This study presents a conceptual model, based on absorptive capacity and affordance theory, for investigating the e-Top facilitation and knowledge representation required by the e-Top platform and the impact of such functions in enhancing knowledge assimilation and then knowledge exploitation. A scale that measures above constructs is developed and validated. Survey data from e-Top platform members is tested. The partial least squares (PLS) method is empirically used to test the conceptual model and hypotheses using the collected survey data. The empirical results support the proposed model. The analysis provides evidence that the e-Top facilitation and knowledge representation positively effect on knowledge assimilation; the knowledge assimilation has a positive effect on knowledge exploitation. This study provides initial insights into factors that are likely to be significant antecedents of knowledge exploitation for the e-Top platform. Besides, the consultant support positively amplified the effect of e-Top facilitation on knowledge assimilation. The findings are particularly valuable to the e-Top platform development team and administrators. The e-Top platform development team can develop the e-Top platform in accordance with these findings to ensure better knowledge assimilation and exploitation through the exploitation of e-Top platform. Thereby, with this platform the effectiveness of industry-university collaboration will be enhanced.

The professional development school (PDS) has had a recent resurgence in teacher education. Professional development schools were designed to reform teacher education programs and revitalize K-12 education. The purpose of this study was to evaluate a professional development school: The School Teacher Education Partnership (STEP) at Elizabeth City State University (ECSU). STEP is a partnership between Elizabeth City State University and one elementary school in each of three participating school districts -- Edenton-Chowan, Elizabeth City-Pasquotank, and Gates -- in North Carolina. The study took place over two years. Participants from the 1998-2001 school years were the primary informants. Data were collected through extended interviews. Documentary data and end-of-the-year qualitative evaluations were used to substantiate interview data. The constant comparative method of Maykut & Morehouse (1994) was used to analyze the data. Data were unitized, coded, grouped, categorized, and compared for patterns and themes. The results of this evaluation were strong enough to recommend that a year-long internship be required for all prospective teachers at the university. The STEP graduates come from the program with strong pedagogical skills. The students are prepared to begin working with children from the first day of teaching. They can manage classes well handling routines with little difficulty. Mentor teachers were found to be primary contributors to the development of new teachers, and they are paid little for their efforts. It is recommended that they be paid an amount commensurate with their effort and contributions to the development of new teachers. This compensation should be an integral part of the budgets of the state, local, or university agencies responsible for the preparation of teachers. / Ed. D.

The importance for companies in knowledge or technology intensive industries to take part in research partnerships has been thoroughly researched, and the gain of collaboration with external parties has been proven. One of these most influential collaboration types is the one between academia and industry, where the US Bayh-Dole Act provided a break-through policy change for the transfer, conversion and commercialization of knowledge and innovations. To counter this, the European Union has implemented a policy around a facilitating, user-centered milieu for innovation called Living Labs. In this article, the purpose is to identify potential collaboration barriers in the university-industry collaboration when implemented in this milieu. This is done by using a multiple case study where the respondents are seven individuals, from three Living Lab entities and two companies. The findings show that the inclusion of users give the setting its advantage, but also gives additional management needs, something that applies to all participants in the setting – the company representatives must have a diverse set of abilities, the researchers should be standalone and independent from the Living Labs management, the management must establish a shared physical context for all parties to interact within and there must be a very clear agreement between all parties what there are expecting from the collaboration regarding outcomes, process and structure.

The coming of knowledge-based economy age leads to the competitive advantage of high-technology industries strongly depend on human capital and intellectual capital. In order to rise the capacity of self-innovation and obtain new technologies, for high-technology industries, in-house research and development is necessary, but acquiring technology from outside, especially from academe, becomes more and more important. The phenomena of cluster, high-technology industries build factories near by universities, is the beginning of the interaction between industries and universities¡]1951 Silicon Valley¡^. Until the 1980¡¦s, the United States government didn¡¦t start to draft the policy about promoting industry-university collaboration and technology transfer, and in Taiwan, it started at 1991. Good interaction between industries and universities can arrange the resources and make a win-win situation. By reviewing the literatures on the development of scientific parks and mechanism of industry-university collaboration of Taiwan and other advanced countries¡]the United States ,Japan, and German¡^, especially focus on technology transfer, patent management, related laws, national innovation system, etc., I found some problems and defects and have some suggestions that may help.

