In this paper a novel approach on knowledge integration in presented in the context of the knowledge-based society/economy (KBS/E). What this paper brings new is the transdisciplinary integrative approach of the knowledge through the “conceptual knowledge space” as a potentiality, and the “practical transdisciplinary knowledge space”, as actuality, with the transition between them through the included middle. Are introduced some of the most important practical educational environmental transdisciplinary conceptual and applied spaces, as innovative groundbreaking clusters that foster the origination, transfer and implementation of knowledge in the process of achieving sustainable development of the continuously integrative society. The University is considered the most appropriate space for this transdisciplinary approach of knowledge achievement, being a natural habitat of the synergistic integration of education, research and industry, and with its adaptability and adequateness in the knowledge economy space. University should become an open space in a reconfiguration in a integration of a highrequired degree with breadth profile competence in the integrated fields of different disciplines, with the need to have a depth profile of the knowledge in research on particular cognitive field. A new redefined mission of university by collaborating with industry should be linked to a redefinition of the role of the research in universities in the knowledge based society/economy.
1. Aerts D. (2000), Participating in the World: Research and Education in a Changing Society, in:Science, Technology and Social Change, The Orange Book of Einstein meets Magritte (eds. D.Aerts, S. Gutwirth, S. Smets and L. Van Langenhove), pp. 1-34, Dordrecht, Kluwer AcademicPublishers.
2. Aerts, D., (2001), Transdisciplinary and integrative sciences in sustainable development, in the Encyclopedia of Life Support Systems, Baldwin House, Aldates, Oxford;
3. Adamsson, N., (2007), Interdisciplinary integration in complex product development: managerial implications of embedding software in manufactured goods. Machine Design. Stockholm, KTH Royal Institute of Technology. Doctoral thesis.
4. Albert & Lukas, 1999), Knowledge spaces: Theories, empirical research, applications. Mahwah, NJ: Lawrence Erlbaum Associates
5. Alptekin, S.E., (1995), “Smart Products - A Tool for Mechatronics Education”, Proceedings of International Conference on Recent Advances in Mechatronics - ICRAM’95, 14-16, Volume I, pp: 288-292.
6. Alptekin, S.E.,, Pouraghabagher, R., McQuaid, P., Waldorf, D., (2001), Teaching Factory, Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition, American Society for Engineering Education;
7. Arvanitis, S., Sydow, N., Woerter, M., (2005), Is There Any Impact of University-Industry Knowledge Transfer of the Performance of Private Enterprises? An Empirical Analysis Based on Swiss Firm Data, Zurich, Switzerland: Swiss Institute for Business Cycle Research.
8. Barnet, R., (2000), Realizing the University in the Age of Supercomplexity, The Society for Research into Higher Education & Open University Press.
9. Bernstein, J.H., (2015), Transdisciplinarity: A Review of Its Origins, Development, and Current Issues Journal of Research Practice Volume 11, Issue 1, Article R1, 2015 Review:
12. Brennenraedts, R.M., Bekkers, R., Verspagen, B., (2006), The different channels of university-industry knowledge transfer: Empirical evidence from Biomedical Engineering, Eindhoven, the Netherlands, Eindhoven Centre for Innovation Studies.
13. Brown, J. S., Duguid, P., (1991), “Organizational Learning and Communities-of-Practice; Toward a Unified View of Working, Learning and Innovation,” Organization Science 2, No. 1, pp. 40–57
14. Browning, T. R., Deyst, J. J. Eppinger, S. D., Whitney, D. E., (2002), Adding value in product development by creating information and reducing risk. IEEE Transactions on Engineering Management, vol. 49(4), pp.443-445.
15. Buckley, F. J., (2000), Team Teaching: What, Why, and How? London: Sage Publications, Inc.
16. Carayannis, E.G. & Campbell, D.F.J. (2006). Knowledge Creation, Diffusion, and Use in Innovation Networks and Knowledge Clusters: A Comparative Systems Approach across the United States, Europe, and Asia. Praeger
17. Carryer, E., (1996), “Smart Products”, Presentation at Preparing the Leaders for Mechatronics Education Workshop, Cal Poly, June 1995. Frontiers in Education Conference, 1996, Proceedings of 26th Annual Conference, Volume 2, Issue, 6-9 Nov. pp. 975 – 979;
18. Castells, M., (2001), Universities as dynamic systems of contradictory functions. In J. Muller, N. Cloete and S. Badat (eds). Challenge of globalization. South African Debates with Manuel Castells, pp. 206-224.
