As an afterthought to the chapters in the book, this epilogue plays with the idea of looking to the future by briefly examining what is happening at earlier stages of education today. By understanding some of the objectives of the Finnish national core curriculum 2014 and taking a look at the practices at school, we can imagine the optimal skillsets that a now 12-year-old child will have when they enter higher education in a few years’ time. Optimally, we will be faced with a person with a developed understanding of how they learn best, a creative learner and problem-solver with skills in meaningful use of technology. This chapter argues that it does not mean the efficient future learners will not require teaching; on the contrary, we will continue to need competent pedagogical thinkers to guide the students on their individual paths to lifelong-learning.
Moving Academia Online
Edited by Annika Zorn, Jeff Haywood and Jean-Michel Glachant
Annika Zorn, Jeff Haywood and Jean-Michel Glachant
The introduction discusses how the digital trend that has substantially disrupted other sectors is transforming the higher education sector or even posing a threat to academic institutions’ core business. What could be the rationale for higher education institutions to incorporate a comprehensive digital agenda into their core strategy? Outlining the main developments over the past years in the areas of education, research and knowledge sharing, the authors argue that academic institutions are still far from grasping the full potential of what the digital offers to the academy. Not only does the adoption of online and open practices allow universities to respond to major challenges facing them today, but a digital vision also allows higher education institutions to re-define their role in society. Subsequently, the authors outline how the examples discussed in the book, stemming from a variety of academic contexts, will enrich our understanding of what ‘moving online’ might entail and how to make it work in practice.
Collaboration, Education and Policies
Edited by João J. Ferreira, Alain Fayolle, Vanessa Ratten and Mário Raposo
Edited by David B. Audretsch and Albert N. Link
T. Taylor Aldridge and David Audretsch
Much of the literature examining the impact of the Bayh-Dole Act has been based on the impact on patenting and licensing activities emanating from offices of technology transfer. Studies based on data generated by offices of technology transfer, suggest a paucity of entrepreneurial activity from university scientists in the form of new startups.
David B. Audretsch and Paula E. Stephan
Albert N. Link, Donald S. Siegel and Barry Bozeman
Formal university technology transfer mechanisms, through licensing agreements, research joint ventures, and university-based startups, have attracted considerable attention in the academic literature. Surprisingly, there has been little systematic empirical analysis of the propensity of academics to engage in informal technology transfer.
Albert N. Link and John Rees
This paper compares university-based research relationships between small and large firms as an explanation for the difference in innovative activity across firm sizes. We test the hypothesis that there are diseconomies of scale in producing innovations in large firms due to the inherent bureaucratization process which inhibits both innovative activity as well as the speed with which new inventions move through the corporate system towards the market.