Jolanta – Gertruda Knyvienė, a postgraduate of Vilnius Pedagogical University, Faculty of Psychology and Pedagogy, Department of Educology has presented a thesis under the title ‘The Possibilities of School – University Partnership in the Course of Change of Education System’, that was written under the supervision of associated professor Loreta Žadeikaitė. The changing society has set and is still in progress with new requirements to an individual and at the same time to the education system, in which an individual is nurtured. In Lithuania’s and the European Union’s documents extensive attention is paid to the isolation of educational institutions and, thus, the objective is set to establish collaborative relationships among educational institutions, companies and institutions of scientific research. The changing concept of teachers’ and principals’ activity and teacher preparation program itself, has set the goal to redefine and establish partnership ventures between schools and universities which prepare teachers. The objective of this thesis is to research and analyze the possible modes and conditions for school-university partnerships as well as to evaluate their importance in the course of change of education system. Having followed the scientific-theoretical approach and examined the possibilities of school-university partnerships, it can be claimed that cooperation is important for both the institutions as it could help to ensure their further development based on... [to full text]

abstract: Universities have been increasingly engaged in international collaborations with peer institutions overseas. In recent years, Confucius Institutes have emerged as a new model of collaboration between American universities and Chinese universities. In an attempt to identify factors contributing to successful international university collaborations, this study used the case study method and focused on one Confucius Institute between MMU, an American University, and ZZU, a Chinese university, and intended to identify factors leading to the success of the MMU-ZZU Confucius Institute collaboration. The study investigated the MMU-ZZU Confucius Institute collaboration within the framework of the MMU-ZZU institutional partnership. Based on data collected from the institutional documents, interviews, site visits and news reports, this study examined the experiences and perceptions of the university's stakeholders involved in creating and sustaining this particular Confucius Institute, including stakeholders at the program level, at the college level, and at the institutional level both at MMU and ZZU. Using the glonacal agency heuristics framework, the MMU-ZZU Confucius Institute collaboration was a result of joint forces of stakeholders at the program level, at the college level, and at the institutional level from ZZU and MMU. Stakeholders, no matter what level they are and which institution they are affiliated with, had to navigate through the significant differences between them to develop synergy to be successful. Synergy, including vertical synergy developed among stakeholders within each institution and horizontal synergy developed among stakeholders between institutions, turned out to be critical to the success of the MMU-ZZU CI. The study concluded that synergy in leadership, organizational contexts, stakeholders' resources, and the synergy in the MMU-ZZU Confucius Institute collaboration and the MMU-ZZU institutional partnership, led to the success of the MMU-ZZU Confucius Institute collaboration. / Dissertation/Thesis / Ph.D. Educational Leadership and Policy Studies 2012

This descriptive multi-case study systematically explored the team teaching relationship between a secondary teacher and a university faculty member. Multiple interviews, classroom observations, and analysis of available data provided insights into the interactions of these particular collegial-teams, drawn together for the purpose of providing rigorous STEM curriculum to high-ability students during a three-week residential program. Data revealed that successful collaboration can be described by the emergent themes of reciprocity, respect, flexibility, and time. It appears that an active interchange, or reciprocity, and mutual respect between partners during curriculum/lesson/unit planning, instructional delivery, and assessment facilitate effective collaborative instruction. Findings further revealed that instructors expressed an overall positive experience with collegial-teaming; one that has been valuable to them as professionals. The university instructors reported acquiring and improving upon their own pedagogical skills, while the high-school instructors reported gains in terms of obtaining in-depth content knowledge. The partnership also assisted in bridging insights between the secondary and college arenas in terms of content and academic expectations at both levels. The overall experience provided professional growth and development that would not have occurred without the unique pairing of a high-school instructor and a university faculty member.

