ABSTRACT
Knowledge today appears primarily in two different forms: as a tool for social actors who must make rational choices and thus should have the ability to process the information, and as an asset, which can take the form of input (worker competence) and output (innovation) in the production process (OECD, 2000). Prevailing discourses contribute to sustaining a highly competitive climate within and between universities by defining higher education systems as contributing to the well-being of countries and seeking to incorporate the business sector as a key financial supporter of higher education (Maila, 2007).
