knowledge Economy The Ken Awakening, Heinmann Publication, USA, 1997, p .5. 10 Andy Hargreaves, Teaching in The Knowledge Society Education In The Age of Insecurity, Teachers College Press Publication, Colombia University, USA, 2003, p. 1. 11 Peter John Williams, “Valid Knowledge: The Economy and The Academy”, Higher Education, Vol 54, No 4, October 2007, p. 512. 12 Jennifer Adelstein, “What Makes Knowledge Society? Privileging Discourses”, Ed. Katerina Nicolopoulou, Mine Karataş Özkan, Ahu Tatli, John Taylor, Global Knowledge Work Diversity and Relational Perspectives, Edward Elgar Publishing Limited, USA, 2011, p. 9. 4 �International Conference on Economic and Social Studies (ICESoS’13), 10-11 May, 2013, Sarajevo Table 1: The Comparison of the Knowledge Societies Knowledge Society Information technologies Computers Discursive Objects The shift of communication Technology Electronic telecommunication systems Knowledge as a social and economic resource Knowledge as an accessible concept Application of the knowledge as well as its practice New forms of organization that emphasizes knowledge frameworks Electronic databases Information society The spread of knowledge Resource Accessibility Not just theory but also practice Renaissance Script to printing The development of the printing press Book publishers and the book sellers Publishing as a social and political source Greater access to the written materials The theories are made a knowledge framework Advance The progress translation in the The storage of the information Informing and to be informed Printed books The transition to medieval to early modern From oral to literature society Church and the state From elementary education Educational shift to higher education Global institutions, Institutional control governments, and corporations Knowledge society Political effectiveness The nation states and contributes to the nationalism development of the globalization. Source: Jennifer Adelstein, “What Makes Knowledge Society? Privileging Discourses”, Ed. Katerina Nicolopoulou, Mine Karataş Özkan, Ahu Tatli, John Taylor, Global Knowledge Work Diversity and Relational Perspectives, Edward Elgar Publishing Limited, USA, 2011, p. 10; Michael B. Arthur, Denise M. Rousseau, The Boundaryless Career A New Employment Principle For A New Organizational Era, Oxford University Press, UK, 1996. The age of knowledge brings communication technologies and the computer as the main directors of the labor and labor relations. Unlike from the agricultural and industrial revolution, the age of knowledge can be defined as the knowledge revolution as it causes radical changes in all the spheres of life. Especially those countries that adapt themselves to the knowledge based orientations get a competitive advantage over the other countries. Also, in this age, the knowledge means the power and the power means running and controlling the world. 13 The production and the use of the knowledge which adds plus value to the productivity and innovation14 is the indispensable parts of the knowledge age. All the paradigms of the society are shaped within the knowledge identity and learning such as lifelong learning that constitutes the core of the society and that paves the way for the development of the society as well. Here it can be discussed that it is impossible to isolate the knowledge age from the ongoing learning process. The learning is not teacher centered but in the stark contrast the learning is student centered. And also the learning as different from the classic 13 Derek Law, “Information Policy For A New Millennium”, Library Review, Volume 49, Number 7, 2000, p. 324. 14 Giovanni Peri, “Determinants of Knowledge Flows and Their Effect on Innovation”, The Review of Economics and Statistics, Vol 87, No 2, May 2005, p. 308. 5 �International Conference on Economic and Social Studies (ICESoS’13), 10-11 May, 2013, Sarajevo idea is not just confined to the school and there are lots of sources to learn information. However, the function of the schools is to make the students teach how to learn. 15 In the age of knowledge, the production of the knowledge as well as using it has been paramount importance as the knowledge is taken into account as the power itself. The internet, the telecommunication systems, the computer are the prominent devices utilized for the production of the knowledge which pave the way that humans come closer and the world is smaller. This also fosters the globalization itself. The information age in which organizational effectiveness gained momentum with the various management styles such as Total Quality Management (TQM), Strategic Human Resources Management (SHRM), and Talent Management (TM) supported the competitiveness and also operational learning for the businesses. 16 The old paradigms, the old management styles, and the traditional company concepts doom to change with this new trend as shown in the following table. 17 Table 2: The Difference between Traditional Company and Knowledge Driven Company Traditional Company The Knowledge Driven Company Procedures Challenges Centralized Management, Hierarchy Self-Management, Flexibility External Allocation of Work Ones of allocation of work Resistance to the change Ongoing change Closed to the world Open to the world Supervision Self-supervision Source: Peter Hold Christensen, Knowledge Management Perspectives and Pitfalls, Copenhagen Business School Press, Denmark, 2003, p. 10. As seen in Table 2, with the knowledge oriented concept, the businesses commenced to alter their strategies, and they reshaped their ideas concerning the knowledge itself. The new age made the companies bend the rules and they put the flexibility into the center. The companies in this age are open to change and open to the world. So, they used these kinds of motives and methods to capture the attention of the knowledge workers and to adapt this new era as illustrated in Table 3. 18 15 Andy Hargreaves, Teaching In The Knowledge Society Education In The Age of Insecurity, Published by Teachers College Press, New York, USA, 2003, p. 1, 3; Refik Balay, “Küreselleşme, Bilgi Toplumu ve Eğitim”, Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, Cilt 37, Sayı 2, 2004, p. 69. 16 Amit Shankar Mukherjee, Michael A Lapre, Luk N. Van Wassenhove, “Knowledge Driven Quality Improvement”, Management Science, Vol 44, No 11, 1998, p. 35. 17 Peter Hold Christensen, Knowledge Management Perspectives and Pitfalls, Copenhagen Business School Press, Denmark, 2003, p. 10. 18 Christensen, Ibid, pp. 10, 17. 