Historically, most research on Indigenous peoples has been framed by Western empirical positivism which fundamentally conflicts with Indigenous circular ways of knowing. Current research governing bodies, scholars, and Indigenous communities have generated new theories and guidelines for research structures that support respectful and meaningful practices with Indigenous peoples. Participatory action research (PAR) attempts to address the unequal power structures inherent in research relationships: participants set the agenda for the research and are co-researchers in the project. In this study, I placed PAR theory into action to problematize research practices and to generate new discourses for research within an Indigenous context. The Lil’wat Nation and I collaborated on a PAR project in 2006-2007 that led to the formation of the Lil’wat Girls’ and Women’s Affirmation Group. Through the process of reflection-in-action we identified several opportunities for growth as we examined PAR theory in practice. Using decolonizing research methods and a metaphor of the Lil’wat s7istken (pit house), the model of practice wove between three distinct worlds with divergent protocols and pedagogies: the worlds of the Lil’wat, academia, and the researcher’s racialized lived experiences. This model of practice aimed to disrupt the essentialized dichotomies of Indigenous and non-Indigenous relationships and to problematize research practices for the academic and research communities to consider for their practice. The findings exposed several lessons at sites of praxis pertaining to the intersection of PAR theory and practice: definition of the community; ethics in the community; racialized researcher space; and PAR incongruence. The model was intended not as a “how to” manual, but as an entry point for discussions to advance respectful decolonizing research practices.

Problem - Problemet som den här studien utgår ifrån är den kunskapslucka som finns om hur ett digitalt system kan underlätta samverkan mellan högskolor och studenter inom ramen för högskolestudier. Forskningsfrågan - Forskningsfrågan som formulerades lyder: vilka förväntningar har studenter på ett digitalt system för samverkan med företag inom ramen för högskolestudier?. Bakgrund - Den litterära bakgrunden målar en bild av samverkan mellan högskolor och företag som fördelaktig för alla parter. Den tidigare forskningen pekar också på att samverkan mellan högskolor och företag är utmanande att utföra på ett bra sätt. Det finns med andra ord många hinder och framgångsfaktorer för utvecklarna av digitala system att ta i beaktande. Metod - I studien användes en mixed methods approach där 17 studenter från Stockholms universitet fick genomföra användartester och System usability scale för att först mäta användarupplevelsen av ett digitalt system för samverkan mellan högskolor och företag. Sedan genomfördes fokusgrupper med samma studenter för att ta fram mer djupgående och förklarande kvalitativa data om deras tankar om systemet i frågan och det övergripande ämnet. Resultat - Det undersökta systemet fick ett SUS-värde på 73,4 vilket är “Bra”. Det kvalitativa resultatet visade i likhet med SUS att studenterna tyckte systemet var bra , men att det fanns utrymme för förbättring. Studenterna sa att de tyckte designen var snygg och att systemet var relativt enkelt att använda. Resultatet visade att studenterna efterlyser enkelhet, vägledande design och goda kommunikationskanaler hos ett digitalt system för samverkan mellan högskolor och företag. Datainsamlingens kvalitativa del gav också studenterna möjlighet att komma med flera förbättringsförslag. Diskussion och slutsats - I likhet med flera tidigare studier gjorda inom ämnet samverkan mellan högskolor och företag, visade resultatet att studenterna inte uppfattar samverkan som något självklart eller enkelt. Studenterna upplever några av de system som finns idag som undermåliga och är positiva till att testa nya, mer specialiserade system. Resultatet pekade även på det intressanta faktumet att det saknades en enighet i hur studenterna går tillväga för att hitta ett företag att samverkan med. Man kan argumentera för att det finns en möjlighet för ett specialiserat system att hjälpa till att föra samma studenter och företag som vill samverka. Om systemet i fråga också möjliggör samverkan baserat på kursämne istället för personliga kontakter kan man tänka sig att fler studenter kan få chansen att samverka oavsett bakgrund och kontaktnät. / Problem - The problem this study addresses is the knowledge gap that exists about how a digital system can facilitate collaboration between universities and students within the framework of higher education studies. Research question - The research question that was formulated reads: what expectations do students have of a digital system for collaboration with companies within the framework of higher education? Background - The literary background paints a picture of industry-university collaboration as beneficial for all parties. Earlier studies also point to industry-university collaboration as being challenging to execute well. There are many obstacles and success factors for the developers of digital systems to consider. Methodology -The study used a mixed methods approach where 17 students from Stockholm University had to complete user tests and the System usability scale to first measure the user experience of a digital system for industry-university collaboration. Focus groups were then conducted with the same students to elicit more in-depth and explanatory qualitative data on their thoughts about the system in question and the overall topic. Findings - The investigated system received a SUS-score of 73.4 which is "Good". The qualitative result showed, similarly to the SUS score, that the students thought the system was good, but that there was room for improvement. The students said they thought the design was neat and that the system was relatively easy to use. The result showed that the students call for simplicity, guiding design, and good communication channels in a digital system for industry-university collaboration. The qualitative part of the data collection also gave the students the opportunity to come up with several suggestions for improvement. Discussion and conclusion - Similar to several previous studies carried out on the subject of industry-university collaboration, the results showed that the students do not perceive industry-university collaboration as something obvious or simple. The students feel that some of the systems that exist today are substandard and are positive towards testing new, more specialized systems. The result also pointed to the interesting fact that there was a lack of agreement on how the students in this study go about finding a company to collaborate with. One could argue that there is an opportunity for a specialized system to help bring together students and businesses that want to collaborate. If the system in question also enables collaboration based on course subjects instead of personal contacts, one can imagine that more students can get the chance to collaborate regardless of background and contact network.

