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Article
Publication date: 5 April 2011

Masayuki Kondo

The purpose of this paper is to clarify how university‐industry (U‐I) collaboration differs by technology fields in Japan.

1039

Abstract

Purpose

The purpose of this paper is to clarify how university‐industry (U‐I) collaboration differs by technology fields in Japan.

Design/methodology/approach

An analysis of the research resource allocation in the Japanese national universities in the Japanese national innovation system is followed by the analysis of U‐I collaboration by technology fields. The fields analyzed are life science, information and communication technology (ICT), environment science, nanotechnology and material science, which have been designated as strategically important fields by the Second Japanese Science and Technology Basic Plan. The analysis was conducted in a quantitative way using government data of R&D expenditure, researchers, patent application, joint research, contract research and university spin‐offs.

Findings

Some characteristics of U‐I collaboration have been quantitatively found by technology fields. Though the national universities occupy large R&D expenditure shares in life science and nanotechnology/material science in the Japanese national innovation system, their joint research and contract research are fairly active in environment science as well as in life science and in nanotechnology/material science. For university spin‐offs, the national universities are active in life science and ICT.

Originality/value

This paper quantitatively clarifies U‐I collaboration by technology fields showing relative importance of U‐I collaboration by technology fields. The results provide information input to policy makers when they formulate policies to promote U‐I collaboration by technology fields and to corporate managers when they make U‐I collaboration strategies by technology fields as a part of open innovation strategies.

Details

Journal of Knowledge-based Innovation in China, vol. 3 no. 1
Type: Research Article
ISSN: 1756-1418

Keywords

Article
Publication date: 1 August 2006

Masaharu Yano and Junichi Tomita

The purpose of this paper is to demonstrate the actual conditions of Japanese professors' mobility and to carry out an analysis of the principle on which university researcher…

386

Abstract

Purpose

The purpose of this paper is to demonstrate the actual conditions of Japanese professors' mobility and to carry out an analysis of the principle on which university researcher mobility is based and of the relationship between mobility and research performance.

Design/methodology/approach

Using the Japanese university researcher database which covered job title, research background, research publication performance and so on, the study analyzed the relationship between mobility and the publication rate before/after move.

Findings

The paper finds that moves from a research to an education university rarely occur. Moves from an education to a research university, on the other hand, occur with relative frequency. To achieve a move, a high publication rate is required. Post‐move publication rate increased greatly for those who moved from an education to a research university and also those who moved from an education university to another education university.

Research limitations/implications

In Japan, company employees make decisions depending on expectations of further fulfilment in their companies rather than on mercenary calculations of present best interests. It was discovered that researchers have a desire to move to a better university or one with a better research environment for a brighter future. It is thought that while company employees depend upon the future within the firm, professors depend upon the future within the academic community.

Originality/value

Up to now the relationship between mobility and research performance of professors is not necessarily clear in Japan. In this study of the economics field it has become more apparent.

Details

International Journal of Educational Management, vol. 20 no. 5
Type: Research Article
ISSN: 0951-354X

Keywords

Book part
Publication date: 1 January 2000

Burton R. Clark

Places of Inquiry identifies basic conditions and trends in modern systems of higher education that link or dissociate research, teaching, and student learning (“study”). The book…