6 �International Conference on Economic and Social Studies (ICESoS’13), 10-11 May, 2013, Sarajevo Table 3: The Motives and the Methods That the Knowledge Companies To Use Motives Adapting a management style that is quite modern for the knowledge workers. Searching new knowledge. Methods Informing the public concerning the engagement of the company in the knowledge management. Allowing the staff to produce new knowledge and making them to be productive. Learning from the experience of the company. Spending so much time on the projects that the company developed well in advance. Improving the knowledge of the staff concerning the Establishing a network that provides to the each staff company. what they are doing about the company. Guaranteeing the independence of the staff Documenting the knowledge of the employees which will decrease the vulnerability effect of the company when the staff leaves from the work. Finding a way to retain the staff as they possess Offering better opportunities to the staff which will invaluable knowledge. motivate them. Encouraging the staff to improve knowledge Developing the dialogue among the staff to share sharing. their knowledge on the staff. Source: Peter Hold Christensen, Knowledge Management Perspectives and Pitfalls, Copenhagen Business School Press, Denmark, 2003, p. 17. The companies in the age of knowledge are to use some motives and methods to increase the dynamism of them. For example, they should adapt flexible management, they should find a way to search for new knowledge, they should get lessons from their past experiences, they should give utmost importance to free mobility of the employees, they should learn to retain the staff and so forth. These new organizational ways of the knowledge companies are to be competitive and it is to strengthen the organizational culture of them which is the sinequanon of the information age. In this context, considering that the information age is effective in all parts of society, the reflections of the knowledge on the society as a whole not just on the businesses can be summarized in the following items. The improvement of the knowledge in the society can be regarded as a kind of revolution as it ends with radical transformations. In the age of knowledge, the society is started to be shaped concerning information production and its usage. The fundamental paradigms of the industrial society were left and the codes of the community were reshaped within the idea of innovation. The knowledge means economic, politic and cultural power all over the world. The classical management styles also changed as in personnel management. Instead of all these, new and modern ones were replaced like human resource management, strategic human resource management, talent management and so on. The hierarchical mechanisms of the working environment were left and flexibility was put into practice. At the same time, flexible working such as tele-work, part time work, homework entered to the working. The devices of the knowledge society such as internet and telecommunication accelerated the process of globalization. New concepts in the education like lifelong learning, distance learning occurred. So, the learning process went beyond the school environment and a particular age period owing to the fact that the information becomes old and obsolete in a short period of time, and it is to be updated. All these arguments pave the way that the learning turns into a paradigm which something like from “cradle to grave”. 7 �International Conference on Economic and Social Studies (ICESoS’13), 10-11 May, 2013, Sarajevo The profiles of the employees changed as well. This means that the requirements of the workers are needed to be updated within the context of the knowledge age. Otherwise, the companies do not increase their competitive advantage as the human resource is their assets. The e-mail, Google, Facebook, messenger as the products of the social media are the other outputs of the information age. Through thisequipment, the world come closer and the people get in touch with one another easily. The modern education techniques like computer assisted learning and also the technological devices like smart boards, overhead projectors, computer labs altered the vision of the education. Knowledge Management The internal infrastructure of the companies and the increasing complexity of the environment make them invest in innovation and the scarcity of the resources brings the knowledge to the fore as the success of the businesses. From this perspective, it can be mentioned that knowledge is taken into account as the crucial factor that surpasses the other production factors such as labor, capital, land, and so forth. Here, knowledge management occurred “as a label for consciously perceiving and addressing the issues raised by the importance and availability of knowledge.” Knowledge management can be addressed as a sort of management that manages the knowledge as the source. It is also concerned with managing the knowledge related concepts such as knowledge workers on the basis of creating and maintaining plus value concerning knowledge. Knowledge management as its perspective is so wide; it includes business studies, sociology, psychology, educational science, computer science, cognitive science, and so forth. 19 Knowledge management in other words is a new, interdisciplinary concept that puts the knowledge on the center of the organizational processes. Knowledge as it provides the ultimate competitive advantage for the firms; it involves different factors like technology, people, organizational processes, and knowledge. 20 Figure 1: The Components of Knowledge Management Knowledge People (Workforce) Technology (IT Infrastructur e) Organization al Processes Source: Elias M. Awad and Hassan M. Ghaziri, Knowledge Management, Second Impression, Published by Dorling Kindersley, India, 2008, p. 27. 19 Herwig Rollett, Knowledge Management Processes and Technologies, Kluwer Academic Publishers, Massachusetts, USA, 2003, p. 6. 20 Awad and Ghaziri, Ibid, pp. 26, 27. 8 �International Conference on Economic and Social Studies (ICESoS’13), 10-11 May, 2013, Sarajevo Figure 1 reveals that knowledge management is the main framework of the management in the organizations rooted in the production of the knowledge including knowledge, people as human resource, technology and organizational processes. According to the knowledge management, the organizations use accessible knowledge from outside resources, stores knowledge in business products, represents the knowledge in various databases as well as documents, promotes the knowledge improvement by means of organizational culture and the other incentives, transfers and shares the knowledge among the different parts of the organizations and assess the value of the knowledge. 21 Knowledge Economy Knowledge economy which will be “complemented by a set of organizational mechanisms that encourage and promote the sharing/reuse of organizational knowledge”22 can be defined as a term that plays a key role in the production as well as the services based knowledge intensive activities that contribute to the technological scientific progress besides the quick obsolescence. This means that in the knowledge based economy, the primary thing to be taken into account is the knowledge itself and it is to be updated perpetually. Additionally the key component of the knowledge economy is the dependence on the mental in other words intellectual capabilities of a particular person rather than the physical strength or the natural resources. The main arguments mentioned here are the results of the leading sides of the economy especially in the developed countries which is actually driven by the technology and technological devices centered on the knowledge production and spread. 23 The concept of knowledge economy is the direct results in the development of the new technologies which starter to emerge in the late 1950s and gained momentum with the advance in the personal computers and then systematically become so widespread through the use of email and the internet technology. 24 All these things make the knowledge as the main important factor in the development of the economy as a result of the high technology investments and high technology industries. 