19. Chisholm, L., (1997), Initial Transitions between Education, Training and Employment in Learning Society, International Bulletin of Youth Research, vol. 15, 1, pp. 6-16);
20. Cook, S.D.N., Brown, J. S., (1999). “Bridging epistemologies: the generative dance between organizational knowledge and organizational knowing”, Organization Science, 10(4), pp. 381-400.
21. Covey, R., S., 2004, The 7 Habits of Highly Effective People: Powerful Lessons in Personal Change, Paperback – November 9, 2004, New York Free Press.
22. Christensen, B. T., Schunn, C. D., (2005). Spontaneous access and analogical incubation effects. Creativity Research Journal, 17(2), pp. 207-220.
23. Derry, S.J., Fischer, G. (2005), Toward a Model and Theory for Transdisciplinary Graduate Education, AERA Annual Meeting 2005, Symposium “Sociotechnical Design for Lifelong Learning: A Crucial Role for Graduate Education” April, pp. 1-28
29. Fantana, R.S, (2016), Dimensions of expert report complexity in intellectual /industrial property. Case study, Perspectives of Business Law Journal, Volume 5, Issue 1, November 2016, 147-160).
30. Fischer, G., (2005), “From Reflective Practitioners to Reflective Communities, Proceedings of the HCI International Conference (HCII)”, Las Vegas, July 2005, (published on CD).
31. Fortuin, I.K.P.J., Bush, S.R., (2010), Educating students to cross boundaries between disciplines and cultures and between theory and practice, International Journal of Sustainability in Higher Education, Vol. 11 (1), pp. 19-35, Emerald Group Publishing Limited)
32. Fotea, I., Pop, G.I., Vaduva, S., Fotea, S., (2012a), A transdisciplinary Approach to Business Education throughout Family Firms as Community of Practice, The 8th Balkan Region Conference on Engineering Education & 4th International Conference on Engineering & Business Education, pg. G159-165, 17-21 October, 2012, Lucian Blaga University of Sibiu, Romania.
33. Fotea, I., Fotea, S., Vaduva, S., Pop, G.I., (2012b), Fostering Entrepreneurial Learning in Family Business throughout Family Firms as Community of Practice, Approach-Case Study of Romanian Family Business, Economia Marche, Journal of Applied Economics, Vol. XXXI, No. 2, Nov. 2012).
34. Fuller, S., 2003), The University: A social technology for producing universal knowledge, Technology in Society vol. 25, pp 217-234.
35. Gibbons, M., Limoges, C., Nowotny, H., Schwartzman, S., Scott, P., Trow, M., (1994), The New Production of Knowledge - The Dynamics of Science and Research in Contemporary Societies, Sage, London.
36. Gitt, W., (1997), In the Beginning Was Information, Christliche Literatur-Verbeitung e.V. Postfach, Bielefeld.
37. Gomes, J.F., de Weerd-Nederhof, P.C., Pearson, A. & Cunha, M.P. (2003). „Is more always better? An exploration of the differential effects of functional integration on performance in new product development.’ Technovation 23(3), pp. 185-192.
39. Hakkarainen, K., Palonen, T., Paavola, S., & Lehtinen, E., (2004), Communities of networked expertise: Professional and educational perspectives. Pergamon Press.
40. Harashima, F., Tomizuka, M. and Fukuda, T., (1996), Mechatronics - “What Is It, Why, and How?” An Editorial”, IEEE/ASME Transactions on Mechatronics, Vol. 1 (1), pp. 1-4
41. Hargreaves, A., (2003), Teaching in the Knowledge Society: Education in the Age of Insecurity, Open University Press.
42. Hildreth, P., Kimble, C., Wright, P., (2000), “Communities of Practice in the Distributed International Environment,” Journal of Knowledge Management 4, No. 1, 27–38.
43. Hildreth, P., M., Kimble, C., 2004, Knowledge Networks:Innovation through Communities of Practice, Idea Group Inc (IGI), pp. 330-335
44. Hugos, M., Hulitzky, D., (2011), Business in the Cloud: What every business needs to know about Cloud-Computing, John Wiley & Sons Inc., Hoboken, New Jersey
45. Jack, H., Sterian, A., (2002), Control with Embedded Computers and Programmable Logic Controllers. The Mechatronics Handbook, CRC Press
46. Jashapara A., (2011), Knowledge Management, an Integrated Approach, Pearson Education Limited, Edinburgh Gate Harlow Essex CM20 2JE, England
47. Kaynak, O., (1996), A new perspective on engineering education in mechatronics age, Proceedings of FIE 1996 Conference, Session 8b4: Mechatronics Education, vol.2, pp.970-974.
