University Collaboration Research Articles

How the COVID-19 Pandemic Impacts Green Inventions: Evidence from a Quasi-Natural Experiment in China

This paper investigates whether the COVID-19 (coronavirus disease 2019) pandemic affects the green inventions of firms, universities, and firm–university collaborations (FUCs) differently. Our identification used provincial-level monthly data from China. Results from the difference-in-differences (DID) model showed that the COVID-19 pandemic has prompted the output of three types of green invention patents. After the parallel-trend test, placebo test, and triple-difference estimation, our conclusion has good robustness. However, the COVID-19 pandemic also influences the role of other policies, such as the SO2-emissions-trading pilot policy for universities’ green inventions. There has been a slight change in the effect of dual carbon targets on green inventions since the start of the pandemic. The positive effect of the COVID-19 pandemic has been weaker for provinces where the pandemic has been more severe than in other provinces. The results of this study are compared with the results and empirical evidence of other related studies and the theoretical logic of COVID-19 crisis-promoted green inventions are discussed.

Foreign and Domestic University Collaboration and Outbound Open Innovation

This study compares the impact of research and development (R&D) collaboration with foreign versus local universities on outbound open innovation (OI). Despite the important role of university collaboration, firms find it difficult to externally commercialize scientific knowledge. By drawing on the knowledge-based view and national innovation system literature, we propose a conceptual model and examine how and under what circumstances a firm can reap the benefits from its links with universities and academic professors. Based on data from 541 New Zealand firms, we find that geographic proximity plays a critical role in benefiting from academic collaborations. Our findings show that R&D collaborations with foreign universities are related to the development of outbound OI, especially when the firms’ partners are from developed countries. Conversely, our findings show that local university collaboration is associated with the development of outbound OI only if the firm collaborates with its local value chain partners.

The impact of geopolitical tensions on international higher education

Prior to the invasion of Ukraine by Russia in February 2022, geopolitical tensions had impacted the politics and economies of countries worldwide. And the international higher education sector has, for years, also been impacted by global geopolitical shifts and tensions. International student mobility, college and university collaborations, branch campus agreements, and faculty research have been shaped, in part, by changes in country realignments.

International Recruitment: China Recruiters' Experience during COVID-19 Pandemic

The purpose of this qualitative study was to explore the experiences of China recruiters during the pandemic, particularly with their job stress and sense of job security. The study also explored the new norms of Chinese students’ recruitment post-pandemic crisis. Using qualitative analysis, we found that China recruiters experienced different stressors during the pandemic regardless of their working location. The participants recognized the importance of communication and seeking institutional support to help overcome their stress during the pandemic. They suggested that higher education administrators should be sensitive to the needs of their international recruiters. The participants also suggested several new norms for future recruitment, such as using the hybrid recruitment model, promoting university collaboration, initiating joint programs between US and Chinese institutions, and hiring domestic recruiters. Implications for practice are discussed.

Learning by Researching: Achievements and Actions of Teacher Learning in a School–University Collaborative Project

Purpose This study explores the achievements and process of a group of Chinese primary school teachers learning from a research-based school–university collaborative project. Design/Approach/Methods We used qualitative methods to construct our research design, collecting data through participatory observations of weekly meetings, teacher interviews, and participants’ reflective journals. Both thematic analysis and discursive analysis were employed as strategies to scrutinize the data. Findings We categorize teachers’ learning into five achievements: outcome, processual, democratic, catalytic, and dialogic achievement. A further examination highlights seven successive learning actions composing an implicit mechanism to facilitate these achievements: questioning, analyzing, modeling, examining, implementing, reflecting, and consolidating. Originality/Value Through this longitudinal study, we more comprehensively record details about teachers’ learning as they conduct their own research. Although school–university heterogeneous collaboration has potential conflicts, teachers can improve their problem-solving and knowledge creation and sharing abilities, promoting a sense of professional accomplishment. These findings also suggest the need to reconsider the authentic process of teacher research, a task equally significant for international educators.

НИИ 2.0 инновационного университета: интеграция в целях индустриального развития

The article examines the current state of the research activities of the Technical University. In the context of the transformation of an educational institution to solve the practical problems of the modern economy for the tasks of ensuring import independence, the structure of universities is being updated. One of the directions of such changes is the creation of innovation research institutes (RII-2) for Industry 4.0 based on university collaborations.