Abstract

Places of Inquiry identifies basic conditions and trends in modern systems of higher education that link or dissociate research, teaching, and student learning (“study”). The book is structured in two major parts. Part I, “Distinctive National Configurations of Advanced Education and Research Organization”, in five chapters organized by country, contrasts the national arrangements of the basic elements in the five major nations of Germany, Britain, France, United States, and Japan. These chapters give play to historical determination of national peculiarities and unique arrangements. Chapter 1 particularly highlights the preeminent role played in the construction of the modern research university by nineteenthcentury developments in the German system. Emerging disciplinarians learned by trial and error to use the laboratory and the seminar in a framework of university institutes. In “the institute university”, the academic research group was born, with Humboldtian thought serving as a useful covering ideology.Chapter 2 portrays English universities, in contrast, to be focused historically on elite preparation of undergraduates—a “thin stream of excellence”—in the small worlds of Oxford and Cambridge colleges. Here, in this model, against the grain of the structure, research-centered academics learned to use the apprenticeship model for a very limited number of “research students” who were supported for advanced study toward a late-developing Ph.D. “The collegiate university” has been very different from the German configuration.Chapter 3 presents the highly unusual historical arrangements in the French setting where the universities became in effect the party of the third part, caught between the elite nature of the grandes ecoles and the domination in research of a nonuniversity research establishment. An outside set of research institutes has provided the main research base, and university research-oriented activities had to be brought into alignment with it. The genetic imprints of the system, in contrast to both the German and the British, have been one of subordination of the university, with much broad structural separation of research activity from university teaching and the university education of students. A picture of historic subordination is also found in the case of Japan (Chapter 5), where much displacement to industry has taken place. Students graduating from first-degree study have been snapped up by industry and offered better opportunity, including in research, than what the university could offer. Advanced education at universities became severely constrained. In Japanese terms, Japanese graduate schools, although formally modeled after the American structure, became “empty show windows.”The chapter on the United States traces the development of a highly competitive system of higher education in which a graduate level, separately organized within universities from undergraduate programs, provided a broad foundation for small-group laboratories and seminars in which research activity could be a means of teaching and a mode of study. Peculiar American conditions of weak secondary schooling and generous admission to higher education left much general or liberal education to be accomplished in the undergraduate years, preempting specialization. Emerging disciplinarians tried repeatedly in the mid- and late-nineteenth century to build their new research interests into the undergraduate realm. It did not work. The emergent solution was a vertical one, to add a formal graduate school on top, with its arms in the graduate programs of the departments making it “the home of science.”This major internal differentiation, in comparison to the other four major international models, made the American university a “graduate department university,” with extensive provision developing in the last half of the twentieth century for research-based teaching and learning. What the German system had been able to do on a small scale in the nineteenth century, in the context of elite higher education, the American system developed systematically the capacity to do on a much larger scale, in the context of mass higher education on the road to universal higher education.Part II of the volume, entitled “The Research-Teaching-Study Nexus,” offers a conceptual framework for understanding how modern systems of higher education do or do not effectively bring research into alignment with advanced university teaching and advanced student training. The concept of a research-teaching-study nexus serves as leitmotiv. In Chapter 6, devoted to “forces of fragmentation,” adverse conditions for this nexus are largely subsumed under the twin concepts of research drift and teaching drift, with certain interests of government and industry strengthening inherent tendencies, already stimulated by mass enrollments and great growth in knowledge, for research on the one side and teaching and learning on the other to drift apart.But the nexus survives, often with great resilience and strength, and, in Chapter 7, the central part of the conceptual analysis takes the form of an explanation of how a modern integration is most strongly effected. Supporting conditions and processes are identified at three levels: whole national system, where differentiation, decentralization, and competition serve as broad enabling elements; the individual university, where diversified funding and deliberate organization of advanced education play an increasingly large determining role; and the basic unit (departmental) level within universities, where the activities of research, teaching, and study are located. At the base, operational conditions are captured in the twin concepts of research group and teaching group, each dependent on the other and closely intertwined in a veritable double helix of linkage and interaction. These twin settings for professors and students permit the linked transmission of tacit and tangible knowledge.As both the tacit and the tangible components of specialized knowledge bulk ever larger, they cannot be suitably conveyed by undergraduate or first-degree teaching programs alone, or by historic mentor-apprentice relationships alone. The research-teaching-study nexus is increasingly enacted by operational units of universities that bring together an advanced teaching program and the learning-by-doing of research activity. In this organizational nexus we find the heart of the graduate school phenomenon.The concluding chapter (Chapter 8) goes beyond analysis of the research-teaching-study nexus by offering three broad conclusions for the understanding of modern higher education: first, that inquiry remains the central activity, the dynamic element, in the university complex; second, that complexity and contradiction in university activities are inevitable and will continue to grow, ruling out simple solutions to long-term problems and placing a premium on how individual universities go about organizing themselves; and third, that research and teaching have an “essential compatibility.” Research activity itself is a compelling and rich basis for teaching and learning, primarily in graduate education in the arts and sciences but also secondarily in both advanced professional education and undergraduate or pre-advanced education. The much-voiced view that research and teaching are incompatible is short-sighted and regressive. The incompatibility thesis should give way to a more fundamental understanding in which research activity is seen both as a compelling form of teaching and as a necessary method of learning.For all modern and modernizing systems of higher education, the book emphasizes the great importance of organizing master's and especially doctoral work so that the activities of specialized research groups interact with structured teaching programs.In sum: Places of Inquiry concentrates on graduate (advanced) education, a level of higher education that has been rarely studied. It depicts distinctive configurations of academic research and advanced training in the five major national systems of higher education of the late twentieth century. It highlights research activity as a basic for teaching and learning. And it identifies generic conditions that pull research, teaching, and study apart from each other, and conversely and most important, focuses attention on the structures and processes that work to keep these central university activities closely linked.