48. Lamancusa, J., Jorgensen, J., Zayas-Castro, J., (1997), The Learning Factory - A New Approach to Integrating Design and Manufacturing into the Engineering Curriculum, Journal of Engineering Education, April, Vol. 86, No. 2, pp. 103-112.
49. Langley, P., Simon, H.A., Bradshaw, G.L., Zytkow, J.M. (1987), Scientific Discovery. Computational Explorations of the Creative Processes, Cambridge, Massachusetts and London: MIT Press.
50. Leonard, D., Sensiper, S., (1998), “The role of tacit knowledge in group innovation.” California Management Review, vol. 40(3), pp. 112-132.
51. Lupasco, S., (1987), Le principe d’antagonisme et la logique de l’énergie - Prolégomènes à une science de la contradiction, Hermann & Cie. Colloque „Actualités scientifiques et industrielles”, no. 1133, Paris, 1951; 2nd ed., Le Rocher, Monaco. “Transdisciplinarité” Series, 2002
52. Max Neef, M.A., (2005), Foundations of transdisciplinarity, Ecological Economics 53, pp. 5–16.
53. McGregor, S.L.M., Volckmann, R., (2010), Transdisciplinarity in Higher Education, The Path of Arizona State University, Integral Leadership Review, vol.X, 3
54. Montaud, A., (2008), Le monde de mecatroniques, Artema Mechatronics Infos 2008, pp. 1-2
55. Montuori, A., 2006, The quest for a new education: From oppositional identities to creative inquiry. ReVision, vol. 28 (3), pp. 4-20).
56. Mieg, H.A., (1996), Managing the interfaces between science, industry, and education, in UNESCO (ed), World Congress of Engineering Educators and Industry Leaders, UNESCO, Paris, vol. 1, pp.529-533
57. Noe, R., 2008, Employee Training and Development. 4th Edn., Mcgraw-Hill/Irwin, ISBN: 0-07-340490-X, pp: 552.
58. Novak, J.D. (1998), Learning, creating and using knowledge: Concept maps as facilitative tools in schools and corporations. Mahwah: Lawrence Erlbaum.
59. Nicolescu, B., (1996), La transdisciplinarité, manifeste, Le Rocher, Monaco, coll. “Transdisciplinarité”; English translation by Karen-Claire Voss: Manifesto of Transdisciplinarity, State University of New York (SUNY) Press, New York, 2002 (English translation: Watersign Press, Lexington, USA; Ed. Polirom, Iaşi, 1999).
61. Nicolescu, B., (2006), Transdisciplinarity - Past, Present and Future, în Haverkort B., Reijntjes C., Moving Worldviews - Reshaping Sciences, Policies and Practices for Endogenous Sustainable Development, COMPAS Editions, Holland, pp 142-166.
62. Nicolescu, B., (2008), Transdisciplinarity - Theory and Practice (Ed.), Hampton Press, Cresskill, NJ, USA.
63. Nicolini, D., Gherardi, S. and Yanow, D. (eds.) (2003) Knowing in Organizations: A Practice-Based Approach. Armonk, NY: M.E. Sharpe.
64. Nonaka, I., Takeuchi, H., (1994), “A Dynamic Theory of Organizational Knowledge Creation,” Organizational Science, vol. 5, No. 1, pp. 14–37.
65. Paavola, S., Lipponen, L., Hakkaraininen, K. (2004), Models of innovative knowledge communities and three metaphors of learning. Review of Educational Research, vol. 74(4), pp. 557-576.
66. Papoutsidakis, M.G., Andreou, I.K., Chamilotoris, G.E., (2008), Challenging educational platforms in mechatronics: learning framework and practice, Proceedings of the 5th WSEAS/IASME International Conference on Engineering Education, pp. 121-126.
67. Palmer, S.E., (1978), Fundamental aspects of cognitive representation, in E. Rosch & B.B. Lloyd (eds.), Cognition and Categorization, Erlbaum, Hillsdale, pp. 259–303
68. Petts, J., Owens, S., Bulkeley, H., (2008), Crossing boundaries: interdisciplinarity in context of urban environments, Geoforum 39. pp. 593-601.
69. Polanyi, M., (1997), “The Tacit Dimension,”Knowledge in Organizations, L. Prusak, Editor, Butterworth-Heinemann, Woburn, MA.
70. Pop, I. G., Mătieş, V., (2008a), A Transdisciplinary Approach to Knowledge in Mechatronical Education, 7th France-Japan and 5th Europe-Asia Mechatronics Congress, Anecy, May 21-23, pp. 195-198.
