| 1. |
- Szücs, Stefan, 1964, et al.
(författare)
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Triple Helix as a basis for capacity building through innovation governance
- 2009
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Ingår i: Paper presented at the 7th Biennial International Conference on University, Industry & Government Linkages, University of Strathclyde, Glasgow, 17-19 June, 2009.
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Konferensbidrag (refereegranskat)abstract
- Over the last decade, policy initiatives to promote innovativeness and growth, inspired by normative models of triple helix and capacity building, have proliferated. Theories of economic development offer several explanations of the emergence of clusters in particular environments. Most theorists would argue that specific, natural, economic, or institutional factors determine capacity building in terms of cluster development. Other theorists emphasize the role of local social networks and phases of regional knowledge-based triple helix spaces in explaining the emergence of such capacity building. Neither of these theoretical streams offers systematic explanations of differences in the emergence and success of capacity building, beyond finding that crucial resources are unevenly distributed. The theoretical linkage between triple helix and capacity building through innovation governance is unclear. We still do not have a relevant theory explaining the influence of innovation governance involving local government–industry–university relationships on capacity building leading to successful innovations. Therefore, we are making a proposal to further develop the triple helix theory by focusing on capacity building through different sequences of innovation governance in relation to values/norms of identity, networks and local-global relations.
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| 2. |
- Broström, Anders, 1978-, et al.
(författare)
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Elite European Universities and the R&D Subsidiaries of Multinational Enterprises
- 2009
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Ingår i: McKelvey, M. and M. Holmén (2009). Learning to Compete European Universities: From Social Institutions to Knowledge Business. - Cheltenham : Edward Elgar Publishing. - 9781848440012
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- This chapter analyzes why large multinational firms are willing to invest resources in long-term collaboration with leading universities. This chapter is based on interviews with the multinationals at universities in Sweden, Switzerland, and the United Kingdom. The issue of how and why multinational corporations are willing to invest in longer-term collaboration with universities relates back to the core of the ‘positive’ interpretation of the knowledge society for Europe – namely how to remain attract node for R&D. This chapter thus moves to the perspective of the firm, in their interactions with university-based researchers active in top universities in different fields.
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| 3. |
- Broström, Anders, 1978, et al.
(författare)
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Elite European Universities and the R&D Subsidiaries of Multinational Enterprises
- 2008
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Ingår i: Academy of Management (AOM) Annual Meeting, Philadelphia, USA, 2007.
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Konferensbidrag (refereegranskat)abstract
- This chapter analyzes why large multinational firms are willing to invest resources in long-term collaboration with leading universities. This chapter is based on interviews with the multinationals at universities in Sweden, Switzerland, and the United Kingdom. The issue of how and why multinational corporations are willing to invest in longer-term collaboration with universities relates back to the core of the ‘positive’ interpretation of the knowledge society for Europe – namely how to remain attract node for R&D. This chapter thus moves to the perspective of the firm, in their interactions with university-based researchers active in top universities in different fields.
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| 4. |
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| 5. |
- Deiaco, Enrico, et al.
(författare)
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From Social Institution to Knowledge Business
- 2009
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Ingår i: McKelvey, M. and M. Holmén (2009). Learning to Compete European Universities: From Social Institutions to Knowledge Business. - Cheltenham UK : Edward Elgar Publishers. - 9781848440012 - 978 1 84844 001 2
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- This chapter analyzes the main results, in terms of the four horizontal themes, namely ‘Emergent Strategies; Diversification and Specialization; Rethinking University-Industry Relations; and ‘Reflections’ This part of the chapter focuses upon what we have learnt theoretically and empirically about European universities learning to compete, through this book. The main focus of this chapter is on the implications for the future, of this new competitive regime, as universities, institutes of technologies and colleges move from social institutions to knowledge businesses. The future implications are presented in terms of restructuring the university sector at the macro level and in terms of strategies at the micro level. Hence, these conclusions are particularly relevant both for public policy and for decision-makers within universities, at all levels ranging from heads of research groups to vice chancellors and presidents.
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| 6. |
- Deiaco, Enrico, et al.
(författare)
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What Does it Mean Conceptually that Universities Compete?
- 2009
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Ingår i: McKelvey, M. and M. Holmén (2009). Learning to Compete European Universities: From Social Institutions to Knowledge Business. - Cheltenham UK : Edward Elgar Publishers. - 9781848440012 - 978 1 84844 001 2
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- This chapter asks what competition may mean for universities and other higher education institutions. The modern rhetoric states that universities compete but is hardly very precise in formulating what this entails. This chapter describes an evolutionary economics and innovation management perspective for understanding international trends and the responses of specific universities, but also comments upon the limits to such competition as regulated by government, laws etc. The chapter portrays universities as knowledge based service providers with a set of different stakeholders (students, firms, governments). From a selection perspective, the chapter analyses what type of outputs these stakeholders are interested in and what metrics there are in terms of assessing these outputs. This analysis is conducted in terms of characteristics of the university sectors in terms of value, resources and appropriation for education, research and ‘innovation’. This chapter thus addresses what competition and transformation mean for universities, focusing on universities within a global sector providing knowledge-based services.
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| 7. |
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| 8. |
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Learning to Compete in European Universities: From Social Institutions to Knowledge Business
- 2009
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Samlingsverk (redaktörskap) (refereegranskat)abstract
- This book Learning to Compete in European Universities: From Societal Institutions to Knowledge Businesses will challenge the reader by asking how and why European universities are changing and learning to compete. Anglo-Saxon universities in especially USA, UK and Australia have been subject to, and responded to market-based competition in higher education for a long time. We will argue that Continental and Nordic universities and higher education institutes (HEI) are now facing similar pressures that are leading to structural transformation of the university sector. Thus, one of the major societal institutions in Europe is undergoing transformation, and becoming a knowledge business. Regardless of whether one believes that this increasing competition has positive or negative effects, the transformation will affect academics and students, as well as the ability of firms and nations to compete in the global knowledge society. This book provides some steps towards explaining what is going on; towards analyzing how individuals, groups and organizations are responding; and towards discussing the implications for society and universities.
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| 9. |
- Lissoni, Francesco, 1964, et al.
(författare)
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Academic Patenting in Europe: Evidence on France, Italy from the KEINS database
- 2008
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Ingår i: Research Evaluation. ; 17:2 (June), s. 16-
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Tidskriftsartikel (refereegranskat)abstract
- The paper provides summary statistics from the KEINS database on academic patenting in France,Italy, and Sweden. It shows that academic scientists in those countries have signed many more patentsthan previously estimated. This re-evaluation of academic patenting comes by considering all patentssigned by academic scientists active in 2004, both those assigned to universities and the many moreheld by business companies, governmental organizations, and public laboratories. Specific institutionalfeatures of the university and research systems in the three countries contribute to explaining theseownership patterns, which are remarkably different from those observed in the USA. In the light ofthese new data, European universities’ contribution to domestic patenting appears not to be much lessintense than that of their US counterparts.
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| 10. |
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