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This chapter investigates how regional start-up rates in the knowledge-intensive services and high-tech industries are influenced by knowledge spillovers from both universities and firm-based R&D activities. Integrating insights from economic geography and organizational ecology into the literature on entrepreneurship, we develop a theoretical framework which captures how both supply- and demand-side factors mold the regional bedrock for start-ups in knowledge-intensive industries. Using multilevel data of all knowledge-intensive start-ups across 286 Swedish municipalities between 1994 and 2002 we demonstrate how characteristics of the economic and political milieu within each region influence the ratio of firm births. We find that knowledge spillovers from universities and firm-based R&D strongly affect the start-up rates for both high-tech firms and knowledge-intensive services firms. Further, the start-up rate of knowledge-intensive service firms is tied more strongly to the supply of university educated individuals and the political regulatory regime within the municipality than start-ups in high-tech industries. This suggests that knowledge-intensive service-start-ups are more susceptible to both demand-side and supply-side context than is the case for high-tech start-ups in general. Our study contributes to the growing stream of research that explains entrepreneurial activity as shaped by contextual factors, most notably academic institutions, such as universities that contribute to knowledge-intensive start-ups.

The purpose of the study was to examine the factors that are important for strengthening university–industry collaboration (UIC). This study also investigates the outcome of UIC in the light of creativity, skill, knowledge, and research work.

A survey method has been used to collect data for the study. This study applied a purposive judgmental sampling technique where particular types of respondents like university faculty members and the top officials of the organizations were selected who are knowledgeable and can provide the desired information. The current study used the structural equation modeling method to analyze the data. In the first stage, this research assessed the demographic factors of the respondent. Then this study conducts confirmatory factors analysis and convergent and discriminant validity and reliability test. Finally, the hypotheses are tested by using nonparametric.

This study finds that knowledge transfer mechanism, governmental factors, organizational design factors, technology transfer and the collaborative network has a significant impact on strengthening UIC, which ultimately facilitates creativity, knowledge creation, skills development and supply of graduate according to the requirement of the industry, good research work.

The current study identified some important determinant that has a substantial influence on strengthening UIC. According to the study organizational design, government, technology, collaborative network and mechanism for knowledge transfer play very crucial roles in strengthening collaboration that ultimately increases the creativity, skills, knowledge and research capability of graduates.

This article seeks to explore the micro‐dimensions of knowledge transfer partnerships (KTPs) with the aim of developing an appreciation of the personal interactions that facilitate the success of these university‐industry collaborations.

Empirical evidence concerning the operation of three KTPs, collected through interviews with the key partners and the review of relevant documentary material, is analysed through the lens of the communities of practice approach to situated learning.

The analysis of three case studies provides evidence to support the value of conceptualising the process of knowledge transfer between universities and industry as one of learning taking place within communities in which the development of mutual engagement, joint enterprise and shared repertoires play important roles facilitating successful collaborations. Moreover, the analysis highlights the significance of the boundary spanning roles of the KTP partners in facilitating the knowledge transfer process through engagement in both the university and industry communities.

By illuminating the dimensions of the inter‐personal interactions involved in the knowledge transfer process the CoPs analysis provides the foundations for recommendations to improve university‐industry KTPs, in particular, and, inter‐organisational knowledge transfer initiatives in general. A limitation of this research is its focus on the UK context. Moreover, given the exploratory nature of this study further research is required to verify the findings reported here.

The article makes an original empirical and conceptual contribution to understandings of university‐industry knowledge transfer collaborations.

The purpose of this paper is to consider the national and international political-economic environment in which Australian university research grew. It considers the implications of the growing significance of knowledge to the government and capital, looking past institutional developments to also historicise the systems that fed and were fed by the universities.

The paper is based on the extensive archival research in the National Archives of Australia and the Australian War Memorial on the formation and funding of a wide range of research programmes in the immediate post-war period after the Second World War. These include the Australian Atomic Energy Commission, the NHMRC, the Commonwealth Scientific and Industrial Research Organisation, the Australian Pacific Territories Research Council, the Commonwealth Office of Education, the Universities Commission and the Murray review. This research was conducted under the Margaret George Award for emerging scholars for a project entitled “Knowledge, Nation and Democracy in Post-War Australia”.

After the Second World War, the Australian Government invested heavily in research: funding that continued to expand in subsequent decades. In the USA, similar government expenditure affected the trajectory of capitalist democracy for the remainder of the twentieth century, leading to a “military-industrial complex”. The outcome in Australia looked quite different, though still connected to the structure and character of Australian political economics.

