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The Convergence Culture Consortium (C3) explores the ways the business landscape is changing in response to the growing integration of content and brands across media platforms and the increasingly prominent roles that consumers are playing in shaping the flow of media. C3 connects researchers and thinkers from MIT's Comparative Media Studies program with companies looking to understand new strategies for doing business in a converging media environment. The consortium provides insights into new ways to relate to consumers, manage brands, and develop engaging experiences, strategies to cut through an increasingly cluttered media environment and benefit from emerging cultural and technological trends. We aim to expand the role of industry leaders by bridging the gap between academic and market research; Partners gain access to both broad-perspective thought leadership and focused analysis on events and campaigns.

Knowledge acquisition, its exchange, and communication within innovative technologies are the core research topics at the Knowledge Media Research Center in Tuebingen. Study matters are classic forms of teaching as well as in-class education in higher education and school domains, together with possibilities of learning in informal settings, as in museums, the internet and workspaces. A multidisciplinary team of highly trained scientists from cognitive and educational sciences, human behavioral sciences and social sciences is completed by experts from media technology and computer science. By cooperating closely with public and private institutions and by transferring research results into real world applications, the institute makes a substantial contribution to enable innovative media-based teaching and learning scenarios.

Most companies today struggle with their rapidly growing volume of critical corporate knowledge. A large amount of useful information is trapped in information silos, such as email inboxes. There is also a gap in understanding and knowing where organizational expertise and talent reside in the organization. Add to this the loss of organizational knowledge when employees leave the company. The paradox of this is the increased dependency on information and knowledge technology for innovation and building value. The Enterprise Social Media market has grown rapidly in the few years and the rate of growth is accelerating. Companies are adopting cloud technologies to reduce the costs of maintaining larger and larger sets of data. Cloud technologies also facilitate the use of mobile platforms and tablet devices, which are providing employees with unprecedented access to information. The rapid pace of change, the need to innovate quickly, dispersed and remote workforces, and increased customer demands make capturing and utilizing corporate knowledge even more challenging. A strategic approach to providing both knowledge management and collaboration is needed. It should be seamless and an integral of business operations. Knowledge Management / Collaboration is not just technology. It is not just storing documents. It is not having an internal social media site or utilizing instant messaging. It is about sharing and collaborating. That is frequently the most difficult challenge. It is often a cultural challenge.

The London Knowledge Lab is a unique collaboration between two of the UK's most prominent centres of research - the Institute of Education and Birkbeck. The Lab brings together computer and social scientists from a very broad range of fields, including: education, sociology, culture and media, semiotics, computational intelligence, information management, personalisation, semantic web ubiquitous technologies. This means that issues can be tackled from many different perspectives, and this is reflected in our mission, to Understand the place of digital technologies and media in our cultural, social and educational relationships with knowledge - finding, acquiring, creating, and sharing it; Design, build and evaluate systems, processes and interfaces that enhance these relationships; and Examine critically the assumptions about knowledge and learning that underlie the increasingly wide range of applications of digital technologies.

"The disintermediation based on the digital technology has transformed different environments, from banking to media, education and sales. This paper explores a new kind of disintermediation or re-intermediation; also called cyberintermediation. The paper analyses how the revolution of information and communication technologies provides new alternatives of disintermediation in the generation and distribution of knowledge. The authors raise questions such as: To what extent is this phenomenon reshaping the traditional role of the university? Will it cause a crisis in the educational institutions? Will this disintermediation of the education evolve towards the disappearance of institutions like schools and universities? The researchers propose a table that integrates and recombines the knowledge generation and knowledge distribution dimensions with Boyer's key functions of scholarship. Finally, the concept of knowledge broker is introduced to enrich the discussion about reintermediation. Beyond the prophecies, which announce the "death of the university", the authors discuss and suggest new agents, actions and transactions that are useful to think about the educational institution of the new century".