The expert guide in spanish private universities: analysis of their presence and management for scientific knowledge transfer

The guide of experts is a directory of researchers from an institution who are willing to collaborate with the media and allows journalists to locate them autonomously in a short time. It is a communication tool that optimizes the media projection of the organization's intellectual capital, increasing the visibility, branding, and organization's intellectual capital, increasing the visibility, brand, and reputation of the institution. For this reason, its presence and management in Spanish private universities are researched. The objectives are to ascertain their presence or absence from the guide; identify the reasons that have slowed down their digital implementation; analyze their location, type of format, and languages; research how an expert is located; analyze the curricular data offered by the researcher; reveal the curricular data offered by the expert, and make known the methods for contacting the specialist. The methodology is based on content analysis and the study period is from February to June 2020. The results indicate a poor presence, although they are always located in the press rooms and their format is usually digital (not in pdf), allowing the search by name-surname or specialty, mainly only in Spanish, offering little curricular information on the researchers and always allowing contact by telephone or institutional e-mail through both direct contact and contact mediated by the communication office. It concludes with an overview of its implementation and an identification of the dysfunctions and good practices detected for transferring scientific knowledge through this organizational tool.

THE INTERACTIVE MODEL OF THE STATE REGULATION OF SCIENTIFIC KNOWLEDGE TRANSFER TO THE NATIONAL ECONOMY AS A FACTOR OF ITS INNOVATIVE DEVELOPMENT

Topicality. In modern conditions, science and technology play a decisive role in the effective development of the economies of advanced countries. At the same time, in Ukraine during the years of independence science has lost its influence on socio-economic development due to the lack of an effective system of converting research results into concrete economic achievements, and the state's inability to create the necessary conditions and incentives for knowledge transfer.Aim and tasks. The purpose of the article is to substantiate the interactive model of scientific knowledge transfer to the national economy as a basis for developing practical recommendations for state regulation in this sphere, in the conditions of transition to the knowledge economy.Research results. The conceptual base of the interactive model of scientific knowledge transfer to the national economy is substantiated. In particular, the characteristics of the knowledge economy that determine the features of state regulation of the scientific knowledge transfer, namely, the emphasis on the dissemination of knowledge, not on their creation; resource approach to knowledge, and their focus on action. The classification of types of knowledge in the knowledge economy is given, and the special role of implicit knowledge is emphasized, which requires direct contact for its transfer or active participation and presence of persons who possess it. The models of the innovation process in the knowledge economy are considered and the predominance of the interactive model of innovations is shown, according to which the innovation arises as a result of interaction between knowledge producers and consumers of knowledge, which exchange both with codified and implicit knowledge.An interactive model of scientific knowledge transfer to the national economy has been developed and its distinction from the linear model of scientific knowledge transfer has been shown. Approaches to the state regulation of the scientific knowledge transfer have been formed, according to linear and interactive models based on the concept of "market failures".Conclusion. State regulation of the scientific knowledge transfer to the national economy of Ukraine should move away from a narrow understanding of this activity as the commercialization of technology, and reduction of regulatory measures in this area to intellectual property rights protection and "technology push" measures. There is a need for a broader understanding of knowledge transfer as an interactive process involving interaction between different stakeholders, and state regulation in this area should be aimed at mitigation the risks associated with the coordination and network failure of knowledge transfer actors; funding infrastructure and activities aimed at stimulating interaction between knowledge transfer stakeholders, encouraging the exchange and joint creation of knowledge.

Generative Mechanisms for Scientific Knowledge Transfer in the Food Industry

This paper investigates the generative mechanisms for scientific knowledge transfer in the food industry, addressing the sustainability of knowledge transfer projects related to health, safety and regulation. Different levels of analysis examine structure, agency and interactions within a multilevel framework. The main research questions are: (1) what are the key generative mechanisms within science–industry knowledge transfer? and (2) what are the implications of these mechanisms to policy? This research applies explaining-outcome process-tracing by investigating different knowledge transfer projects, utilising empirical data from 52 in-depth interviews with food scientists and food SMEs, 17 supporting documents and 16 observations. Systematic combining is used to develop a narrative from empirical data, where the evidence leads to the formation of the most plausible explanation. This is followed by the abstraction of mechanisms which are then matched to a suitable theoretical framework. The results from the study show a range of predominant mechanisms that drove scientific knowledge transfer including nonpecuniary incentives, reputation, opportunity, instrumental rationality, self-interest, strategic calculation, aggregation, learning and adaptive self-regulation. The overall conclusion is that the construction of relationships based around social norms, autonomy and relatedness are more dominant than those focused on financial incentives or transaction cost theories.

Educational toolkit based on design methodologies to promote scientific knowledge transfer in secondary schools: A graphene-centered case study

Nanoscience and nanotechnology are two key areas in the development of new technologies. However, scientific advances in these fields are still far removed from the contents taught in schools. But what if basic concepts within these areas were introduced in secondary schools? We believe science is an essential facet of culture and the most recent scientific advances should be within everyone’s reach. With this in mind, we have developed and tested an educational toolkit to transfer complex scientific concepts in classrooms. The toolkit is based on design and creative thinking methodologies, and graphene is used as an example of a subject that is challenging to communicate within the area of nanoscience. This paper highlights the development of the toolkit and it being tested out in a secondary school by 93 students between the ages of 11 and 13. The testing was carried out through the creation of a workshop called “Graphene in the Classroom.” We determined five evaluation categories: Acquiring Knowledge, Satisfaction, Challenges, Teamwork, and Facilitator’s Role. The results show that integrating scientific content and design methodologies is a complex yet profitable strategy. The toolkit demonstrated to allow the translation of a complex language into friendlier, more approachable, and easier language. The classroom climate was positive and the presence of a facilitator enhanced motivation, empathy, scientific rigor, and adequate adaptation of contents.

Can landscape planning solve scale mismatches in environmental governance? A case study from Vietnam

Landscape planning has been advocated by many researchers and conservationists because of its potential to support nature conservation at broad spatial scales. We examined an internationally funded project in Vietnam (the ECOLIME project) that failed in its endeavor to establish landscape planning at the scale of an ecologically valuable karst landscape. We applied the Research–Integration–Utilization model of scientific knowledge transfer to analyze why the ECOLIME project did not succeed in adapting the scale of the political–administrative planning system to the ecological scale of the karst ecosystem landscape. Our study shows that the implementation of landscape planning in the Pu-Luong Cuc Phuong area was not successful to solve scale mismatches in environmental governance because of weak integration, resulting from both the absence of a link to the Vietnamese political process and the lack of support from powerful Vietnamese actors. The establishment of a landscape planning group with the support of an internationally funded project (the ECOLIME project) was not a sufficient means to create links to the political process and win powerful allies. Based on the results of this study, we recommend improvements in integration to make scientific research relevant to science-based policy support, including (1) the need for a link to the existing political process and (2) the need to gain sustainable support from powerful allies.