Search

Ciento cincuenta expertos y representantes de la educación superior, la empresa y los gobiernos esbozaron en las distintas ediciones del libro The Futures of Universities Thoughtbook cuáles pueden ser las funciones de la universidad en el horizonte de 2040. En este artículo se analizan cinco roles u objetivos estratégicos de la universidad, necesarios para repensar su papel a medio y largo plazo, y seguir poniendo el conocimiento científico, la tecnología innovadora y el capital humano al servicio de la sociedad.

International audience; Higher education's role continues to evolve in many of the countries where IMHE members are located. For many centuries, higher education institutions (HEIs) primarily focused their activities on cultural conservation, and on the preservation and transmission of existing knowledge (Etzkowitz et al., 1998). But at the same time, higher education has shown itself capable of adapting to external pressures (Breznitz and Feldman, 2012; Etzkowitz, 2001). Most notably, research was added as a second mission of higher education in the 19th century: with the advent of the industrial revolution, HEIs took on the responsibility to develop new knowledge and to help students acquire the specific advanced skills required by the new sectors of the economy. And in recent decades, HEIs have increasingly been making contributions to society through a "third mission" that requires them to actively engage with external partners, and that had led to further evolution in how they provide instruction and undertake research...

International audience; Cooperation between higher education institutions (HEIs) and business has the capability to establish and sustain the competitive advantage of the organisations involved and the social and economic development of the region. Although, university-business cooperation has become a priority for HEI managers and policymakers, these stakeholders often lack a common understanding of the basic concepts related with the people, processes and relationships within this area. This chapter aims to improve this common understanding, presenting the stakeholder groups who can play a role in university-business cooperation: HEI managers, lecturers, researchers, students, intermediaries, business and policymakers. Secondly, it highlights the differences between the concepts of technology transfer, knowledge transfer and valorisation, which describe the processes. Finally, this chapter explains how HEI-business relations develop with the use of a stairway model with five stages for escalating relations between HEIs and business.

International audience; With the creation of the Europe 2020, the EU's growth strategy for the coming decade, and the higher education modernisation agenda, Europe is embracing the need to create a more connected and functioning relationship between government, business and higher education institutions (HEIs) in order to increase employment, productivity and social cohesion (European Commission, 2011). A study was conducted in 2011 for the European Commission to analyse University-Business Cooperation (UBC) in 33 countries by Münster University of Applied Sciences in partner cooperation with Cracow University of Economics. This chapter presents the compared analyses of the state of UBC in Germany and Poland from the perspective of HEI managers and researchers in both countries. Applying a UBC-ecosystem of different factors and action levels,. the biggest differences of both countries are shown, addressed and commented to offer opportunities for improvements.

International audience

International audience; Entrepreneurship has been increasingly recognised for its role in creating jobs and growth within an economy as well as a means of increasing the competitiveness of a region, state or country (Maes, 2003; European Commission, 2006; Zahra, 1991). Centrally important to the increasing prominence of entrepreneurship has been the importance of the role of HEIs in stimulating entrepreneurship (Etzkowitz, 1998). At the same time, the perceived role of HEIs, has taken a dramatic shift over the last few decades. HEIs have had their roles focussed to a greater extent on the need to contribute to society in a more meaningful way through knowledge and technology creation and transfer / exchange (see proceedings from UNISO 2002- 2004). These movements have given rise to new models of HEI engagement in entrepreneurship including the concept of the entrepreneurial university and academic entrepreneurship. HEIs are seen especially as having a crucial role in fostering entrepreneurship, as they can encourage entrepreneurship in three different ways. First, HEIs as institutions of higher education can encourage students by providing entrepreneurial training and support structures (Lüthje and Franke, 2002). Second, HEIs as institutions of research can transfer knowledge and technologies to industry. Literature refers to this commercialisation of research competencies, capacities and results as the university's ‘third mission' (Etzkowitz et al, 2000). Third, universities can bring people together through structures and activities in order to create new business either through networks or project interaction. All of this entrepreneurial activity within the HEI is supported through HEI strategies and framework conditions. Whilst these models and theories provide a general theoretical construct for understanding entrepreneurship within HEIs, there are few studies that measure the extent of entrepreneurial undertakings by HEIs together with the development of mechanisms that support entrepreneurial activity within the HEI including strategies, structures and approaches, activities and framework conditions. Using data from the largest European study into university-business cooperation, the paper aims to fill this gap by determining the extent of development of the supporting mechanisms that are in place for entrepreneurship in European HEIs. A further analysis will review the supporting mechanisms that are in place for the best performing HEIs in entrepreneurship against those performing at a low level.

This report presents the findings related to the supporting mechanisms of university-business cooperation (UBC) that have been found to exist in Europe. These results derive from a fifteen and a half month study on the cooperation between HEIs1 and public and private organisations in Europe. The study was conducted by the Science-to-Business Marketing Research Centre, Germany (S2BMRC) for the DG Education and Culture at the European Commission (EC) during 2010 and 2011. The main components of the project are in-depth qualitative interviews with 11 recognised UBC experts as well as a major quantitative survey. The survey was translated into 22 languages and sent to all registered European HEIs (numbering over 3,000) in 33 countries during March 2011. Through this, a final sample population of 6,280 academics and HEI representatives was achieved making the study the largest study into cooperation between HEIs and business yet completed in Europe. Further, 30 good practice UBC case studies have been created to provide positive examples of European UBC.

This report presents the findings related to the factors affecting the extent of university-business cooperation that have been found to exist in Europe. These results derive from a fifteen and a half month study on the cooperation between higher education institutions1 (HEIs) and public and private organisations in Europe. The study was conducted by the Science-to-Business Marketing Research Centre, Germany (S2BMRC) for the DG Education and Culture at the European Commission (EC) during 2010 and 2011. The main components of the project are in-depth qualitative interviews with 11 recognised UBC experts as well as a major quantitative survey. The survey was translated into 22 languages and sent to all registered European HEIs (numbering over 3,000) in 33 countries during March 2011. Through this, a final sample population of 6,280 academics and HEI representatives was achieved making the study the largest study into cooperation between HEIs and business yet completed in Europe. Further, 30 good practice UBC case studies have been created to provide positive examples of European UBC.

This report presents the findings related to the barriers and drivers of university-business cooperation (UBC) that have been found to exist in Europe. These results derive from a fifteen and a half month study on the cooperation between higher education institutions1 (HEIs) and public and private organisations in Europe. The study was conducted by the Science-to-Business Marketing Research Centre, Germany (S2BMRC) for the DG Education and Culture at the European Commission (EC) during 2010 and 2011. The main components of the project are in-depth qualitative interviews with 11 recognised UBC experts as well as a major quantitative survey. The survey was translated into 22 languages and sent to all registered European HEIs (numbering over 3,000) in 33 countries during March 2011. Through this, a final sample population of 6,280 academics and HEI representatives was achieved, making the study the largest study into cooperation between HEIs and business yet completed in Europe. Further, 30 good practice UBC case studies have been created to provide positive examples of European UBC.