Creating the market university Berman, Elizabeth Popp
Princeton University Press,
2012, 2012., 20111219, 2011, 2012-00-00, 2012-01-01, 20120101
eBook, Book
Academic science in the U.S. once self-consciously avoided the market. But today it is seen as an economic engine that keeps the nation globally competitive. Creating the Market University compares ...the origins of biotech entrepreneurship, university patenting, and university-industry research centers to show how government decisions shaped by a new argument--that innovation drives the economy-transformed academic science. (Verlag)
The first decade of the 21st century brought major challenges to higher education, all of which have implications for and impact the future of faculty professional development. This volume provides ...the field with an important snapshot of faculty development structures, priorities and practices in a period of change, and uses the collective wisdom of those engaged with teaching, learning, and faculty development centers and programs to identify important new directions for practice. Building on their previous study of a decade ago, published under the title of Creating the Future of Faculty Development, the authors explore questions of professional preparation and pathways, programmatic priorities, collaboration, and assessment. Since the publication of this earlier study, the pressures on faculty development have only escalated-demands for greater accountability from regional and disciplinary accreditors, fiscal constraints, increasing diversity in types of faculty appointments, and expansion of new technologies for research and teaching. Centers have been asked to address a wider range of institutional issues and priorities based on these challenges. How have they responded and what strategies should centers be considering? These are the questions this book addresses.For this new study the authors re-surveyed faculty developers on perceived priorities for the field as well as practices and services offered. They also examined more deeply than the earlier study the organization of faculty development, including characteristics of directors; operating budgets and staffing levels of centers; and patterns of collaboration, re-organization and consolidation. In doing so they elicited information on centers' "signature programs," and the ways that they assess the impact of their programs on teaching and learning and other key outcomes. What emerges from the findings are what the authors term a new Age of Evidence, influenced by heightened stakeholder interest in the o
► The entrepreneurial effectiveness of European universities is examined. ► Scientific productivity is positively associated with entrepreneurial effectiveness. ► No trade-offs between transfer ...mechanisms are revealed. ► Contract research and spin-off creation even tend to facilitate each other.
The phenomenon of entrepreneurial universities has received considerable attention over the last decades. An entrepreneurial orientation by academia might put regions and nations in an advantageous position in emerging knowledge-intensive fields of economic activity. At the same time, such entrepreneurial orientation requires reconciliation with the scientific missions of academia. Large-scale empirical research on antecedents of the entrepreneurial effectiveness of universities is scarce. This contribution examines the extent to which scientific productivity affect entrepreneurial effectiveness, taking into account the size of universities and the presence of disciplines, as well as the R&D intensity of the regional business environment (BERD). In addition, we assess the occurrence of trade-offs between different transfer mechanisms (contract research, patenting and spin off activity). The data used pertain to 105 European universities. Our findings reveal that scientific productivity is positively associated with entrepreneurial effectiveness. Trade-offs between transfer mechanisms do not reveal themselves; on the contrary, contract research and spin off activities tend to facilitate each other. Limitations and implications for future research are discussed.
Humanism and Calvinism Reid, Steven J.
2011, 20161205, 2013, 2011-02-01, 2016-12-05, 2016-11-15
eBook
Across early-modern Europe the confessional struggles of the Reformation touched virtually every aspect of civic life; and nowhere was this more apparent than in the universities, the seedbed of ...political and ecclesiastical society. Focussing on events in Scotland, this book reveals how established universities found themselves at the centre of a struggle by competing forces trying to promote their own political, religious or educational beliefs, and under competition from new institutions. It surveys the transformation of Scotland's medieval and Catholic university system into a greatly-expanded Protestant one in the decades following the Scottish Reformation of 1560. Simultaneously the study assesses the contribution of the continentally-educated religious reformer Andrew Melville to this process in the context of broader European social and cultural developments - including growing lay interest in education (as a result of renaissance humanism), and the involvement of royal and civic government as well as the new Protestant Kirk in university expansion and reform. Through systematic use of largely neglected manuscript sources, the book offers fresh perspectives on both Andrew Melville and the development of Scottish higher education post-1560. As well as providing a detailed picture of events in Scotland, it contributes to our growing understanding of the role played by higher education in shaping society across Europe.
Steven J. Reid, Department of History, University of Glasgow, UK
Contents: Introduction; Between Reformation and reform: the Scottish universities, 1560-74; Humanism and Calvinism: Melville's education, 1545-74; The first foray into reform: Melville and the 'ancient' universities, 1574-84; Reform and reaction at St Andrews, 1579-88; The rise and fall of 'Melvillian' St Andrews, 1588-97; The rise of 'the moderates' in St Andrews, 1597-1606; 'Godly' humanism, civic control: Scotland's Protestant arts colleges, 1582-c.1606; The Scottish universities post-Melville, c.1606-25; Conclusion; Appendix; Bibliography; Index.
► The article identifies a typology of changes in national university IPR regulations in Europe, suggesting that the landscape remains extremely varied, despite some common trends. ► There has been ...general increase in university patenting since 1990, with a slowdown after early 2000s. ► University patent ownership has increased, although the share of company-owned academic patents remains high. ► It is difficult to attribute these trends uniquely to changes in IPR ownership regulations, as they have also been affected by concurrent institutional, cultural and organizational transformations.