71. Pop, I.G., (2009a), Creativity as a Reflexive Transdisciplinary Language in the Mechatronical Knowledge, “Problems of Education in the 21st Century”, Lithuania, vol.13 (13), pp. 94-102, may, 2009; 11, SMC “Scientia Educologica”, Lithuania, ISSN 1822-7864;
72. Pop, I.G., (2009b), Considerations about the Transdisciplinary Knowledge Search Window in Mechatronical Education, The 5th Balkan Region Conference on Engineering Education & 2nd International Conference on Engineering and Business Education, October 15th-17th, pp. 159-165, University Lucian Blaga, Sibiu, Romania.
73. Pop, I.G., Maties, V., (2011), Transdisciplinary Approach of the Mechatronics in the Knowledge Based Society, in Mechatronics, Intech Open Access Publisher, Rijeka.
74. Pop, I.G., (2011), Thesis, Considerations on the Transdisciplinary Approach of the Mechatronics in the Knowledge Based Society, Technical University, Cluj-Napoca, 2011.
75. Pop, I.G.; Talpos, M.F.; Prisac, I. (2015), Transdisciplinary Approach on the Advanced Sustainable Knowledge Integration, Balkan Region Conference on Engineering and Business Education. In Proceedings of the IETEC-BRCEBE Conference, Sibiu, Romania, 1–2 November 2015; Volume 1; ISSN (Online de Gruyter) 2391-8160. doi:10.1515/cplbu-2015-0025.
76. Pop, I.G., Văduva S., Talpoș M.F., (2017), Energetic Sustainability and the Environment: A Transdisciplinary, Economic–Ecological Approach Sustainability 2017, 9(6), 873; doi:10.3390/su9060873
77. Pop, N.Al.; Pelau, C. (2017): Correlations within the EFQM Business Excellence Model by Applying a Factor Analysis, in: Amfiteatru Economic, nr. 44/2017, pg. 28-40 (ISSN-1582 – 9146)
78. Quinsee, S. & Hurst, J. (2005). Bluring Bounderies? Support Students and Staff within an Online Learning Environment? Turkish Online Journal of Distance Education, Vol. 6, Nr. 1, 52–59.
79. Reason, P., (1998), Political, Epistemological, Ecological and Spiritual Dimensions of Participation, Culture and Organization, Vol.4, 2, pg.147-167.
80. Roux, D. J., Rogers, K. H., Biggs, H. C., Ashton, P. J., Sergean, A., 2006, Bridging the science–management divide: moving from unidirectional knowledge transfer to knowledge interfacing and sharing, Ecology and Society, V11 No 1: 4.
81. Scholz, R.W., Mieg, H.A., Oswald, J.E., (2000), Transdisciplinarity in Groundwater Management-towards Mutual Learning of Science and Society, Water, Air and Soil Pollution, 123, pp. 477-487.
82. Šlaus, I., (2003), Political Significance of Knowledge in Southeast Europe, Croat. Med. Journal; vol.4, pp. 3-19.
83. Strathern, M., (2007), „Knowledge Identities” in Ronald Barnett, Roberto di Napoli (eds), Changing Identities in Higher Education. Voicing Perspectives. Routlidge. London. New York.
84. Sutz, J., K.E., (2000), The role of universities in knowledge production, Himalayan Journal of Sciences, 3(5), pp. 53-56.
85. Tiffin, J., Rajasingham, L., 2003), The Global Virtual University, London: Routledge Falmer);
86. Ţundrea, E., (2009), Contributions to the Modelling and the Use of the Software Product Lines, Ph.D. Thesis, UPT, seria10, nr. 11, Editura Politehnica, Timisoara, Romania.
87. Vajkai, A., (2002), „The role of Universities in Buildings the Information Societies, in University and Society. Curent problems of regional co-operation, Proceedings of the conference held at the University of Pecs.
88. Waks, S. (1997), Lateral thinking and technology education. Journal of Science Education and Technology, vol. 6(4), pp. 245-255.
89. Warfield, J. N., (2007), Enterprise Information Systems, Systems science serves enterprise integration: a tutorial, Taylor & Francis, Inc., Vol.1, (2), pp. 235-254.
90. Weber, L., Bergan, S., (eds), 2005), The public responsibility for higher education and research. Council of Europe higher education series no. 2, Strassbourg, Council of Europe);
91. Wenger, E., Snyder, B., (2000), “Communities of Practice: The Organizational Frontier,” Harvard Business Review vol. 78, No. 1, pp. 139–145.
92. Zeleny, M., (1987), “Management Support Systems: Towards Integrated Knowledge Management”, Human Systems Management, vol. 7, 1, pp. 59-70.