Details

Comparative Perspectives on Universities
Type: Book
ISBN: 978-0-76230-679-4

Article
Publication date: 1 September 1996

Eugene H. Fram and Gloria H. Lau

Claims post‐secondary institutions are facing two major problems ‐ enrolment declines and increases in operating costs. Suggests that, as the turmoil in higher education has…

1577

Abstract

Claims post‐secondary institutions are facing two major problems ‐ enrolment declines and increases in operating costs. Suggests that, as the turmoil in higher education has accelerated, the research university seems to have lost public support, while the teaching university has been placed in a more favourable light. Reports on a pilot study of the public’s preferences for, and perceptions of, the research‐oriented and teaching‐oriented universities. Asks whether one or the other is more favoured by the US public. Presents the perceptions and preferences from 100 personal interviews, utilizing a psychological projective technique to gather the information.

Details

Quality Assurance in Education, vol. 4 no. 3
Type: Research Article
ISSN: 0968-4883

Keywords

Article
Publication date: 8 March 2024

Adhi Indra Hermanu, Diana Sari, Mery Citra Sondari and Muhammad Dimyati

This research aimed to examine the impact of input, process, output, productivity and outcome variables on university research performance and the indicators that represent them…

Abstract

Purpose

This research aimed to examine the impact of input, process, output, productivity and outcome variables on university research performance and the indicators that represent them in order to improve academic quality and contribute to government policy.

Design/methodology/approach

The quantitative approach was used through a survey method that obtained samples using questionnaires from 150 leaders of research institutions and continued analysis using the structural equation modeling-partial least square (SEM-PLS) to test the developed model.

Findings

Except for the relationship between process and productivity variables, all variable relationships had a positive and significant effect. Furthermore, the input, process, output, productivity and outcome variables each include seven, twelve, four and ten indicators.

Research limitations/implications

This study has several ramifications because it provides a clear policy input and advances science. As a prelude to developing research performance assessment tools that take into account variances in a tertiary institution, this research aids in the implementation of national policies for assessing research performance in postsecondary institutions.

Originality/value

To improve the accuracy of the information acquired, we conducted a survey among the heads of research units at various higher-ranking Indonesian universities, taking into consideration their skill and experience in leading research organizations and conducting research. Other than that, our belief in the originality of our manuscript is strengthened by the way we applied systems theory to construct a performance evaluation model that examines each contribution made by each system aspect.

