In today's world the words “strategic”, “networking”, and “synergism” are often used in explaining how to be a world‐class competitor in a knowledge‐based society. With the advent of downsizing and right‐sizing, major changes have been made inside organizations. New structures based on integration and cooperation are replacing rigid hierarchies. Similar changes are taking place at the industry level with firms combining at national and international levels to establish new competencies and competitive advantages. Whether it is Toyota's joint ventures with other auto manufacturers and its special relationships with its suppliers and dealers, or the matrix of cooperative efforts of computer firms, the integration of activities and knowledge is everywhere. Well, it is almost everywhere. In large part, institutions of higher education have not established new ways of integrating the process of knowledge creation and distribution with non‐academic institutions. Even those universities that have expanded external programs continue to use the traditional model of the dispenser of knowledge. For example, many universities have expanded overseas. Fairleigh Dickinson University has a beautiful campus in Wroxton, England. A semester at Wroxton is a treat for any student, but the model is largely traditional with English instead of American professors dispensing knowledge to students. Between academia and business there is a lack of interactive learning, what Argyris calls double‐loop learning.
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