25 The usage of the knowledge economy dates back to the OECD report from 1996 and also the Lisbon strategy in the European Union from 2000 in spite of the fact that the debates about the central role of the concept for productivity and the competitiveness commenced so earlier. The knowledge economy entails the production of the knowledge as a sort of must for the countries along with the innovation. These requirements also necessitate the transformation of the employment policies as well as the employees‟ profiles. 26 The emergence of the knowledge economy is the indicator of the human development. It ruins the particular parameters of the agricultural and industrial period. For example, in the agricultural economy, the key source is the land while in industrial economy, natural 21 Awad and Ghaziri, Ibid, p. 27. Uday R. Kulkarni, Sury Ravindran and Ronald Freeze, “A Knowledge Management Success Model: Theoreticel Development and Emprical Validation”, Journal of Management Information Systems, Vol 23, No 3, Winter 2006, 2007, p. 311. 23 Powell and Snellman, Ibid, p. 199. 24 Powell and Snellman, Ibid, p. 199. 25 OECD The Knowledge Based Economy, General Distribution, Paris, 1996, p. 7. 26 Knut Ingar Westeren, “Developments In The Analysis of The Knowledge Economy: Introductory Comments”, Ed. Knut Ingar Westeren, Foundations of The Knowledge Economy Innovation, Learning and Clusters, Edward Elgar Publishing Limited, USA, 2012, pp. 1, 6. 22 9 �International Conference on Economic and Social Studies (ICESoS’13), 10-11 May, 2013, Sarajevo resources like coal or iron ore as well as the labor are of great significance. On the other hand, in the knowledge economy the key resource is the knowledge which plays an important role in the development of the economy which is not a new idea actually. At the same time, it is to be demonstrated that knowledge is not a peculiar concept to the knowledge economy or knowledge age, contrarily; it has been used since the period of Industrial Revolution. However, the intensity of the knowledge and its main significance increased in the age of knowledge and it becomes the main dynamics of the economy as well which means that there is a rise in the knowledge intensity of the economic activities and the concept of globalization process. 27 Figure 2: The Dynamics of Knowledge Economy 1. The transformation of knowledge as an economic output. 2. The knowledge is the main director of the economic activities. 3. The knowledge means money and power. 4. Technological devices, internet, information technologies are the complementary items of knıowledge economy. 5. The knowledge transforms the profiles of the employees and the employment. Source: John Houghton and Peter Sheehan, A Primer On The Knowledge Economy, Centre For Strategic Economic Studies, Victoria University, Australia, 2000, pp. 1, 2. Knowledge Worker The importance of the knowledge also has a deep impact on the worker and employment profiles. Knowledge worker is the output of the knowledge society who emphasizes the significance of the knowledge. The progress in the knowledge didn‟t just transform the society, education but also it affected the worker profile and the employment policies. The knowledge skills are quite different from the industry or agriculture skills which can be assessed that the employment tactics of the twentieth century are not the case for the organizational innovation in the age of information. As in the management skills of the organizations, the requirements of the workers strikingly changed. As an example, the basic skills like reading, writing become so irrelevant and inadequate when we enter the twenty first century as the main parameters to be focused in this period is the continual learning oriented knowledge production. Even the skills like computer programming, 27 John Houghton and Peter Sheehan, A Primer On The Knowledge Economy, Centre For Strategic Economic Studies, Victoria University, Australia, 2000, pp. 1, 2. 10 �International Conference on Economic and Social Studies (ICESoS’13), 10-11 May, 2013, Sarajevo system analysis and system design have to be redefined again by taking into account the critical in the society. 28 The knowledge workers are quite distinctive from the other workers in regards to their task structures and skill requirements that bring them creative use, manipulation, and the extension of the knowledge. Moreover, the requirements of the knowledge workers are those: continuous job learning, partly formal education, the capability to use modern technology, information and the communication technologies. The knowledge workers also do not work alone them work in teams. Based upon all these, the knowledge workers can be defined as the groups of workers or wage earners whose job meet these criteria: “(1) the use of information technology; (2) independent design of important aspects of the job; and (3) at least upper intermediate vocational training (a college degree).29 The differences between knowledge workers and the workers in the industrial revolution are stated below. The knowledge workers rely upon their intellectual capabilities while the industrial workers depend on their physical strengths. The knowledge worker focuses on innovation but the industrial workers centers on production. The knowledge workers are goal oriented. The industrial workers are wage oriented. The knowledge workers‟ objective is the production of the knowledge. However, the industrial workers aim at the production of the commodities. There is no time and space limitation for the knowledge workers, but that is not the case for industrial workers on account of the fact that their works are carried out in a limited area, that is, the factory. The knowledge workers are educated and skilled but this is not the point for the industrial workers. For example in the early years of the industrialization, the workers are low skilled. The instruments of the knowledge workers to produce the knowledge are strikingly different from the industrial workers. Knowledge workers use computers, information technologies whereas the industrial workers utilize the machines in the factory. The knowledge workers have the bargaining power as they cannot be replaced easily, but this is not so in industrial workers. The knowledge workers view the work as a time demanding activity while the industrial workers regard it as a type of time consuming activity. This means that their perception of the work is quite different. The added value of the product of knowledge workers are higher than the others because the knowledge that can be used in the real life is something like the money itself. Conclusion The change is the main paradigms in all the societies. Throughout history, there are various events that cause radical transformations in the society like renaissance, industrial revolution, French revolution, knowledge revolution and so on. Particularly from the 28 A.D. Amar, Managing Knowledge Workers Unleashing Innovation and Productivity, Greenwood Publishing, USA, 2002, p. 10. 29 Pasi Pyöria, Harri Melin and Raimo Blom, Knowledge Workers in The Information Society, Tampere University Press, Finland, 2005, p. 14. 