The impact of geopolitical tensions on international higher education

Prior to the invasion of Ukraine by Russia in February 2022, geopolitical tensions had impacted the politics and economies of countries worldwide. And the international higher education sector has, for years, also been impacted by global geopolitical shifts and tensions. International student mobility, college and university collaborations, branch campus agreements, and faculty research have been shaped, in part, by changes in country realignments.

Towards a new model of EU-China innovation cooperation: Bridging missing links between international university collaboration and international industry collaboration

This paper theoretically conceptualises and empirically explores the role of international university collaboration in building transnational university–industry co-innovation networks (TUICNs) in the EU–China context, and suggests a new model of international innovation cooperation. The theoretical framework was constructed by synthesising insights from social network theory and institutional theory. The empirical exploration was based on an analysis of interviews with 18 actors engaged in EU–China innovation cooperation. The findings suggest that international university collaboration could contribute to international industry collaboration and, therefore, to the development of TUICNs by 1) matching suitable industrial partners, 2) building trust between them, 3) giving industrial actors access to new resources, (4) enhancing the reputations of international companies in their cooperation countries, and (5) creating innovative business collaboration models. The study also addresses the following paradox in innovation studies: although the vital role of universities in national/regional innovation systems has been widely studied and the global interconnectedness of innovation networks is generally acknowledged, little attention has been given to universities’ engagement in transnational innovation (eco)systems. Based on the findings, recommendations for policymakers, universities and companies are provided in light of the shifting balance of challenges and opportunities presented by China to the EU.

Sustainability and Open Innovation: Main Themes and Research Trajectories

Today, innovation and sustainability in their broadest sense, which includes people (social dimension), the planet (environmental dimension) and profits (economic dimension), are increasingly intertwined. Integrating the sustainability dimension into the innovation of products, services, processes, technologies, business and organizational models requires an effort on the part of the company as it demands a different set of knowledge and skills than those needed to innovate in a traditional way. As a result, companies, in order to integrate the dimension of sustainability in their innovation processes, have felt the need to exploit knowledge, skills and technologies external to the organization itself, promoting what is called the process of open innovation. Since this field of field is only recently being explored, we conducted a literature review through bibliometric analysis on a sample of 93 scientific articles published between 2011 and today, April 2022. To achieve the purpose of this review, both quantitative (co-occurrence analysis) and qualitative analysis have been conducted. Four different research themes have been identified: sustainable open innovation and innovation performance, the role of technological capability for sustainable open innovation, business model perspective and sustainable open innovation and university collaboration. As far as future research is concerned, a mainline has been identified concerning the study of sustainable open innovation in the agri-food industry.

Fernando M. R., & Francisco, J.M. (Eds., 2022). University and school collaborations during a pandemic. Sustaining educational opportunity and reinventing education.

Fernando M. R., & Francisco, J.M. (Eds., 2022). University and school collaborations during a pandemic. Sustaining educational opportunity and reinventing education.

Extension of SIR method with interval type 2-hesitant fuzzy set to aggrandize industry–university collaboration projects in South Korea

Extension of SIR method with interval type 2-hesitant fuzzy set to aggrandize industry–university collaboration projects in South Korea

Eliciting metaphors from narratives of collaboration experiences with teachers in writing a textbook

Collaboration of teacher educators with school teachers in developing lesson materials is paramount for professional development. A burgeoning of research on educator-teacher collaboration in writing a textbook, for instance, has existed; however, there is little attention to the narratives on the collaborators’ experiences through the metaphorical lens. Telling stories about collaborative experiences through the metaphorical lens can help understand the complexity of phenomena because thoughts are implicit and difficult to express. This study attempted to fill the void by analyzing the experiences of partnering with English teachers in developing the textbook of classroom action research (CAR). It involved stories of the researchers upon their collaborative writing experiences working with twelve primary school teachers in Aceh, Indonesia. In analyzing the collaborators’ experiences, this study drew upon Lakoff and Johnson’s Conceptual Metaphor Theory (CMT). Analyses of the collaborators’ stories upon their experiences generated four primary implicit metaphors that represent acquisition metaphors rather than participation metaphors, such as ‘collaborative writing is listening to the trainers’, ‘collaborating teachers as the trainees’, ‘university collaborators as the experts’, and ‘product is more important than the process’. The findings offer insights into the importance of reflecting on the experiences and generating metaphors to make sense of roles played by collaborating teachers and lecturers involved in a collaborative project.

