Technology Transfer between Industry and Higher Education

1991 ◽  
Vol 5 (2) ◽  
pp. 97-104
Author(s):  
S. Connor ◽  
J. Farmer ◽  
J. Wylie ◽  
A. Young
Keyword(s):  
Higher Education ◽  
Technology Transfer ◽  
Organizational Learning ◽  
Case Studies ◽  
Advanced Technology ◽  
Transfer System ◽  
The Uk

This article is concerned with a technology transfer system – the Teaching Company Scheme – which has been operating for some years in the UK. The Scheme is intended to foster a two-way flow of advanced technology between higher education and industry. The authors report on a number of case studies of Teaching Company Programmes and draw conclusions about the effectiveness of the Scheme. A complimentary article on the Teaching Company Scheme was published in the March issue of Industry and Higher Education, focusing on the Scheme in the context of organizational learning (Christine Tiler and Michael Gibbons, ‘A case study of organizational learning: The UK Teaching Company Scheme’, Industry and Higher Education, Vol 5, No 1, 1991, pp 47–55).

scholarly journals Working and Learning Through the Local Community: Four Case Studies from Higher Education That Promote Civic Engagement

2020 ◽  
pp. 91-106
Author(s):  
Dawn A. Morley ◽  
Tracey Gleeson ◽  
Kerstin Mey ◽  
Anne Warren-Perkinson ◽  
Tracey Bourne ◽  
...  
Keyword(s):  
Higher Education ◽  
Civic Engagement ◽  
Case Studies ◽  
Best Practice ◽  
Local Community ◽  
Positive Impact ◽  
Health Initiatives ◽  
Real World Learning ◽  
The Uk

Abstract This chapter acts as a companion to Chapter 10.1007/978-3-030-46951-1_4 which discusses the rise of the civic engagement movement in higher education and the mutual benefits of connecting universities with their local communities. The case studies, taken from three universities in the UK and Ireland, illuminate different aspects of civic engagement with international students, through sport and health initiatives and as an extension of a teaching degree. Each case study demonstrates best practice recognised by their sustainability, growing reputation and ongoing positive impact on students’ alternative real world learning experiences.

Barriers to Emerging Technology and Social Media Integration in Higher Education

2013 ◽  
pp. 334-354 ◽  
Author(s):  
Ana Adi ◽  
Christina Gasser Scotte
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Case Studies ◽  
Technological Innovation ◽  
Emerging Technologies ◽  
Higher Education Research ◽  
It Infrastructure ◽  
The Uk ◽  
Training Delivery ◽  
Media Integration

With technological innovation and social media infiltrating every field of activity, it was only a matter of time until universities and faculty would need to embrace the technological challenge. This chapter offers three case studies of social media training delivery in universities and researcher centres in the UK, USA, and Bahrain. These case studies cover the use of emerging technologies in higher education research, teaching and policy, and associated first- and second-order barriers to their implementation. Results and impact of the training sessions, including questions asked and feedback provided by participants are also discussed. The chapter emphasizes the increasing interest in training in emerging technologies for educators and affiliated university staff, but also highlights the challenges faced when promoting tools and platforms not supported by either the IT infrastructure of the universities or the policies in place.

Teaching of Sustainability

2014 ◽  
pp. 398-409
Author(s):  
Sue Haile ◽  
Jarka Glassey
Keyword(s):  
Higher Education ◽  
Case Studies ◽  
Sustainable Design ◽  
Education Institution ◽  
Curriculum Mapping ◽  
Engineering Curriculum ◽  
Higher Education Institution ◽  
Traditional Research ◽  
The Uk ◽  
Mapping Exercise

Following a discussion of the means of introducing sustainability and sustainable design into the engineering curriculum, this chapter provides examples of the approach taken when teaching these subjects through the use of case studies at a traditional research-intensive higher education institution in the UK: Newcastle University. This chapter demonstrates the range of topics that have been addressed through examples of case studies and discusses the methods of delivery and assessment within the curriculum. The result of a cross-curriculum mapping exercise is presented, showing how sustainability teaching can be incorporated into a variety of undergraduate and postgraduate programmes.

scholarly journals Exploring and Preparing for Successful Cross-continental Knowledge and Technology Transfer: A Case Study on International Open Innovation

2019 ◽  
Vol 5 (1) ◽  
pp. 60-76
Author(s):  
Alan Barrell ◽  
Joanne Hsu
Keyword(s):  
Technology Transfer ◽  
New Technology ◽  
Scale Up ◽  
Close Collaboration ◽  
Group A ◽  
Energy Innovation ◽  
Knowledge And Technology Transfer ◽  
The Uk ◽  
Rapid Transfer

Shanghai Energy Corporation—SHEnergy Group, a major Chinese enterprise in energy provision and the development of continuous improvements in energy conservation within urban development, is undertaking a major initiative in establishing the Shanghai International Energy Innovation Centre (SIEIC). Within the programme, study visits to London and Cambridge in the UK led to a decision to seek close collaboration with established and mature centres of excellence in technology transfer and the support of new company development and scale up, providing the rapid transfer of methodology and process and in addition to establishing longer term connections and relationships enabling the identification, curation, funding and eventual adoption of promising new technology from Cambridgexf and other UK and Western centres by SIEIC—in ways bringing benefits to all parties.