11 �International Conference on Economic and Social Studies (ICESoS’13), 10-11 May, 2013, Sarajevo perspective of industrial relations and labor economics, it can be stated that the knowledge economy shifted the employment procedures as well as the employees‟ profile. In a way, knowledge revolution increased the standards of the employees. The employment policies changed as the information become so obsolete in a short period of time. The employee characteristics changed as they turn into the workers who produce knowledge and the knowledge is regarded as added value for the economy. The knowledge also means money and the power despite some arguments. No one can deny the fact that the gaining momentum of the knowledge economy is resulted in fundamental changes in all the spheres of society. References A.D. Amar, Managing Knowledge Workers Unleashing Innovation and Productivity, Greenwood Publishing, USA, 2002. Amit Shankar Mukherjee, Michael A Lapre, Luk N. Van Wassenhove, “Knowledge Driven Quality Improvement”, Management Science, Vol 44, No 11, 1998, pp. 35-49. Andy Hargreaves, Teaching In The Knowledge Society Education In The Age of Insecurity, Published by Teachers College Press, New York, USA, 2003. Andy Hargreaves, Teaching in The Knowledge Society Education In The Age of Insecurity, Teachers College Press Publication, Colombia University, USA, 2003. Anthon P. Botha, Knowledge-Living and Working With It, Published by Juta and Co, Cape Town South Africa, 2007. Cambridge University Dictionary, http://dictionary.cambridge.org/dictionary/british/know ledge?q=knowledge (Retrieved 15.04.2013). Debra M. Amidon, Innıvation Strategy For The Knowledge Economy The Ken Awakening, Heinmann Publication, USA, 1997. Derek Law, “Information Policy For A New Millennium”, Library Review, Volume 49, Number 7, 2000, pp. 322-330. Elias M. Awad and Hassan M. Ghaziri, Knowledge Management, Second Impression, Published by Dorling Kindersley, India, 2008. Giovanni Peri, “Determinants of Knowledge Flows and Their Effect on Innovation”, The Review of Economics and Statistics, Vol 87, No 2, May 2005, pp. 308-322. Herwig Rollett, Knowledge Management Processes and Technologies, Kluwer Academic Publishers, Massachusetts, USA, 2003. http://www.worldsocialism.org/spgb/what-capitalism (Retrieved 15.04.2013). James W. Cortoda, Rise of the Knowledge Worker, Heinamann Press, 1999. 12 �International Conference on Economic and Social Studies (ICESoS’13), 10-11 May, 2013, Sarajevo Jennifer Adelstein, “What Makes Knowledge Society? Privileging Discourses”, Ed. Katerina Nicolopoulou, Mine Karataş Özkan, Ahu Tatli, John Taylor, Global Knowledge Work Diversity and Relational Perspectives, Edward Elgar Publishing Limited, USA, 2011, pp 3-21. Joel Mokry, “Why Was The Industrial Revolution A European Phenomenon?” Supreme Court Economic Review, Vol 10, The Rule of Law, Freedom and Prosperity, 2003, pp. 27-63. John Houghton and Peter Sheehan, A Primer On The Knowledge Economy, Centre For Strategic Economic Studies, Victoria University, Australia, 2000. Knut Ingar Westeren, “Developments In The Analysis of The Knowledge Economy: Introductory Comments”, Ed. Knut Ingar Westeren, Foundations of The Knowledge Economy Innovation, Learning and Clusters, Edward Elgar Publishing Limited, USA, 2012, pp. 1-14. Michael B. Arthur, Denise M. Rousseau, The Boundaryless Career A New Employment Principle For A New Organizational Era, Oxford University Press, UK, 1996. OECD The Knowledge Based Economy, General Distribution, Paris, 1996. Pasi Pyöria, Harri Melin and Raimo Blom, Knowledge Workers in The Information Society, Tampere University Press, Finland, 2005. Peter Hold Christensen, Knowledge Management Perspectives and Pitfalls, Copenhagen Business School Press, Denmark, 2003. Peter John Williams, “Valid Knowledge: The Economy and The Academy”, Higher Education, Vol 54, No 4, October 2007, pp. 511-523. Refik Balay, “Küreselleşme, Bilgi Toplumu ve Eğitim”, Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, Cilt 37, Sayı 2, 2004, pp. 61-82. Süleyman Kevük, “Bilgi Ekonomisi”, Journal of Yaşar University, 1/ 4, Ekim 2006, pp. 319-350. Uday R. Kulkarni, Sury Ravindran and Ronald Freeze, “A Knowledge Management Success Model: Theoreticel Development and Emprical Validation”, Jorunal of Management Information Systems, Vol 23, No 3, Winter 2006, 2007, pp. 309347. Walter W. Powell and Kasia Snellman, “The Knowledge Economy”, Annual Review of Sociology, Vol 30, 2004, pp. 199-220. 13 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 1659 Title A name given to the resource The Knowledge Economy and its Impact on the Employment and the Employees’ Profile Author Author OREN, Kenan YUKSEL, Hasan Abstract A summary of the resource. Throughout history, there has been a radical transformation concerning the developmental stages in the lives of human beings. The first stage that initiates with the agriculture continues with industry which is the main turning points in the sociological perspective of work and working life. The Industrial Revolution that was the sign of transformation from the manual oriented economy to the machine oriented ones also shifted the requirements of the human resource capital. The new terms about the work entered to the literature such as the time, wage, and trade unions, working conditions, factories and so forth. This event called as industrialization as different from the period of agriculture isolated the work and family life from one another. In the third period, the economic, sociological, and the political procedures resulted in the development as well as the importance of the knowledge and the knowledge economy. Today, the knowledge which is the particular indicator of knowing something and know-how is associated with the welfare and the power. Those who can produce and utilize the knowledge can compete with the others easily. Therefore, it can be stated that the knowledge is the main determinant of current age called as ‘the age of information’. In a way, this inclination shaped a great many things in the society from the education to the employment strategies of the nations. Even more, the requirements of the employees altered unlike those in the industrial period. As an example, the internationalization of the human capital in terms of their qualifications, the occurrence of the knowledge workers put a different point to the employment based strategically approach. Within this framework, the main aim of the study is to analyze the changing perspectives of the employment and the employees by referencing to the information centered society. Keywords: Knowledge Economy, Knowledge, Knowledge Worker. Publisher An entity responsible for making the resource available International Burch University Date A point or period of time associated with an event in the lifecycle of the resource 2013-05-10 Keywords Keywords. Article PeerReviewed Identifier An unambiguous reference to the resource within a given context ISSN 978-9958-834-23-3 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 823 Title A name given to the resource The Language Barrier in the Cross-Cultural Communication between East and West: A Comparative Analysis Author Author Kulanic, Ahmed Abstract A summary of the resource. The use of language in international arena and international politics plays a significant role, especially in the world after 9/11 attacks in USA. The spoken words got more important functions by the process of globalization, and spread of mass-media communication. The aim of this paper is to examine the key terms and concepts in the communication between East and West with focus on the (mis)understanding of the terms such as: jihad darul-islam/harb/sulh, crusades, democracy, and human rights in a post 9/11 world. The paper presents the historical overview and evolution of these terms in Islamic as well in western societies. Thus, this paper offers the interpretation of the words jihad darul-islam/harb/sulh, crusades, democracy, and human rights through the Islamic prism of understanding and cultural experience