Seasons of research with/by/as the Keweenaw Bay Indian Community

In response to generations of inequitable research to/for Indigenous communities, many have and are developing research practices that center Indigenous priorities. In this paper, we share the Seasons of Research framework developed by the Keweenaw Bay Indian Community and University collaborators. First, we outline the scholarship that provides the foundations for research and being researchers in Keweenaw Bay. This section includes a comprehensive table that summarizes resources for building, strengthening, and sustaining equitable research partnerships with/by/as Indigenous communities. Next, we share the guidance for research partnerships we created together that uses the Medicine Wheel to illustrate an interconnected system of partnership teachings. The guidance aims for balance between and among four seasons of research: relationship building, planning and prioritization, knowledge exchange, and synthesis and application. Research partnerships with/by/as the Community demonstrate respect for each other's differences, honor reciprocity in actions, exemplify responsibility for differing commitments, and express reverence for shared lands, waters, and living beings. Personal reflections by lead author Emily Shaw are shared to demonstrate the process and practices associated with seasons of research, bridging Indigenous wisdom, social and natural sciences, and environmental engineering. We conclude with a few words on the transformation of the research landscape with Indigenous peoples at home and abroad.

VOCATIONAL HIGH SCHOOL HVAC DEPARTMENT PERCEPTION OF SME’S OPERATING IN AGEAN REGION FROM COMPETITON AND INSTITUIONAL POINT OF VIEW

Globalisation changed the entire world to a small village. At that transition business especially SME’s have to overcome all threats coming from all over the world to be able to continue their operations and to save their entities. To achieve higher competition ranking they must cooperate with Universities. With the collaboration of Universities, business can create their own brands and develop Institutional Identities. By collaboration of University and Industry, business can recruit well educated person which they need. Also universities educate well equipped people for Industries. Institutional Identity is one of the most important factors to create brand. Form that point of view, by searching branding and Institutional identity generating process of SME’s operating in agean region and in HVAC sector, their perception of IMYO Refrigeration and ventilation program’s students. Also their perception about IMYO’s Institutional Identity will be tried to find out. For this purpose a survey will be conducted to SME’s asking questions prepared according to Likert Technique. Then returned surveys will be compiled by using SPSS program on PC. Then proposals will be developed according to conclusions found out by SPSS. Keywords: Branding, competition, Institutional Identity, Perception

Improving Assessment Strategies and Culture through College Collaboration and Coaching

Improving Assessment Strategies and Culture through College Collaboration and Coaching

UWRF TCIC/Century College 2021 Biofabrication Internship Program: A Regional Undergraduate Campus Collaboration Focused on Bioprinting Tumor Models to Study Cancer Biology

Since Fall of 2018 the UWRF Tissue and Cellular Innovation Center (TCIC) and the Century College Biofabrication Program have been engaged in a growing cross‐institutional and cross‐border collaboration effort. This effort includes both academic and research components and reached new levels this past year in the Spring and Summer of 2021 when the TCIC hosted 5 Century College Biofabrication students in a 10‐week research‐based internship. This was followed by 2 students continuing for another 10 weeks through the summer extending and expanding our collaborative research project. The main focus of this work was to develop bioprinting as a new tool at the TCIC for the study of in‐vitro 3D artificial tumor and stromal tissues. This work successfully expanded our working library of methods and techniques for generating artificial tissues while addressing and overcoming several limitations we have previously encountered. Among these have been the relative quantification and distribution of loaded cells within or on previous matrix materials. Over the past two decades, the TCIC has successfully developed and expanded several in‐vitro cancer modeling strategies using combinations of natural decellularized/decalcified ECM materials and various formats of hydrogels made of chitosan and hyaluronic acid (HA) as well as no added matrix constructs in hanging‐drop and rocker cultures. With the exception of the hanging‐drop cultures, precision in loading cell densities as well as final cell distribution have always been relative with significant margins for uncontrollable variations. With this new bioprinting approach we were able to predictably and repeatedly generate 3D artificial melanoma and breast cancer constructs containing defined numbers of cells per unit volume and a relatively precise, even distribution of cells throughout these structures. During this internship and then the research project itself, Century College students gained a wide range of experience and training in basic cell culture methods from aseptic techniques to generating hydrogel‐based 3D constructs and then beyond to bioink printed disks and cups as well as several approaches to cellular analysis. By moving to develop this new TCIC/Century College collaboration, we are increasing the reach of both institutions and the access for our respective students to new cutting‐edge tissue engineering technology as they prepare for future careers in the growing biomedical and life‐sciences sectors of both our respective states.

