Knowledge Management in University-Software Industry Collaboration

2022 ◽  
pp. 1666-1682
Author(s):  
Marcello Chedid ◽  
Leonor Teixeira

The university-software industry collaboration relationship has been represented a key resource, to the extent that together they can more easily promote technological development that underpins innovation solutions. Through a literature review, this chapter aims to explore the concepts and the facilitator or inhibitor factors associated with the collaboration relationships between university and software industry, taking knowledge management into account. This chapter is organized as follows. In the first section, the authors briefly introduce university, software industry, and knowledge management. The following section, based on the literature reviewed, provides a critical discussion of the university-software industry collaboration relationship, knowledge management in knowledge intensive organizations or community, and knowledge management in collaboration relationship between these two types of industries. Finally, in the rest of the sections, the authors point to future research directions and conclude.

Author(s):  
Marcello Chedid ◽  
Leonor Teixeira

The university-software industry collaboration relationship has been represented a key resource, to the extent that together they can more easily promote technological development that underpins innovation solutions. Through a literature review, this chapter aims to explore the concepts and the facilitator or inhibitor factors associated with the collaboration relationships between university and software industry, taking knowledge management into account. This chapter is organized as follows. In the first section, the authors briefly introduce university, software industry, and knowledge management. The following section, based on the literature reviewed, provides a critical discussion of the university-software industry collaboration relationship, knowledge management in knowledge intensive organizations or community, and knowledge management in collaboration relationship between these two types of industries. Finally, in the rest of the sections, the authors point to future research directions and conclude.


Author(s):  
Victoria I. Marín ◽  
Jesús Salinas

Educational technologists are currently researching how to enhance education through integrating the different aspects of individuals’ learning. People learn by different means and contexts, so formal learning is only a part of the whole process of their learning. In this chapter, the authors present current progress in developing a methodological strategy model that aims to integrate formal and informal learning at university. For this purpose, they start with the foundations of this study and a description of its design and initial rollout in an undergraduate course, “Primary Teacher Training,” at the University of the Balearic Islands in Spain. Although the study is currently still being carried out, it is worth highlighting some insights and reflections of the on-going implementation and future research directions of the study.


Author(s):  
Julián Briz ◽  
José María Duran ◽  
Isabel Felipe ◽  
Teresa Briz

Agriculture is facing new challenges in rural and urban areas, and Information and Communication Technologies (ICT) may play a significant role. In this chapter, there is a background description of the ICT sector in the interface of urban and rural communities within the framework of agriculture. It describes some case analyses focused in agronomy and social sciences. In agronomy, the focuses are environment, food production, and pollution. In socioeconomics, there is a brief identification of ICT applications such as the collaboration between the university and firms. Considering the heterogeneousness of the analysis, the future research directions include different methods of studies for ICT programs (house of quality, structural organization, and others).


2016 ◽  
pp. 391-413
Author(s):  
Victoria I. Marín ◽  
Jesús Salinas

Educational technologists are currently researching how to enhance education through integrating the different aspects of individuals' learning. People learn by different means and contexts, so formal learning is only a part of the whole process of their learning. In this chapter, the authors present current progress in developing a methodological strategy model that aims to integrate formal and informal learning at university. For this purpose, they start with the foundations of this study and a description of its design and initial rollout in an undergraduate course, “Primary Teacher Training,” at the University of the Balearic Islands in Spain. Although the study is currently still being carried out, it is worth highlighting some insights and reflections of the on-going implementation and future research directions of the study.


Recent research on digital textbook use and development suggests that principles may reflect the cross-disciplinary boundaries. There are multiple examples that evidence this idea. Therefore, the purpose of this chapter is to enrich the theoretical understanding of design and to broaden the empirical research base by adopting a cross-disciplinary focus. The chapter explores the fundamental principles of digital textbooks and describes the power of cross-principles through a new metasystems method, which allows one to synthesize a functional framework consisting from self-regulation, personalization, feedback diversity, clarity, dynamicity and flexibility and ergonomic environments. These principles are assembled from general norms derived from principles of philosophy, pedagogy, psychology, cybernetics, and knowledge management. The use of cross-principles in the learning design of digital textbooks is a relatively new phenomenon, but with great potential to achieve the guaranteed learning outcomes. Conclusions and future research directions are provided at the end.