This article develops a general framework to describe the changes in university IPR regulations in Europe and their effects on the patenting activities of universities and on knowledge transfer processes. Understanding the effects of changes in IPR regulations on academic patenting is a complex issue, and parallels with the US case can be misleading. First, despite the general trend towards institutional ownership, university IPR regulations in Europe remain extremely differentiated and there is no one-to-one mapping to the US system. Second, it is difficult to disentangle the quantitative and qualitative effects of changes in IPR ownership regulations on academic patenting activities from the effects of concurrent transformations in the institutional, cultural and organizational landscape surrounding academic knowledge transfer. The article proposes a review and typological classification of national university IPR ownership systems on the basis of their development since 2000, and uses it to analyze the aggregate dynamics of academic patent ownership in several European countries. The analysis of patterns of ownership of academic patents shows that there has been a general increase in university patenting since 1990, with a significant slowdown (and even reduction in some countries) after early 2000s accompanied by a switch in academic patents ownership in favor of university ownership though preserving the European specificity of high company ownership of academic invented patents.
Over the last few decades, globalization and ever-increasing demands of the knowledge-based economy have caused higher education in most countries around the world to undergo significant ...transformation. Notwithstanding the dramatic changes in higher education, it is clearly noticed that the influence of the European higher education models is still present despite the fact that the American model has then become dominant on higher education in Europe or even worldwide. The changes have been seen in the evolutionary roles of universities, which share the common trend from traditional missions of teaching and research to the third mission for economic development. Despite various viewpoints about the third mission, the common one concerns the entrepreneurial role of university for socio-economic development, underlying the concept of entrepreneurial university in which the collaboration between university and external stakeholders is emphasized. This paper is aimed to present a review of the taxonomy of the three European higher education models, namely the Humboldtian, Napoleonic, and Anglo-Saxon model, which is followed by a discussion on the emergence of the Anglo-American model of higher education. The paper then presents the third mission in relation to the roles of a university in developed countries, which is followed by the elaboration on the transformation from mode 1 to mode 2 in knowledge production, and a pathway toward entrepreneurial universities.
Black college football began during the nadir of African American life after the Civil War. The first game occurred in 1892, a little less than four years before the Supreme Court ruled segregation ...legal inPlessy v. Ferguson. In spite of Jim Crow segregation, Black colleges produced some of the best football programs in the country. They mentored young men who became teachers, preachers, lawyers, and doctors--not to mention many other professions--and transformed Black communities. But when higher education was integrated, the programs faced existential challenges as predominately white institutions steadily set about recruiting their student athletes and hiring their coaches.Blood, Sweat, and Tears explores the legacy of Black college football, with Florida A&M's Jake Gaither as its central character, one of the most successful coaches in its history. A paradoxical figure, Gaither led one of the most respected Black college football programs, yet many questioned his loyalties during the height of the civil rights movement. Among the first broad-based histories of Black college athletics, Derrick E. White's sweeping story complicates the heroic narrative of integration and grapples with the complexities and contradictions of one of the most important sources of Black pride in the twentieth century.
Stand and prosper Drewry, Henry N; Doermann, Humphrey
2001, 20120329, 2012, 2001-00-00, 2001-01-01
eBook, Book
Stand and Prosperis the first authoritative history in decades of black colleges and universities in America. It tells the story of educational institutions that offered, and continue to offer, ...African Americans a unique opportunity to transcend the legacy of slavery while also bearing its burden. Henry Drewry and Humphrey Doermann present an up-to-date and comprehensive assessment of their past, present, and possible future.
Black colleges fully got off the ground only after the Civil War--more than two centuries after higher education formally began in British North America. Despite horrendous obstacles, they survived and even proliferated until well past the mid-twentieth century. As the authors show, however, the 1954 U.S. Supreme Court ruling inBrown v. Board of Educationbrought them to a crucial juncture. While validating the rights of blacks to pursue opportunities outside racial and class lines, it drew the future of these institutions into doubt. By the mid-1970s black colleges competed with other colleges for black students--a welcome expansion of choices for African-American youth but a huge recruitment challenge for black colleges.
The book gradually narrows its focus from a general history to a look at the development of forty-five private black colleges in recent decades. It describes their varied responses to the changes of the last half-century and documents their influence in the development of the black middle class. The authors underscore the vital importance of government in supporting these institutions, from the Freedman's Bureau during Reconstruction to federal aid in our own time.
Stand and Prosperoffers a fascinating portrait of the distinctive place black colleges and universities have occupied in American history as crucibles of black culture, and of the formidable obstacles they must surmount if they are to continue fulfilling this important role.
Although the literature on university–industry links has begun to uncover the reasons for, and types of, collaboration between universities and businesses, it offers relatively little explanation of ...ways to reduce the barriers in these collaborations. This paper seeks to unpack the nature of the obstacles to collaborations between universities and industry, exploring influence of different mechanisms in lowering barriers related to the orientation of universities and to the transactions involved in working with university partners. Drawing on a large-scale survey and public records, this paper explores the effects of collaboration experience, breadth of interaction, and inter-organizational trust on lowering different types of barriers. The analysis shows that prior experience of collaborative research lowers orientation-related barriers and that greater levels of trust reduce both types of barriers studied. It also indicates that breadth of interaction diminishes the orientation-related, but increases transaction-related barriers. The paper explores the implications of these findings for policies aimed at facilitating university–industry collaboration.
Neoliberal reforms in higher education have resulted in corporate managerial practices in universities and a drive for efficiency and productivity in teaching and research. As a result, there has ...been an intensification of academic work, increased stress for academics and an emphasis on accountability and performativity in universities. This paper critically examines these developments in institutions and draws on evidence from universities across the sector and a detailed case study in one university to identify the impacts of these changes on academic work. Given its ubiquity and the link of academic productivity to institutional experience, the paper argues that assumptions underpinning academic performance management need to be rethought to recognise the fundamentally intrinsic motivational nature of academic work. The paper explores the effects of performance management on individual academics as a case study in one institution and proposes a re-design of academic performance management to improve productivity based on the evidence.
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