but also through the prism of understanding and experience of the societies in the West. Furthermore, this paper analyzes the denotations and connotations of these particular words and their significance in international political communication. Date A point or period of time associated with an event in the lifecycle of the resource 2012-05 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics https://omeka.ibu.edu.ba/files/original/a91c66d1c334d554e934d8351fd30b91.docx 1d513034a81582de08a78c7037fcf1aa https://omeka.ibu.edu.ba/files/original/e16bcdd2361092157418f99824ded6ce.pdf 263b89652fac918a7e00d94fd8b42ffc PDF Text Text The Language of Entertainment News is a Serious Business! Tatjana Marjanović University of Banja Luka/ Banja Luka, Bosnia and Herzegovina Key words: entertainment news, structural complexity, semantic diversity ABSTRACT An essentially qualitative structural and semantic analysis is performed on the text of an ‘American Idol’ coverage posted on yahoo.com January 24th, 2013, constituting a micro corpus of 2,739 words. Being what it is, entertainment laced with a shot of drama and scandal, most of us share similar expectations as to what packaging such content will come in: in short, we anticipate relatively informal language and simple structures. However, a preliminary analysis of the story reveals at face value a fair amount of both phrasal and clausal complexity, with modification embedded at different levels of structures under investigation. Moreover, not only do the structures appear morphologically and syntactically complex, but their semantic representations also add to this diversity. Much as providing too much detail at word, phrase and clause level can easily lead to information overload, it also makes a clever tactic helping to transform a basically frivolous event into a top story of the day. It seems to be an attempt to ascribe relevance and newsworthiness to an affair that is nothing more than entertainment, but the aforementioned strategies almost make it look like a serious business. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 1989 Title A name given to the resource The Language of Entertainment News is a Serious Business! Author Author MARJANOVIC, Tatjana Abstract A summary of the resource. Key words: entertainment news, structural complexity, semantic diversity ABSTRACT An essentially qualitative structural and semantic analysis is performed on the text of an ‘American Idol’ coverage posted on yahoo.com January 24th, 2013, constituting a micro corpus of 2,739 words. Being what it is, entertainment laced with a shot of drama and scandal, most of us share similar expectations as to what packaging such content will come in: in short, we anticipate relatively informal language and simple structures. However, a preliminary analysis of the story reveals at face value a fair amount of both phrasal and clausal complexity, with modification embedded at different levels of structures under investigation. Moreover, not only do the structures appear morphologically and syntactically complex, but their semantic representations also add to this diversity. Much as providing too much detail at word, phrase and clause level can easily lead to information overload, it also makes a clever tactic helping to transform a basically frivolous event into a top story of the day. It seems to be an attempt to ascribe relevance and newsworthiness to an affair that is nothing more than entertainment, but the aforementioned strategies almost make it look like a serious business. Publisher An entity responsible for making the resource available IBU Publishing Date A point or period of time associated with an event in the lifecycle of the resource 2013-05-03 Keywords Keywords. Article PeerReviewed Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 3546 Title A name given to the resource THE LEARNING AND MASTERY OF OFFICIAL LANGUAGES: A KEY STEP TO PROFESSIONAL INSERTION IN CAMEROON Author Author II Medzogo, Sylvain Abstract A summary of the resource. Relationships with others, in this modern globalized world, command respective challenges in communication and bring closely everyone into connection with people of other languages and cultures. The latter make people require exchanging cognitive notions, thoughts and principles through this connection, and to achieve this goal a strong medium is needed: language. Language is at the heart of human beings interaction and mostly for children’s learning. Through language, one can receive knowledge and acquire skills. Language enables both to communicate with others efficiently for a variety of objectives and to scrutinize their own and others’ experiences, feelings and ideas, giving them order and meaning. Because language is central to children’s intellectual, emotional and social development, it has an essential role across the curriculum and helps pupils’ learning to be coherent and progressive. This is a reality in Cameroonian schools and even at professional level. The fact that local, national, official and foreign languages are spoken in Cameroon makes the country unique and exceptional in Africa and even in the world. One can realise in Cameroon sub-system of Education, for instance, that a student can learn French, English, German, Spanish, Chinese or one of the 300 native languages that counts the country. Thus, Foreign and second language education has developed to unravel the challenges the present and prospective interlocutors encounter, by emphasizing on learning how to communicate successfully with others speaking a different language and living a different culture. Better still, the mother tongue as well as official languages (French and English) and some foreign languages ( Italian, Spanish, Chinese…) remain, in Cameroon, part of the curriculum throughout primary, secondary and tertiary schooling, and this enables the learners to communicate worldwide and also be in acquaintance not only with their own cultural awareness but also with the others. Languages have become very important in Cameroon in looking and getting jobs in the public administration. The premise of the paper is, then, to highlight the benefits that are hidden behind the learning of languages in Cameroon. It also shows the place languages play in the development of Cameroonians’ awareness and competence in the use of two or more languages: an asset for a better insertion in society at professional level. Keywords: Challenges, Communication, Plurilingual, Professional Level, tutored environment Date A point or period of time associated with an event in the lifecycle of the resource 2014 Keywords Keywords. Conference or Workshop Item PeerReviewed PE English https://omeka.ibu.edu.ba/files/original/98a7830f293d7bec8b637632eb3fd8b2.pdf acfe7fa8c168c63012e5aeb695de6068 PDF Text Text 2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo The Level of Using Technology for Pre-Graduate Students While Preparing Assignments Ahmet Ocak AKDEMĐR Doctoral Student at Ataturk University Institute of Natural and Applied Sciences Instructor at Ağrı Đbrahim Çeçen University ahmetakdemir@agri.edu.tr M. Emin ÖZDEMĐR Professor at Ağrı Đbrahim Çeçen University emos@atauni.edu.tr Abstract:The aim of this study is to determine the level of using technology of Pre-Graduate students likewise internet and other basic technology resources while they are preparing their assignments. The centre of the research is Pre-Graduate students of AICUNI (Ağrı Ibrahim Çeçen University), Vocational Training School of