Suchergebnisse

A core institution in the human endeavor—the public research university—is in transition. As U.S. public universities adapt to a multi-decadal decline in public funding, they risk losing their essential character as a generator, evaluator, and archivist of ideas and as a wellspring of tomorrow's intellectual, economic, and political leaders. This book explores the core interdependent and coevolving structures of the research university: its physical domain (buildings, libraries, classrooms), administration (governance and funding), and intellectual structures (curricula and degree programs). It searches the U.S. history of the public research university to identify its essential qualities, and generates recommendations that identify the crucial roles of university administration, state government and federal government.

Commercialization process of research is analyzed in University-Industry-Government (UIG) framework in the context of entrepreneurial university business model. Critical issue in the UIG-relations model is the role of entrepreneurship: is enterprise integrated into all (education and not only intra-) university activities or is entrepreneurship support system targeted as a function for university R&D commercialization system only? From the literature it is known that the patterns of entrepreneurial university as a knowledge creator for society are more frequently represented in applied science oriented technology universities. The main aspects in entrepreneurial pattern of university are creation and implementation of transferable new knowledge and behaviour of actors in that process. All these aspects contain topics related to R&D funding, inventorship and ownership of patents. Patenting alone is not the evidence of entrepreneurial behaviour of the university, but this is one of the first steps targeted to implement created new knowledge into real business. The aim of the paper is to explore knowledge creation, especially patented intellectual property (IP) created by university staff targeted on commercialization of university research. Entrepreneurship and entrepreneurial environment in UIG network have been identified as critical success factor in knowledge production by university. Based on previous publications university business model in the University-IndustryGovernment framework has been described. The author's position is that the (state) government is playing a very specific role in university entrepreneurship domain via governmental order as it has been in the fields of education and research. Empirical survey of knowledge production is based on the sample of five European universities from Sweden, Finland, Estonia and the Netherlands. The main research questions are general data about sample universities, like number of researchers, funding of R&D, creation of IP as well as indicators ...

AbstractHigher education institutions use program‐level learning outcomes assessment to improve programs, enhance student learning, and meet external requirements. An assessment office at a research university used a variety of evaluation capacity‐building (ECB) activities to increase faculty and administrators' engagement in assessment and use of findings for program improvement. To investigate six desired ECB outcomes, the author analyzed survey responses and program assessment reports (2008–2014). The findings showed success in four ECB outcomes: positive attitudes toward assessment, motivation to engage, knowledge and skills, and department climate. However, two outcomes fell below expectations: department resources and use of findings. A correlation study revealed several significant, positive relationships between outcomes and faculty engagement with the strongest relationship being between level of faculty assessment experience and knowledge and skills. Because use of findings for program improvement and better student learning are primary assessment purposes, these results are valuable for campus planning of future capacity‐building activities. New ECB efforts that focus on faculty capacity to discuss assessment with colleagues, department resources, and most important, ways to use assessment findings are planned.