Dynamic capabilities, organizational learning and ambidexterity in a higher education institution

2019 ◽  
Vol 26 (4) ◽  
pp. 397-411 ◽  
Author(s):  
Carla Patricia da Silva Souza ◽  
Adriana Roseli Wünsch Takahashi
Keyword(s):  
Higher Education ◽  
Organizational Learning ◽  
Dynamic Capabilities ◽  
Single Case ◽  
Education Institution ◽  
Research Strategy ◽  
Observation Data ◽  
Higher Education Institution ◽  
Content Type

Purpose This paper aims to analyse how dynamic capabilities (DC) affect organizational learning (OL) in a Brazilian higher education institution (HEI) and how this relationship affects organisational ambidexterity (OA). Design/methodology/approach The research strategy involves a qualitative, single case study. Data were collected through in-depth interviews, documentary research over a 15-year period and nonparticipant observation. Data were analysed using narrative analysis. Findings The results show that founders and managers influence the activities related to sensing, seizing and reconfiguring DC. They interpreted the new opportunities and shared them with other individuals. Gradually, a collective sense about the new ideas was constructed. New academic and administrative routines were created and an OL process took place at the HEI, which resulted in a valuable balance between exploration and exploitation (OA) for the organisation. Originality/value The study offers insight into how DC, OL and OA can be related. Although each construct has its own independent definition, there are similarities between them. The case study demonstrates how these theories were affected, and the research, therefore, makes a new methodological contribution regarding how to study DC, OL and OA as an integrative phenomenon.

scholarly journals Understanding and evaluating teaching effectiveness in the UK higher education sector using experimental design

2019 ◽  
Vol 36 (2) ◽  
pp. 202-216 ◽  
Author(s):  
Jiju Antony ◽  
Stavros Karamperidis ◽  
Frenie Antony ◽  
Elizabeth A. Cudney
Keyword(s):  
Higher Education ◽  
Experimental Design ◽  
Teaching Effectiveness ◽  
School Setting ◽  
Content Type ◽  
Postgraduate Students ◽  
Interesting Study ◽  
Designed Experiment ◽  
The Uk

PurposeThe purpose of this paper is to demonstrate the power of experimental design as a technique to understand and evaluate the most important factors which influence teaching effectiveness for a postgraduate course in a higher education (HE) context.Design/methodology/approachThe methodology involves the execution of a case study in the form of an experiment in a business school setting. The experiment was carried out with the assistance of over 100 postgraduate students from 26 countries. The data were collected over a two year period (2015 and 2016) from a postgraduate course offered by the same tutor for repeatability reasons.FindingsThe key findings of the experiment have clearly indicated that students’ perceptions of teaching effectiveness based on intuition and guesswork are not identical to the outcomes from a simple designed experiment. Moreover, the results of the experiment provided a greater stimulus for the wider applications of the technique to other processes across the case study HE sector.Research limitations/implicationsOne of the limitations of the study is that the experiment was conducted for a popular postgraduate course. It would be beneficial to understand the results of the experiment for less popular postgraduate courses in the university in order to drive improvements. Moreover, this research was conducted only for postgraduate courses and the results may vary for undergraduate courses. This would be an interesting study to understand the differences in the factors between undergraduate and postgraduate teaching effectiveness.Practical implicationsThe outcome of this experiment would help everyone who is involved in teaching to understand the factors and their influences to improve students’ satisfaction scores during the delivery of teaching.Originality/valueThis paper shows how experimental design as a pure manufacturing technique can be extended to a HE setting.

Doing it yourself: Coventry University Library’s streaming project

2009 ◽  
Vol 34 (3) ◽  
pp. 21-25 ◽  
Author(s):  
Jane Gibbs
Keyword(s):  
Higher Education ◽  
Short Discussion ◽  
New Era ◽  
Future Developments ◽  
Levels Of Use ◽  
Streaming Service ◽  
The Uk ◽  
Uk Higher Education ◽  
The Impact

This case study provides an overview of the logistical aspects of introducing a DIY streaming service, from original idea to implementation, at Coventry University. The study includes reflection on practical problems such as the structuring of file names and complying with the terms and conditions of the ERA licence. It concludes with a short discussion of the impact of the new ERA+ licence on levels of use, together with possible future developments in streaming in the UK Higher Education sector.

