Francisco Javier Carrillo Gamboa is an international researcher and practitioner in knowledge management, capital systems, knowledge cities and knowledge for the Anthropocene. He is the creator of the triadic KM Model, the concept of capital systems, and a taxonomy of knowledge markets as well as the founder of the international think tank World Capital Institute.
Background
Early life and locations Francisco Javier Carrillo Gamboa was born in the City of Querétaro, State of Querétaro, México on November 15, 1953. His father was José Carrillo García and his mother María Elena Gamboa Ocampo. In 1965 he went to boarding high school (secondary, preparatory and Ecole Normale) in Puebla. He moved to Mexico City in 1971, where he worked as a teacher at several institutions throughout his B.Sc. studies (1974–1978). In 1981 he married Rosa María Sánchez Cantú, with whom he shares life to this day. They lived in London from 1981 through late 1986 where they both coursed graduate studies and obtained their respective Ph.D. degrees at the University of London. They successively moved to Guadalajara (1987), Monterrey (1989) and Querétaro (2019).
Graduate and undergraduate education He graduated from Ecole Normale at Instituto Juan Ponce de León in Puebla in 1973. He studied his B.Sc. degree from 1972 through 1976 at Instituto Universitario de Ciencias de la Educación in Mexico City, a private university incorporated to Universidad Nacional Autónoma de México (UNAM) with a major on Experimental Psychology, graduating with honours from UNAM with a dissertation on Behaviour Modification for Parents.Carrillo, F. J. and Becerril, C. F., (1978). Implementación de un Programa de Entrenamiento en Modificación de Conducta para Padres de Familia. Tesis de Licenciatura. IUCE/UNAM. While working for his BSc degree, he received the influence of Francisco Cabrer, Joanne Moller, Herminia Casanova, and Luis Castro from the Faculty of Psychology at UNAM. He published his first co-authored paper with the later in 1976.Castro, L. y Carrillo, F. J. (1976). Ritmos Circadianos y Control Comportamental, Revista Latinoamericana de Psicología 8 (3), 459-466.
In 1979, he started an M.Sc. in Experimental Analysis of Behavior at UNAM, where he received the influence of Florente López, Emilio Ribes, Joao Claudio Todorov, John E. R. Staddon, Franciska Feekes, Víctor Colotla, Hank Davis, Jerry Hogan, Paul Henry and Juan J. Sánchez-Sosa. His dissertation, on variable interval reinforcement programs was directed by Arturo Bouzas, graduating in 1981.
In September 1981 he entered the M.Sc in Logic and Scientific Method at the London School of Economics. His views on Scientific Behaviour were at odds with the dominant Popperian views of most faculty at the LSE. However, the contrasting views of Imre lakatos, Thomas Kuhn, Paul Feyerabend and others vested at several fori,Radnitzky, G., & Andersson, G. (Eds.) (1978). Progress and rationality in science. Reidel. opened alternative avenues later enriched by several individual and organizations through the UK and Europe at large.
In 1983 he moved to the Centre for Science and Mathematics Education at Chelsea College, later to become the Centre for Educational Studies at King’s College, London, for his doctoral research on the Psychology of Science. He worked under the joint supervision of Paul Black Head of the Assessment of Performance Unit of the UK Department of Education and ScienceJohnson, S. (1989). National assessment: The APU science approach. Her Majesty's Stationery Office and Joan Bliss, a disciple of Jean Piaget. He obtained his Ph.D. in 1986 with an empirical and theoretical analysis of basic Patterns of Scientific Behaviour.Carrillo, F.J. (1986). Acquisition of Scientific Patterns of Behaviour: The Science Teacher Interface. Doctoral Dissertation. King's College (KQC), University of London
Professional career He taught Language and Hispanic Literature at various secondary schools in Mexico City since 1971, and lectured Psychology courses at various Ecole Normale also in Mexico City, including Psychology of Learning and Developmental Psychology. He became also an instructor of Operant Conditioning Lab courses at IUCE. Upon graduation he taught Experimental Psychology, Methodology, Learning and Educational Technology at IUCE, Universidad Anáhuac and Tecnológico de Monterrey, Estado de México campus. He continued working part-time as a Psychology lecturer in various universities in Mexico City until leaving for England in 1981.
Soon after graduating, he took a position as a Psychologist at the Departamento del Distrito Federal from 1976 through 1977. In 1977 he engaged in the Behaviour Modification unit at the psychological consultancy and clinical services firm M.I.R.A., S.A.
Willing to comply with the commitment to serve at a Public centre upon returning to Mexico after completing his Ph.D. partially with a CONACyT studentship, he accepted an invitation from Universidad de Guadalajara’s Departamento de Investigación Científica y Superación Académica (DICSA) to develop a research performance assessment unit for the same time as the duration of his studentship, i.e., two and a half years. During his stay he also organized the First National Conference on Scientific Research and Technological Innovation and was a member of the commission for the design of the Centro Nacional de Evaluacion de la Educación Superior of the Federal Government Ministry of Public Education.
By mid-1989 he and his wife, Dr. Rosa María Sánchez, accepted a full-time position at Tecnológico de Monterrey main campus in Monterrey, where they served until retirement in 2018. Both served in several capacities during this period. In his case, predominantly as Director if the Synapsis distant education program and, over 25 years, as creator and Director of the Centre for Knowledge Systems. In 2015 was incorporated into a new R&D structure along the creation of national schools at Tecnológico de Monterrey. He became Head of the national Strategic Focus Research Group on Knowledge Societies until his retirement in 2018.