University and School Collaborations during a Pandemic: Sustaining Educational Opportunity and Reinventing Education edited by Fernando M. Reimers and Francisco J. Marmolejo. Cham: Springer, 2022. 357 pp. US$59.99 (cloth); also available as an open access eBook. ISBN 978-3-030-82158-6 (cloth), 978-3-030-82159-3 (eBook)

Previous articleNext article No AccessBook ReviewsUniversity and School Collaborations during a Pandemic: Sustaining Educational Opportunity and Reinventing Education edited by Fernando M. Reimers and Francisco J. Marmolejo. Cham: Springer, 2022. 357 pp. US$59.99 (cloth); also available as an open access eBook. ISBN 978-3-030-82158-6 (cloth), 978-3-030-82159-3 (eBook)Dana DowneyDana DowneyUniversity of Minnesota Search for more articles by this author PDFPDF PLUSFull Text Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Comparative Education Review Volume 66, Number 2May 2022 Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/718960 Views: 32Total views on this site For permission to reuse, please contact [email protected]PDF download Crossref reports no articles citing this article.

Exploring intermediary practices of collaboration in university–industry innovation: A practice theory approach

The intensity of the global and distributed economy requires innovative efforts that single organizations often cannot develop alone. Collaborative innovation is traditionally studied in terms of collaborative process to maintain and outcomes to implement. However, collaborations relating to innovation often take place in difficult‐to‐explore spaces in‐between. This study adopts a practice‐based approach to explore practices of collaboration developed by the university as an intermediary in innovative projects. Drawing on a case study, we identify four micro‐practices that appear crucial to initiating and sustaining collaboration: networking, partnering, culture making and supporting. We outline the purpose and constituent objects, doings and knowledge of each practice. This article contributes to ongoing debate around improving the effectiveness of collaborative innovation and provides insights into how a set of apparently insignificant, routinized micro‐practices contribute to intermediaries' success in initiating and sustaining collaborations.

Setting the three-stage R&D shared portfolio methodology: an innovative approach to industry–university collaboration

PurposeThe purpose of this paper is to present an approach to start industry–university (I-U) collaboration through a stepped process aimed at building a portfolio of research and development (R&D) projects.Design/methodology/approachIt devises from an 18-month action-research program held between a multinational automotive manufacturer and the a top-ranked Brazilian university.FindingsThe three-stage R&D shared portfolio methodology results from a combined application of quality function deployment-like correlation matrices and roadmapping. A first matrix tackles industry interests and correlates product performance dimensions and components to reveal broad research areas of interest. A second matrix correlates research areas and engineering competences, highlighting the types of the required know-how from the university standpoint. Thirdly, academic experts help to fill a roadmap-like layer with possible collaborative R&D deliverables over time.Research limitations/implicationsSince the study lies on a single experience, extensions to other contexts should be made with care. However, the proposal offers robust rationale and a set of supporting tools to nurture new applications.Practical implicationsTheoretical and methodological reflections help managers tackling the long-standing problem of setting a shared R&D agenda.Originality/valueLiterature on I-U collaboration tends or to over-emphasize the role of technology transfer offices in promoting the partnerships or to seek implications for public policy. This research offers a valuable approach to build shared R&D project portfolio from a managerial viewpoint, filling an academic gap and offering guidance for managers in both sides.

Research contract relationship between a large industry partner and South African universities

We propose and evaluate a contractual structuring instrument (in the form of a Framework Research Agreement) in support of research collaboration partnerships between universities and large industry, specifically for the case of large industry in the South African context. This study includes one large South African originated industry (as the pioneer of concluding Framework Research Agreements with several universities) and multiple South African universities, and stretches over several decades. This study was done within the broader context of the challenges and benefits experienced by both industry and university in the academic engagement sphere of industry–university collaboration. By providing insight from both industry and university perspectives, factors impacting on academic engagement (with specific emphasis on the legislative framework, contractual aspects, institutional research contract practices and institutional risks), are considered and discussed. Recommendations are made for improved industry–university collaboration by sharing experiences from the industry and universities on challenges faced, managing the expectations and proposing mechanisms to support constructive research collaboration through a mutually beneficial contractual framework instrument. Significance: A novel Framework Research Agreement as a contractual instrument was developed and pioneered by the industry partner with several South African universities, to create a transparent framework based on fair contracting and determinable remuneration principles. This study specifically highlights the need for a contractual instrument, in which the intention is to build a long-term contractual relationship to support industry–university collaboration and academic engagement within the existing South African legislative framework. It further draws attention to research contract management practices and contractual aspects, which until now have been largely ignored in industry–university collaboration and academic engagement frameworks of this kind.