自金融風暴之後，不論是政府或是企業，皆意識到產業結構轉型之重要與迫切性，而產學合作於其中扮演不可或缺之角色。事實上，政府推動產學合作多年，過去產學合作之投入與產出、衍生效益不符，經探究，發現主要原因在於大學研發成果與市場端中間存有缺口（Gap），研究與技術對企業來說不具誘因，中間需要商管知識協助技術之商品化；此外，隨著產業結構之轉型，很大契機來自於商業模式之創新。 然而，過去學術界與實務業皆鮮少談論商管領域之產學合作，成功案例更是少之又少。商管知識相對無形，要執行產學合作勢必有所困難，但是，一旦成功將對企業甚至是社會作出貢獻。 是以，本研究透過文獻回顧探討促成產業界與學術界成功合作之主要因素，以及影響產學合作績效之重要要素，並藉由個案研究組織之分析提出關於商管領域產學合作之關鍵成功要素，作為未來執行商管產學合作之參考。此外，本研究更以關鍵成功因素為基礎，由現行產學合作相關績效評估模式中選取適合之模式，以商管學者於文化創意產業之產學合作為例，探究合作過程中商管學者應有之功能與角色，據以說明績效評估構面與關鍵績效指標應如何訂定，希冀架構一系統化之商管領域產學合作之績效評估模式，驅動更多之商管學者投入產學合作，為台灣產業之突破與創新做出貢獻。 / After the financial crisis，both government and enterprises are aware of the importance and urgency of industry structure transformation, and the industry-university collaboration in which plays essential roles. In fact, the government has promoted industry-university collaboration for many years. However, there is a discrepancy in the inputs and outputs of industry-university collaboration. From related researches’, the main problem is the gap between universities’ R & D results and market side. In other words, enterprises have no incentives to buy universities’ research results. Indeed, business and management knowledge can minimum the gap. In addition, with the transformation of industry structure, there’s a huge need for innovation of business model. However, academic and industry rarely talk about the managerial industry-university collaboration. And there are few success cases about it. In fact, managerial knowledge is more invisible than technology. It is difficult to implement managerial industry-university collaboration cases. But, if it succeeds, it will make great contribution to enterprise and industry. Therefore, this research is to explore the key success factors and performance evaluation of industry-university collaboration from literatures review, and to establish the key success factors and performance evaluation of managerial industry-university collaboration by case study. Hope of the research is to provide some guidance for related parties. Moreover, this research takes the key success factors of managerial industry-university collaboration as a basis of building up performance evaluation. Because of a lack of industry-university collaboration in cultural and creative industries, the research explores managerial scholars’ function and role in it, and then designs the structure and index of performance evaluation. The main object of the research is to systematize performance evaluation for managerial scholars in implementing managerial industry-university collaboration cases. Without right performance evaluation, managerial scholars have no incentives to help industry improve and solve practical problems.