Linking the triple helix (university-industry-government) to the quadruple helix of university-industry-government – civil society in the field of international business and economics

Current educational systems and processes need to anticipate the challenges of the new millennium and lay the foundations for the future in the economic, social, technological, cultural and relational context. New educational programs must seriously consider a number of conditions such as: entirely new ways of serving existing needs and significantly disrupt existing industry value chains; growing transparency, consumer engagement, and new patterns of consumer behavior; the development of technology-enabled platforms that combine both demand and supply to disrupt existing industry structures, such as those we see within the “sharing” or “on demand” economy. In this paper I`ve started from the assumption that in the specific conditions of a creativity-based economy is necessary to rethink the components of the matrix partnership crossing from `triple helix` to `quadruple helix` logic. This new model becomes necessary because under current regional and international circumstances Mode 3 of knowledge production has become generalized. In this paper I`ve opted for the concept that adds civil society proposing reformulate the analytical model so as to place in balance integration with differentiation to produce suitability for a societal design defined by the self-organization of the sense communication process with respect to the analytical axes of complex systems. The basic idea of the research is to identify the way in which the challenges of internationalization of education, the transformations required by the emergence of this process, and the most relevant redefining that must take place at the level of curricular architectures and learning methods are understood. Based on the research I have made, I recommended few ways to cope with sensitive challenges educational systems are confronted with such as: better connecting theory and practice, teaching a more useful economics, designing the future based on the understanding of the past, minimizing the rhetorical component and maximizing the factual one, testing conformity of different ideas in advance