New Policy for the Government-University Partnership

PurposeThe aim of this paper is to present a model of a university–industry partnership in gaming education and research. It analyzes the interactions and knowledge transfer between the two parties in Macao.Design/methodology/approachThis paper adopts a qualitative case study approach to share experiences of a university based in Macao as a single case to present its informal partnership with the industry in the area of gaming education and research.FindingsThis paper has shown that the partnership has provided clear benefits to both parties and the government is an influential power that can enhance collaboration. Although the informal partnership involves considerable time and efforts, it is flexible in comparison to the formal approach. Despite this, the knowledge transfer tends to focus on general issues to avoid being appropriated by competitors.Research limitations/implicationsThis demonstrates how a public university in Macao has achieved an informal industry–university partnership, which requires the commitment and understanding of both parties for the bi-directional exchange of knowledge. Such knowledge needs to be value-enhancing for the industry to keep the partnership grow and prosper.Originality/valueThis study puts forward an original approach to an informal industry–university partnership in the area of gaming education and research.

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The Role of Teacher Empowerment and Teacher Accountability in School-University Partnerships and Action Research

Brock Education Journal ◽

10.26522/brocked.v20i2.169 ◽

2011 ◽

Vol 20 (2) ◽

Cited By ~ 2

Author(s):

Lauren Segedin

Keyword(s):

Professional Development ◽

Action Research ◽

School Improvement ◽

Professional Growth ◽

School Change ◽

Large Scale ◽

Development Method ◽

University Partnership ◽

The Government ◽

The Impact

Large-scale educational reform is occurring in Canada, the USA and the UK. Different strategies for change have resulted, including the school-university partnership and teacher-led action research. While this partnership and professional development method is perceived as a way to empower teachers it also appears to be riddled with issues of accountability. This study investigates the impact of participation in a school-university partnership, using action research as the professional development method for school improvement, on teaching professionals' sense of accountability and empowerment. The findings from this study showed that these projects were organized from the top-down and teachers felt accountable to the government, their peers, their students, the School Board, the school community, and the project funding body. However, teachers also were found to be empowered as they experienced shared decision making, teacher autonomy, professional growth, and school change. This suggests that the relationship between accountability and empowerment is not a simple one.

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Report on Reports: Strengthening the Government-University Partnership in Science

Environment Science and Policy for Sustainable Development ◽

10.1080/00139157.1984.9930773 ◽

1984 ◽

Vol 26 (1) ◽

pp. 26-27

Author(s):

Thomas H. Moss

Keyword(s):

University Partnership ◽

The Government

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The Bank of England and the Government Debt

10.1017/9781108605830 ◽

2018 ◽

Cited By ~ 6

Author(s):

William A. Allen

Keyword(s):

Government Debt ◽

Bank Of England ◽

The Government

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The Government of Social Life in Colonial India

10.1017/cbo9780511851940 ◽

2012 ◽

Cited By ~ 34

Author(s):

Rachel Sturman

Keyword(s):

Social Life ◽

Colonial India ◽

The Government

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The Education of Research Psychologists in Sweden

European Psychologist ◽

10.1027//1016-9040.8.1.34 ◽

2003 ◽

Vol 8 (1) ◽

pp. 34-38 ◽

Cited By ~ 2

Author(s):

Knut Larsson ◽

Josef Frischer

Keyword(s):

Social Science ◽

Doctoral Students ◽

Doctoral Programs ◽

Science Department ◽

Research Education ◽

The Core ◽

Social Science Department ◽

Learning Alliance ◽

Laissez Faire ◽

The Government

The education of researchers in Sweden is regulated by a nationwide reform implemented in 1969, which intended to limit doctoral programs to 4 years without diminishing quality. In an audit performed by the government in 1996, however, it was concluded that the reform had failed. Some 80% of the doctoral students admitted had dropped out, and only 1% finished their PhD degree within the stipulated 4 years. In an attempt to determine the causes of this situation, we singled out a social-science department at a major Swedish university and interviewed those doctoral students who had dropped out of the program. This department was found to be representative of the nationwide figures found in the audit. The students interviewed had all completed at least 50% of their PhD studies and had declared themselves as dropouts from this department. We conclude that the entire research education was characterized by a laissez-faire attitude where supervisors were nominated but abdicated. To correct this situation, we suggest that a learning alliance should be established between the supervisor and the student. At the core of the learning alliance is the notion of mutually forming a platform form which work can emerge in common collaboration. The learning alliance implies a contract for work, stating its goals, the tasks to reach these goals, and the interpersonal bonding needed to give force and endurance to the endeavor. Constant scrutiny of this contract and a mutual concern for the learning alliance alone can contribute to its strength.

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