The discussion of the spectacular growth of universities after the Second World War ordinarily rests on the growth in enrolments. This paper draws on a very large literature review as well as primary research to offer new insights into the connections between research and post-war political and economic development, which also explain university growth.

The purpose of this paper is to explore the reasons of the success of the Netherlands in knowledge valorisation: what are the actors that participate in knowledge valorisation process and what are their functions; what is the route of knowledge in valorisation; what “surplus value” does knowledge gain in the valorisation process.

Documentary and content analysis of the documents that regulate the knowledge valorisation on the level of the national policy and on the level of universities.

The success of the Netherlands in the knowledge valorisation can be explained by the creation of the process in which its main actors – state and universities collaborate and clearly understand and perform their functions and involve into the collaboration, the representatives of the industry. The state managed to create on the level of the country beneficial environment for knowledge valorisation that includes legal basis and establishment of organizations which provide funding for knowledge valorisation. Universities in their turn also have created beneficial and stimulating conditions for knowledge valorisation – science parks and valorisation centres provide support to the academics in the knowledge valorisation process. The process of valorisation at the university is built on cooperative relationship between researchers and management of the universities. Cooperation between researchers and management structures of the university which consult and support them in the process of valorisation is beneficial for both sides. Surplus value in the knowledge valorisation process can be financial and societal, but in some way they coincide because valorisation accelerates scientific progress, supports the economic development of the region and the Netherlands.

In research were explored documents that regulate knowledge valorisation on the level of state and on the level of university (strategic plans of the Dutch universities). This paper provides a basis for the substantial development of the general framework for the development of the policy at the area of knowledge valorisation and initiatives by higher education institutions.

The experience of the Netherlands in policymaking in area of knowledge valorisation and initiatives of the Dutch universities can be used as the basis for the development and implementation of the national policies of knowledge valorisation.

The experience of the development of the valorisation initiatives of the Dutch universities can be used as the basis for the development and implementation of the valorisation initiatives of the higher education institutions.

The study takes a documentary analysis to understand and explain the essence of the term “valorisation”, its types – societal and financial, the input of the main actors into knowledge valorisation process and to determine what surplus value and benefits are created during this process.

The aim of this study is to build upon Jain et al.'s (2007) work by investigating the knowledge-sharing barriers and strategies of academic staff in public and private universities in Malaysia which have received relatively little research attention to date.

A survey of 502 questionnaires was collected on both public and private universities in Malaysia. Data were analysed using SPSS.

The overall findings show that private universities are more effective and are more willing to share knowledge. Linking knowledge sharing with non-monetary rewards and fair performance appraisals are strongly recommended in private universities, while monetary rewards, recognitions, publication of knowledge on websites and newsletters and the use of appropriate technology tools and systems are strongly recommended in public universities.

Top management in Malaysian public and private universities must play their role and put in more effort to ensure academics have the proper platform and support to share their knowledge.

This study is perhaps one of the first to address the comparison between knowledge sharing among lecturers in private and public universities in Malaysia.

The purpose of this study is to explore the knowledge network-based intellectual capital of corporate universities and its co-evolution process with knowledge management activities.

An exploratory and multiple case study was conducted, investigating three Chinese corporate universities. Grounded theory was used for data analysis.

This paper finds that the intellectual capital of corporate universities comprises teacher network capital, knowledge process capital and knowledge ba. The steering wheel model is established through the synergistic interaction and promotion among these three types of intellectual capital. The interaction between intellectual capital and the knowledge network within corporate universities constructs the intellectual capital network, which plays the roles of coordinator, knowledge gatekeeper and innovation bridge. The intellectual capital of corporate universities is characterized by sequential inertia. Moreover, the intellectual capital and intellectual capital network are aligned with knowledge management activities at each stage of corporate university development, interacting and following the principles of ladder evolution.

A significant contribution of this paper lies in applying the concept of intellectual capital within the fourth-stage ecosystem to a broader range of knowledge networks. By exploring the dynamics and network of intellectual capital in corporate universities, especially the role of intellectual capital networks and the synergy between intellectual capital and knowledge management activities, this study enriches the existing research on knowledge management and intellectual capital of corporate universities. Furthermore, it advances the development of knowledge management promotion in corporate universities from a new perspective of intellectual capital.

This paper describes some basic concepts of knowledge management, and explains, using these definitions, why universities are not always seats of learning or knowledge sharing. A knowledge management programme, initiated by a leading British university, is described. The authors conclude by suggesting that knowledge management tools may be beneficial to supporting academics in their multi‐faceted work. However, time will tell as to the extent to which they can actually share tacit knowledge and enable real organisational learning across cultures in universities.