Ağrı. Students have opportunities of accessing some other resources different from books and papers with the help of developing informative technologies finding their way through educational settings. Contrary to traditional teaching/learning methods, developing technologies, especially educational technologies, make it unavoidable for students to use them while preparing assignments. While evaluated as information resources, technologies such as internet and TV undoubtedly provide great convenience to students for their individual studying. However there exist some obstacles in the technology use for students such as access to technology, know-how of tools, anxiety level etc. With the questionnaires that are applied to our students of Pre-Graduate students of AICUNI (Ağrı Ibrahim Çeçen University), Vocational Training School of Ağrı we tried to determine the level of using technologies while they are preparing assignments. Determining their level of using technology will be useful for teachers and lecturers to understand students’ tendencies about internet and other technological resources as educational materials. Key Words: Pre-Graduate, technology, assignment, internet, educational technologies. Introduction Technology, which literary means “applying knowledge to process in industry systematically”, broadly is a collection of knowledge and abilities to actualize effective and productive process that covers research, development, production, marketing, selling, service during post-selling period. Technological innovation is defined as “innovation in production processes, mew productions and news types of institutional organizations”. On the other hand, there are industry branches that are “science and technology oriented” sectors such as particularly electronic, energy, informatics, space, bio-engineering, organic chemistry and defence industry that is intersection of these sectors and brings the highest amount value added tax consequently contributes to social welfare at the highest level. Using technology has become compulsory to get success in many fields now. Technological opportunities and devices have been started to be used, in recent years, especially in education fields densely and new teaching approaches have been started to be built considering education outputs. As a result of common technical infrastructure in classes and buildings of schools using technology has become one of the standards in all levels from primary to higher education. Access to mass media, on-line libraries, internet and computer, digital databases and other technology based information sources has caused a decrease regarding access to written and published sources. Accessibility, broadness and richness in terms of content, time and financial savings are seen as positive aspects that support using technology. Due to the high rate of unemployment, problems in the field of employment, increased numbers of qualified staffs because of the high standard in education consequently there is a competition atmosphere that 289 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo always aims better standards. In order to be different from others under such an atmosphere, receive good education has gained importance. In parallel with these facts, big steps taken in education field educational statistics have reached a level that has potential to be raised fast. Especially, everyone has accepted that a higher education, which focuses on technical and vocational education, has become compulsory. Increased numbers of universities, increased students placements and new departments and programmes established in the light of the needs analysis have made higher education a centre of attraction for young people. There is a focus on technology based education to meet such a demand in the best way. To meet needs in terms of intermediate staff, numbers of vocational high-school have been increased. A transition process from traditional education mentality to mentality based on world facts has been started as a result of schools which are equipped with technical infrastructure and technology opportunities in all levels e.g. primary to higher education (Özdaş, 1997). There is more research and application based activities in new education models and student-centred education mentality is practised. Students graduate from schools after they gain qualities, which are requirements of their departments and potential professions, via fulfilling their tasks such as research activities, performance projects and they become successful. Homework, which is important for education, can be defined as out-of-school activities assigned by teachers. These assignments are given to students as it is aimed that students should improve their knowledge and abilities they gain inside of schools. While students do their homework, they gain new experiences with new materials and knowledge. Students realize and improve their ability, interest and knowledge, make up their deficiencies, gain habit to study lesson regularly, drift away from memorization and establish a studying method based on research, increase their creativity via these experiences. Therefore, homework has short-term benefits such as getting high mark and long-term benefits such as supporting aspects to become a successful, responsible, creative, researcher person. In this regard, homework can be classified under three topics: • Application homework, it aims that students shall apply their new knowledge, abilities, repeat and revise them. It is like practice homework that is about subjects of the concerned day. • Preparatory homework, it aims to prepare students for next subjects in a better way and provide basic knowledge about required subjects. It is like preparation for next day. • Homework to improve, it is generally long time projects that are implemented in parallel with class activities. It aims to improve students’ personal knowledge and abilities. It is like a research about a particular subject or writing summary of a book (Aksüt,2005). One of the most used sources in preparing projects and doing homework is access to internet. Internet, which is preferred by students at the highest level as it contains more information that a student want and is easy to use, is a unique education material but it may cause negative effects because of its risks. Today when we think technology in terms of information source, we remember internet first and then TV and other mass media tools such as digital databases and other technology based materials (Gentry,1995). According to a research; information source and benefiting from internet during preparing project and doing homework period is high among students of faculty of education. 70 % of student state that they benefit from internet while they do their homework because it saves time. In addition students want to benefit also from academicians’ personal webpage and universities’ e-libraries. (Aksüt,2005) Method Aim of this research is to determine associate degree students’ level of using technology while they prepare their project and do their homework and their attitudes towards technology. This study is important regarding the following aspects; associate degree students should be able to question education system that they attend and verify outputs of education under existing conditions. Screening method has been used in the research. There are 20 questions in the questionnaire. Subject of the questionnaire is students’ level of using technology, their opinions and preferences about technology. Results have been evaluated with five point likert scale. First the questionnaire had been applied to a small group, which was determined coincidentally among main group and questions were discussed with these students. In addition to that there were meetings with administrators and academicians of the Ağrı Đbrahim Çeçen University, where research has been conducted. Sample of the research is composed of 153 students that chosen randomly from four programmes of Ağrı Vocational High-school. 