While at CSC, he received tenure in 1990 and taught mostly graduate courses in research methods, knowledge and intellectual capital management, capital systems, and development theory at the schools of Engineering, Management, Social Sciences, Humanities and Education. Over this period, he directed over 20 M.Sc. dissertations and 12 doctoral ones. He was also a guest external member of about 20 graduate dissertation committees in universities in the Americas, Europe, and Australia. Further engagements while at Tecnológico de Monterrey include Director of the Pascal Centre for Latin America and Head of the CEMEX-ITESM Research Chair.Bodero, I. (2010, Septiembre 9). Industria-Academia: binomio para el enriquecimiento. Panorama, Nº. 1649, Año XLIII, p. 8. Garza, A. (2012, Febrero). Veinte años del Centro de Sistemas de Conocimiento se consolidan mediante la Cátedra de Investigación: Administración de Conocimiento-CEMEX. Boletín ACTING Nº 2, pp. 6-7Buendia, A. (2014, Abril 7). Vinculan Empresa y Escuela. El Norte, Sección Negocios, p. 15.Ramírez, M. (2010, Abri 19). Acuerdan aplicar conocimiento al desarrollo tecnológico. Panorama, Nº 1644, Año XLIII
The Center for Knowledge Systems In 1990, the Center for Knowledge Systems (CKS) was created operating continuously through 2015, when research and graduate activities -and with these most research centres- were reorganized around National Schools. Arguably the first dedicated KM R&D unit in the world,Skyrme, D. J., & Amidon, D. M. (1997). Creating the knowledge-based business. Key lessons from an international study of best practice. Business Intelligence Limited the CKS soon became a very active research, graduate studies and consultancy centre, with a strong interaction between academic activities and consultancy contracts.Ortiz, A. (2012, Septiembre 26). Celebran 20 años de impulsar la Gestión del Conocimiento. Panorama, Nº. 1713, Año XLVIGarcia, L. M. (2012, Marzo 15). Dos décadas de darle al conocimiento su valor. Panorama, Nº 1707, Año XLVI, p. 5 Throughout its 25 years of existence, it was financially self-sufficient.
Since its inception, the CKS pursued a deliberate networking initiative, which resulted in the development of special relationships with KM and IC pioneer institutions such as the Knowledge Management Consortium International, George Washington University, the Knowledge Sciences Center at Kent State University and the Global Development Learning Network (GDLN), in the US; the Basque Country Knowledge Cluster, the Knowledge Society Research Center at the Autonomous University of Madrid the National University of Distant Education, The Deusto University, the Mondragón University and The Extremadura University in Spain; the Sorbonne University, the LABCIS at Poitiers and the Arenotech network in France; the National University, Del Rosario University at Bogotá, Universidad of Valle at Cali, University of the North at Barranquilla, the PFANGCTI, the Government of Caldas and the Municipalities of Medellín and Manizales in Colombia; the University of Caxias do Sul, Federal University of Santa Catarina and Institute of Applied Economic Research in Brazil, the ECLAC in Chile, ILO/CINTERFOR in Uruguay and ADIAT, CONACYT, The Secretariat of Public Education, and CIDE in Mexico. From this wide relational context, he founded the Ibero-American Community for Knowledge Systems (CISC) in 2000.
The World Capital Institute (WCI) He created in 2004 the World Capital Institute (WCI) as a think-tank consolidating the global community of knowledge-based development. Its main programs are the annual conference (Knowledge Cities World Summit-KCWSMichelam, L. D., Cortese, T. T. P., Yigitcanlar, T., Fachinelli, A. C., Vils, L., & Levy, W. (2021). Leveraging smart and sustainable development via international events: Insights from Bento Gonçalves Knowledge Cities World Summit. Sustainability, 13(17), Article 9937) awards (Most Admired Knowledge City -MAKCiChase, R., & Carrillo, F. J. (2007). The 2007 Most Admired Knowledge City report. World Capital Institute and Teleos), research and publications. It focused onVon Mutius, B. (2005). Rethinking leadership in the knowledge society learning from others: How to integrate intellectual and social capital and establish a new balance of value and values. In A. Bounfour & L. Edvinsoon (Eds.), Intellectual capital for communities (pp. 151–163). Butterworth-Heinemann promoting knowledge as the main leverage to development. Its core topics were Knowledge Based Development and Knowledge Cities.Carrillo, F. J., Yigitcanlar, T., García, B., & Lönnqvist, A. (2014). Knowledge and the city: Concepts, applications and trends of knowledge-based urban development. RoutledgeYigitcanlar, T., & Inkinen, T. (2019). Theory and practice of knowledge cities and knowledge-based urban development. In Geographies of disruption (pp. 109–133). SpringerCarrillo, F. J. (Ed.) (2006a). Knowledge cities: Approaches, experiences, and perspectives. Butterworth-Heinemann
"As the emphasis shifted from KM to KBD among some members of the KM and IC communities, the WCI arose from an initial concept: the accountability of major entities (governments, corporations, and international agencies) by the net value (assets minus liabilities) they provide to the world in terms of total tangible and intangible capital. Even though that line of research proved difficult to implement, it is now considered particularly relevant in light of the Anthropocene, and it is being reactivated. Nevertheless, the WCI achieved substantial progress in other KBD areas, particularly in assessing and developing knowledge city-regions. Recently, it has extended KBD to the areas of alternative economic cultures, knowledge for the Anthropocene and city preparedness for the climate crisis".
Retirement