Author(s):  
M. Isabel Sánchez-Hernández

This chapter illustrates internal market orientation's philosophy (IMO) and the innovative Internal Marketing practices in competitive firms. The chapter begins with an explanation of the field of innovation in services going beyond technology to IMO research topics. A brief history of Internal Marketing (IM) and main literature contributions are provided. After that, the focus turns to the empirical evaluation of IMO's dimensions. The analysis is undertaken with data from a survey in Spanish and Portuguese knowledge intensive business services (KIBs). An exploratory factor analysis was performed and eight factors have been extracted from the data set via principal components analysis: Efforts to create a good place to work, Focus on competencies, Dissemination, Awareness of labour market conditions, Focus on individual training and development, Feed-Back communication, Managing the moments of truth, and Internal market research. The chapter concludes with some reflections and suggestions for managers and future research directions are also highlighted.


Author(s):  
Miguel-Angel Sicilia

Learning activities can be considered the final outcome of a complex process inside knowledge intensive organizations. This complex process encompasses a dynamic cycle, a loop in which business or organizational needs trigger the necessity of acquiring or enhancing human resource competencies that are essential to the fulfillment of the organizational objectives. This continuous evolution of organizational knowledge requires the management of records of available and required competencies, and the automation of such competency handling thus becomes a key issue for the effective functioning of knowledge management activities. This chapter describes the use of ontologies as the enabling semantic infrastructure of competency management, describing the main aspects and scenarios of the knowledge creation cycle from the perspective of its connection with competency definitions.


Author(s):  
Jianzhong Hong ◽  
Johanna Heikkinen ◽  
Mia Salila

Recent studies on university–industry collaboration have paid a growing attention to complementary knowledge interaction, which is of crucial importance for networked learning and knowledge co-creation needed in today’s rapidly changing markets and for gaining global competitiveness. The existent studies concentrate on the transfer of knowledge from the university to the company, and the impact of culture is examined with a focus on fundamentally different cultures between two types of organizations (i.e., between universities and firms). The studies, however, remain highly fragmented in cultural exploration on one level, and are primarily concerned with one-way technology and knowledge transfer. Research on more interactive knowledge interaction (e.g., collaborative knowledge creation) and especially in the Chinese context is seriously lacking. This chapter explores university–industry knowledge interaction in a broad sense, focusing on the development of a conceptual view on the understanding and analysis of the cultural impact in the Chinese MNC context. The chapter is an early work in process and it is theoretical in nature. It clarifies and elaborates key concepts and perspectives, and suggests implications for future research and practice regarding effective knowledge co-creation involving dissimilar cultures.


2004 ◽  
Vol 217 ◽  
pp. 276-286
Author(s):  
Sylvain Veilleux

This paper provides a critical discussion of the observational evidence for winds in our own Galaxy, in nearby star-forming and active galaxies, and in the high-redshift universe. The implications of galactic winds on the formation and evolution of galaxies and the intergalactic medium are briefly discussed. A number of observational challenges are mentioned to inspire future research directions.


Author(s):  
Daniel L. Davenport ◽  
Clyde W. Hosapple

An important endeavor within the field of knowledge management (KM) is to better understand the nature of knowledge organizations. These are variously called knowledge-based organizations, knowledge-centric organizations, knowledge-intensive organizations, knowledge-oriented organizations, and so forth. One approach to doing so is to study the characteristics of specific organizations of this type such as Chaparral Steel (Leonard-Barton, 1995), Buckman Labs, World Bank, or HP Consulting (O’Dell, 2003). A complementary approach is to study various frameworks that have been advanced for systematically characterizing the elements, processes, and relationships that are found in knowledge organizations. Here, we examine three such frameworks that are representative of the variety in perspectives that have been advocated for understanding the nature of knowledge organizations. These frameworks share a view that sees knowledge as a key organizational asset that enables action. However, they differ in emphases (e.g., asset vs. action) and constructs.


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