290 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo Programmes Female Male Total Accounting and Tax Applications 29 27 56 Machinery 1 31 32 Electricity 2 36 38 Furniture and Decoration 1 26 27 TOPTAL 33 120 153 Table 1. Gender of participants Findings As student activities are important in modern education mentality, associate degree students are given to performance projects and this mentality contributes to intensify their knowledge via leading them to project based studies and keep their high readiness level active during term. Therefore, students think that using technology is compulsory in order to meet these requirements. According to research findings; students use technological tools such as internet, TV and etc… at a high level while they prepare their project and do their homework (4, 45). Most of the students think that preparing project or doing homework in an internet house saves time (4,02). Students state that using technology makes them successful (3,97), they are able to use computer programmes that are necessary to prepare their projects and do their homework (3,86). Students group which took part in the research state that they want to benefit from schools and academicians’ website as it is important for their success (3,83). Majority of the students defends that information, which they get from internet is enough for their projects and homework (3,41). Similarly majority of the students states that they use memory stick (3,35), access to e-book while they prepare their projects and do their homework (3,03). Associate degree students, which think that homework should be assigned in the form of performance projects (2,82), do not have clear opinions whether physical environment is suitable or not to do homework in internet houses (2,69). According to the research there are students that use town library (1,68) and school’s library (1,19) and a significant amount of students ask help from staff in internet house (1,86) or pay money to staff for their homework, projects (1,98). Some students state that they use on-line libraries (1,45) and some other students defend books and sources, which they currently have are enough (1,83). A small group of students (1,26) state that they benefit from academicians’ books. 291 �I use technological facilities such as internet and TV while I prepare project or do homework Preparing project or doing homework in internet house saves time Using technology to prepare projects or do homework contribute to my success I am able to use computer programmes while I prepare projects or do homework School’s website and academicians’ webpage provides easiness to us Content of projects or homework based on internet, TV and other communication tools is satisfactory I know and use memory stick I access to e-book rather than buy books that might be necessary for homework and projects Homework and projects should be assigned in the form of performance project Physical environment in internet house is suitable to prepare projects or do homework Laboratory and other technological sources in the school are satisfactory to prepare projects or do homework Technological facilities are used in a satisfactory level in the classes I pay money to staff in internet house for my projects or homework I ask help from staff in internet house for my projects or homework Books and other sources that I have are enough to prepare projects or do homework I often go to town library to do homework I think academicians use computer in a satisfactory level I can use database, on-line libraries I benefit from academicians’ books while I prepare projects or do homework I benefit from school’s library to prepare project or do homework Average OPTIONS Order 2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo 2 4,45 1 4,02 12 3,97 7 3,86 3 3,83 4 3,41 10 3,35 6 3,03 17 2,82 5 2,69 18 2,60 8 2,43 16 1,98 9 1,86 15 1,83 14 1,68 19 1,52 11 1,45 20 1,26 13 1,19 Table 2.Research Questionnaire’s List According to Order of Average In conclusion, it is understood that associate degree students’ inclination to use technology is on increase gradually; they are open to using technology and want regulations that shall support using technology in the school. It is also understood that they complain about lack of sources such as library, database that they need to prepare project or do homework. 292 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo References Aksüt M. Nihat Çakın,Đbrahim Battal,Özgür Tuğyan. "Eğitim Fakültesi Öğrencilerinin Ödev Hazırlamada Đnternet Kullanımına Đlişkin Tutumları" 10.Türkiye Đnternet Konferansı. 9.10.11 Aralık 2005. Bahçeşehir Üniversitesi Đstanbul. inettr.org.tr/inetconf10/bildiri/77.docĐ. Driscoll M. & Dick W. (1999). New Research Paradigms in Instructional Technology: An Inquiry. ETR&D, 47(2), pp. 7-18. Gentry, C.G. (1995). “Educational Technology: A question of Meaning. Part 1 in Instructional Technology: Past, Present, and Future, G. J. Anglin (Ed.), (2nd ed.), Englewood, CO, Libraries Unlimited. Özdaş, A. (1997). Öğretim Đlke ve Yöntemleri, http://www.dersimiz.com/eyazim/yazi.asp?id=64 Özdaş, Ali, Öğretim Đlke ve Yöntemleri, Đstanbul 1997 293 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 709 Title A name given to the resource The Level of Using Technology for Pre-Graduate Students While Preparing Assignments Author Author AKDEMİR, Ahmet Ocak ÖZDEMİR, M. Emin Abstract A summary of the resource. The aim of this study is to determine the level of using technology of Pre-Graduate students likewise internet and other basic technology resources while they are preparing their assignments. The centre of the research is Pre-Graduate students of AICUNI (Ağrı Ibrahim Çeçen University), Vocational Training School of Ağrı. Students have opportunities of accessing some other resources different from books and papers with the help of developing informative technologies finding their way through educational settings. Contrary to traditional teaching/learning methods, developing technologies, especially educational technologies, make it unavoidable for students to use them while preparing assignments. While evaluated as information resources, technologies such as internet and TV undoubtedly provide great convenience to students for their individual studying. However there exist some obstacles in the technology use for students such as access to technology, know-how of tools, anxiety level etc. With the questionnaires that are applied to our students of Pre-Graduate students of AICUNI (Ağrı Ibrahim Çeçen University), Vocational Training School of Ağrı we tried to determine the level of using technologies while they are preparing assignments. Determining their level of using technology will be useful for teachers and lecturers to understand students’ tendencies about internet and other technological resources as educational materials. Date A point or period of time associated with an event in the lifecycle of the resource 2010-06 Keywords Keywords. Conference or Workshop Item PeerReviewed