Details

International Journal of Educational Management, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 0951-354X

Keywords

Article
Publication date: 22 April 2011

Fadel Jamil Klaib

The purpose of this paper is to investigate the research obstacles facing Zarqa University (ZU) faculty members, and the ways of overcoming them according to their points of view.

Abstract

Purpose

The purpose of this paper is to investigate the research obstacles facing Zarqa University (ZU) faculty members, and the ways of overcoming them according to their points of view.

Design/methodology/approach

The study attempted to investigate the research obstacles facing ZU faculty members and how to overcome them according to the points of view among the staff. This was carried out through answering four key research questions: What are the research obstacles facing ZU faculty members according to their points of view?; Are there any statistical differences between the trends among ZU faculty members regarding research obstacles attributed to the type of faculty (scientific or humanity), gender and academic rank?; What are the ways of overcoming research obstacles facing ZU faculty members, from their points of view?; and Are there any statistical differences between the points of view among ZU faculty members regarding the ways of overcoming research obstacles attributed to the type of faculty (scientific or humanity), gender and academic ranks? The principal research tool used was a questionnaire, designed and developed by the researcher and based on his personal academic experience, intuitive hints gathered from discussions with ZU faculty members, related literature, and consultation with academic referees specialising in library and information science. The questionnaire was modified where necessary. The final version included a set of questions on the research obstacles facing ZU faculty members and the ways of overcoming research obstacles according to their points of view. In order to verify the reliability of the study, the initial questionnaire was reviewed by four referees to solicit their opinions on clarity and the extent to which each phrase met the study objectives: two university professors and two university associate professors. The researcher also applied Cronbach alpha (α) to the responses using a statistical package (SPSS), and the stability coefficient of the tool was 0.631, acceptable for the educational purposes of the study.

Findings

The study revealed that the means of the respondents' trends towards the ways of overcoming research obstacles were higher than the means of the trends towards research obstacles. The means of the responses towards the ways of overcoming research obstacles ranged from 2.91 to 4.49, while the means of the responses towards research obstacles ranged from 1.79 to 4.01. It also revealed that in spite of ZU faculty members having good motivation as well as research and statistical skills, as demonstrated in their responses, the financial and moral support required were the main problems. Furthermore, there were no significant differences between the trends among faculty members towards research obstacles and the ways of overcoming them attributed to dependent variables, such as type of faculty (scientific or humanity), academic ranks and gender.

Research limitations/implications

The study limitation was the trends among ZU faculty members, who were in the first semester of the academic year 2008/2009.

Originality/value

The importance of the study comes from its results by finding out the trends among ZU faculty members towards the research obstacles at the university and ways of overcoming them. It is an important tool to inform ZU's administrators of the study results in order to try to avoid research obstacles and support the ways of overcoming them whilst encouraging faculty members to perform more research in different fields.

Details

Journal of Applied Research in Higher Education, vol. 3 no. 1
Type: Research Article
ISSN: 2050-7003

Keywords

Book part
Publication date: 1 October 2007

Jerry Thursby and Marie Thursby

Scientific knowledge has characteristics of a pure public good. It is non-rivalrous in the sense that once generated, it is neither depleted nor diminished by use. Knowledge is…

Abstract

Scientific knowledge has characteristics of a pure public good. It is non-rivalrous in the sense that once generated, it is neither depleted nor diminished by use. Knowledge is also non-excludable since, once it is made available, in the absence of clearly defined property rights, users cannot be excluded from using it. These aspects imply that private market mechanisms will not provide adequate incentives for knowledge creation. Legal property rights, such as patents, are one means of dealing with this problem. Patronage in the form of government support for research provides another solution, as does the priority system of awarding credit for scientific discoveries to the first to find them. In the last two decades, there has been a growth in the relative importance of the use of legal property rights in the university setting and with it a growing controversy as to whether the costs may be outweighing the benefits. In this chapter, we discuss issues and evidence with regard to the ownership and licensing of publicly funded research intellectual property rights (IPR). We begin with an overview of incentives created by the patent system and discuss the ways in which these incentives differ from traditional norms of science. We then draw on the legal and economic literatures which distinguish among the incentives to invent, disclose, and innovate, and argue that the rationale for providing IPR for university research stems from the last of these. Finally, we discuss the available evidence on the creation and diffusion of academic research under current IPR regimes.