scholarly journals 'Cognitive Capitalism' and the Rat-Race: How Capital Measures Immaterial Labour in British Universities

2009 ◽  
Vol 17 (3) ◽  
pp. 3-30 ◽  
Author(s):  
David Harvie ◽  
Massimo De Angelis
Keyword(s):  
Higher Education ◽  
Scientific Management ◽  
Social Cooperation ◽  
Capitalist Development ◽  
Capitalist Production ◽  
Human Labour ◽  
Self Similar ◽  
The Uk ◽  
National Economies

AbstractOne hundred years ago, Frederick Taylor and the pioneers of scientific management went into battle on US factory-floors. Armed with stopwatches and clipboards, they were fighting a war over measure. A century on and capitalist production has spread far beyond the factory walls and the confines of 'national economies'. Although capitalism increasingly seems to rely on 'cognitive' and 'immaterial' forms of labour and social cooperation, the war over measure continues. Armies of economists, statisticians, management-scientists, information-specialists, accountants and others are engaged in a struggle to connect heterogeneous concrete human activities on the basis of equal quantities of human labour in the abstract – that is, to link work and capitalist value. In this paper, we discuss contemporary capital's attempt to (re)impose the 'law of value' through its measuring of immaterial labour. Using the example of higher education in the UK – a 'frontline' of capitalist development – as our case-study, we explain how measuring takes places on various 'self-similar' levels of social organisation. We suggest that such processes are both diachronic and synchronic: socially-necessary labour-times of 'immaterial doings' are emerging and being driven down at the same time as heterogeneous concrete activities are being made commensurable. Alongside more overt attacks on academic freedom, it is in this way that neoliberalism appears on campus.

scholarly journals Assessing the Process of Knowledge Transfer — An Empirical Study

2009 ◽  
Vol 08 (03) ◽  
pp. 251-265 ◽  
Author(s):  
Champika Liyanage ◽  
Tabarak Ballal ◽  
Taha Elhag
Keyword(s):  
Knowledge Transfer ◽  
Case Studies ◽  
Construction Projects ◽  
Private Finance Initiative ◽  
Business Environments ◽  
Organisational Knowledge ◽  
The Uk ◽  
Competitive Nature

This paper investigates and evaluates the process of knowledge transfer in construction projects. Due to the highly competitive nature of business environments, knowledge transfer between organisations has become increasingly popular in recent years. However, although organisations can realise remarkable benefits by transferring knowledge from one unit to another, successful knowledge transfer can be difficult to achieve. The discussions presented in the paper are mainly based on findings of two case studies. The two cases were selected from Private Finance Initiative (PFI) projects in the UK. According to the case study findings, different stages of a knowledge transfer process can be overlapped, omitted, repeated as well as intermitted and then restarted. One of the significant findings of the case studies was the role of the "knowledge mediator". In selected case studies, there were external consultants and expert staff in the form of knowledge mediators. The importance of their roles was frequently highlighted by the interview participants. They were not only facilitating the close liaison between the knowledge source and the receiver, but also their role was strongly associated with practices of translation and interpretation. This combined role of mediator/translator, therefore, appears to be particularly significant for inter-organisational knowledge transfer in PFI projects.

FORMAL INSTITUTIONAL CONTEXTS AS OWNERSHIP OF INTELLECTUAL PROPERTY RIGHTS AND THEIR IMPLICATIONS FOR THE ORGANIZATION OF COMMERCIALIZATION OF INNOVATIONS AT UNIVERSITIES — COMPARATIVE DATA FROM SWEDEN AND THE UNITED KINGDOM

2011 ◽  
Vol 15 (05) ◽  
pp. 1069-1092 ◽  
Author(s):  
PETER LINDELÖF
Keyword(s):  
Technology Transfer ◽  
Transfer System ◽  
Science Parks ◽  
The United Kingdom ◽  
The Us ◽  
Institutional Contexts ◽  
The Individual ◽  
Historical Developments ◽  
The Uk ◽  
Similar Legislation

This paper identifies differences in institutional contexts (legislation) between Sweden and the UK and their effects on technology transfer policies. It then proceeds to examine how such activities are organized by universities. Empirical evidence from surveys conducted with technology transfer managers at eight Swedish universities and eleven UK universities gathered in Sweden and the UK during 2004 is analyzed. It is argued that the historical developments of these systems depend on different institutional contexts, which influence the modes of organization. The UK technology transfer system is based on similar legislation to that of the US, with IPRs being granted to the universities. The Swedish system, however, grants IPRs to the individual researchers, though with some new features — such as science parks and incubators — suggesting a change towards greater agent (university) involvement in encouraging technology transfer. This change indicates a breakthrough for the "entrepreneurial university" in Sweden.

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