H Social Sciences (General) https://omeka.ibu.edu.ba/files/original/f74b0d75111f438a94c289b8dfce1a94.pdf 36b18c1eb6bc2f0bfebe66e168a054bf PDF Text Text International Conference on Economic and Social Studies, 10-11 May, 2013, Sarajevo The Limits of the SCO: Rethinking the Enlargement Dilemma and Implications for Turkish Foreign Policy Shatlyk Amanov Melikşah University, Kayseri - TURKEY shatlyk@meliksah.edu.tr The question of whether the Shanghai Cooperation Organization (SCO), which has been seen by some scholars as the Russo-Chinese “strategic partnership”, can manage both deepening and widening of the organization simultaneously has been a central concern of many public and academic debates in recent years. Since its debut, SCO proved to be a potential platform where upon Beijing – Moscow cooperation on a wider Central Asia was enhanced further. Although the differences in the areas of security, foreign policy and trade orientations of the member states impede furthering the coordinated efforts towards enlargement, the SCO members and observers alike, share lots of ideals and are longing for a similar future for this extremely vast region. Nevertheless, it still remains to be seen whether the expansion of the organization would facilitate or make it more difficult in achieving and sustaining coherent policies among the member countries. In a time of global economic crisis and drastic changes in its immediate neighbors linked to the Arab Spring, the question of enlargement renders a bunch of challenges and intricate choices, among one of which is the recent overtures made by Turkey for joining the SCO as an alternative to the European Union (EU). This paper discusses the development of the SCO as an organization by analyzing first its founding principles and objectives. Secondly, the work sheds light on the converging and divergent aspects of the country specific approaches to the enlargement issue and thirdly, addresses the prospects of Turkish bid for full member status at SCO. Keywords: The Shanghai Cooperation Organization, Russia, China, Turkish Foreign Policy, Arab Spring, Eurasian Security. 257 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 1660 Title A name given to the resource The Limits of the SCO: Rethinking the Enlargement Dilemma and Implications for Turkish Foreign Policy Author Author AMANOV, Shatlyk Abstract A summary of the resource. The question of whether the Shanghai Cooperation Organization (SCO), which has been seen by some scholars as the Russo-Chinese “strategic partnership”, can manage both deepening and widening of the organization simultaneously has been a central concern of many public and academic debates in recent years. Since its debut, SCO proved to be a potential platform where upon Beijing – Moscow cooperation on a wider Central Asia was enhanced further. Although the differences in the areas of security, foreign policy and trade orientations of the member states impede furthering the coordinated efforts towards enlargement, the SCO members and observers alike, share lots of ideals and are longing for a similar future for this extremely vast region. Nevertheless, it still remains to be seen whether the expansion of the organization would facilitate or make it more difficult in achieving and sustaining coherent policies among the member countries. In a time of global economic crisis and drastic changes in its immediate neighbors linked to the Arab Spring, the question of enlargement renders a bunch of challenges and intricate choices, among one of which is the recent overtures made by Turkey for joining the SCO as an alternative to the European Union (EU). This paper discusses the development of the SCO as an organization by analyzing first its founding principles and objectives. Secondly, the work sheds light on the converging and divergent aspects of the country specific approaches to the enlargement issue and thirdly, addresses the prospects of Turkish bid for full member status at SCO. Keywords: The Shanghai Cooperation Organization, Russia, China, Turkish Foreign Policy, Arab Spring, Eurasian Security. Publisher An entity responsible for making the resource available International Burch University Date A point or period of time associated with an event in the lifecycle of the resource 2013-05-10 Keywords Keywords. Article PeerReviewed Identifier An unambiguous reference to the resource within a given context ISSN 2303-4564 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 3581 Title A name given to the resource The Linguistic Impact of Internet on Language Usage Author Author Tunçdemir, Enes Akbarov, Azamat Abstract A summary of the resource. Over the past a few decades, we have started to experience the linguistic impacts of the latest communication technology which was, most specifically, the Internet and with its different domains. The Internet has become a main free resource which is increasingly being used in almost every faces of our life by different age groups. It includes many domains such as chat rooms, e-mails; broadcasting and so on and every single mean of these communication domains have a clear effect on the future of all languages. Even though using these facilities has enabled us to reach any possible information, it also has brought some disadvantages to the language in use. Date A point or period of time associated with an event in the lifecycle of the resource 2013 Keywords Keywords. Conference or Workshop Item PeerReviewed PE English Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 3455 Title A name given to the resource THE LINGUISTIC LANDSCAPES OF MOSTAR AND LEUVEN: A COMPARATIVE STUDY Author Author Grbavac, Ivana Jaspaert, Koen Słowińska, Dominika Abstract A summary of the resource. Linguistic landscaping is a pioneering subfield of sociolinguistics exploring language in its written form in urban contexts. Since 1997 (Laundry and Bourhis, 1997), as a swiftly expanding research area worldwide, it has proved to be a relevant instrument for measuring various social and linguistic phenomena in multiethnic and multicultural ecologies (Backhaus, 2007; Ben-Rafael e.a., 2006; Edelman, 2010; Grbavac, 2012; Pavlenko, 2010 etc.) This paper aims at a comparative analysis of the linguistic landscapes of two seemingly different sociolinguistic surroundings: the city of Mostar in Bosnia and Herzegovina and the city of Leuven in Belgium. The motivation and justification for this research lies in the fact that the linguistic landscapes of these two cities have not been inspected so far through the LL research methods. Furthermore both cities are embedded in similar yet different political, ideological, cultural, social and linguistic settings. Therefore the aim of the paper is to outline the similarities and differences of these two sociolinguistic contexts visible in the linguistic landscape. We propose the hypothesis that the two linguistic landscapes will show some similarities in language usage patterns and in the collective identity construction modes. Both LLs are set in regions where different languages and cultures are intertwined, therefore we expect to find some possibly universal matrices. Additionally, the contribution of this paper is to be seen in the documentary value of the research. Key words: linguistic landscape, comparative studies, multiethnic ecologies, linguistic diversity Date A point or period of time associated with an event in the lifecycle of the resource 2014 Keywords Keywords. Conference or Workshop Item PeerReviewed PE English