Details

Intellectual Property, Growth and Trade
Type: Book
ISBN: 978-1-84950-539-0

Book part
Publication date: 11 August 2005

Katherine J. Strandburg

The debate about university technology transfer policy would benefit from increased attention to two parts of the technology transfer equation: the societal purpose of basic…

Abstract

The debate about university technology transfer policy would benefit from increased attention to two parts of the technology transfer equation: the societal purpose of basic scientific research and the characteristics of scientific researchers.11This Chapter was prepared for the Colloquium on University Entrepreneurship and Technology Transfer hosted by the Karl Eller Center of the University of Arizona and sponsored by the Ewing Marion Kauffman Foundation. I am grateful to them for their support. I am also grateful to the participants in the Colloquium for helpful comments. Finally, I thank my research assistant, David Zelner, for assistance with this project. One purpose of curiosity-driven research is to provide a demand function that can serve as a proxy for the socially optimal (but unknowable) demand function for the unpredictable research that is necessary for long-term technological progress. Preserving the curiosity-driven research peer review “market” is thus important for that progress. This analysis highlights the importance of adequate funding for curiosity-driven research. A model of typical university scientists’ preferences can be used to assess how technology transfer policies may affect the social norms of the research community and the long-term viability of the curiosity-driven research endeavor. The analysis suggests that patenting will be an ineffective technology transfer mechanism unless researchers are precluded from using patenting to maintain control over follow-on research.

Details

University Entrepreneurship and Technology Transfer
Type: Book
ISBN: 978-1-84950-359-4

Book part
Publication date: 4 October 2013

Christopher S. Collins

The African continent is filled with a textured history, vast resources, and immense opportunity. The landscape of higher education on such a diverse continent is extensive and…

Abstract

The African continent is filled with a textured history, vast resources, and immense opportunity. The landscape of higher education on such a diverse continent is extensive and complex. In this review of the landscape, four primary topics are evaluated. The historical context is the foundational heading, which briefly covers the evolution from colonization to independence and the knowledge economy. The second main heading builds upon the historical context to provide an overview of the numerous components of higher education, including language diversity, institutional type, and access to education. A third section outlines key challenges and opportunities including finance, governance, organizational effectiveness, and the academic core. Each of these challenges and opportunities is interconnected and moves from external influences (e.g., fiscal and political climate) to internal influences (e.g., administrative leadership and faculty roles). The last layer of the landscape focuses on leveraging higher education in Africa for social and economic progress and development. Shaping a higher education system around principles of the public good and generating social benefits is important for including postsecondary institutions in a development strategy.

Details

IThe Development of Higher Education in Africa: Prospects and Challenges
Type: Book
ISBN: 978-1-78190-699-6

Book part
Publication date: 13 August 2014

Sharon A. Simmons and Jeffrey S. Hornsby

We conjecture that there are five stages to academic entrepreneurship: motivation, governance, selection, competition, and performance. The process of academic entrepreneurship…

Abstract

We conjecture that there are five stages to academic entrepreneurship: motivation, governance, selection, competition, and performance. The process of academic entrepreneurship originates with the motivation of faculty, universities, industry, and government to commercialize knowledge that originates within the university setting. The model conceptualizes that the governance and competitiveness of the commercialized knowledge moderate the mode selection and ultimately the performance of academic entrepreneurship. The conceptual and empirical support for the model are derived from a theory-driven synthesis of articles related to academic entrepreneurship.

Details

Academic Entrepreneurship: Creating an Entrepreneurial Ecosystem
Type: Book
ISBN: 978-1-78350-984-3

Keywords

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