Göransson / Brundenius Universities in Transition

The Changing Role and Challenges for Academic Institutions
1. Auflage 2010
ISBN: 978-1-4419-7509-6
Verlag: Springer
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 366 Seiten

Reihe: Insight and Innovation in International Development

Globalization, the information age, and the rise of the knowledge-based economy are significantly transforming the way we acquire, disseminate, and transform knowledge. And, as a result, knowledge production is becoming closer and more directly linked to economic competitiveness. This evolution is also putting new and urgent demands on academic institutions to adjust to the changing needs of society and economy. In particular, there is growing pressure on the institutions of higher education and research in developed economies to find and affirm their new role in the national innovation system. Their counterparts in developing economies need to define their role in supporting emerging structures of the innovation system. This book examines the role of universities and national research institutes in social and economic development processes. Featuring contributions that showcase initiatives and innovations from around the world, including China, Eastern Europe, Latin America, Scandinavia, Southeast Asia, sub-Saharan Africa, and Western Europe, it offers timely insight that will be of interest to policymakers, university administrators, economic and social leaders, and researchers alike.

Autoren/Hrsg.

Brundenius, Claes

Göransson, Bo

Inhaltsverzeichnis

1;Universities in Transition;2
1.1;Foreword;4
1.2;Acknowledgments;6
1.3;Contents;7
1.4;Contributors;9
1.5;Part I: The Context;12
1.5.1;Chapter 1: Background and Introduction;13
1.5.1.1;1.1 Universities in Development;15
1.5.1.2;1.2 The UniDev Project;16
1.5.1.3;1.3 Organization of the Book;19
1.5.1.4;Appendix;20
1.5.1.5;References;20
1.5.2;Chapter 2: In Search of Excellence? An International Perspective on Governance of University Research;21
1.5.2.1;2.1 Introduction;21
1.5.2.2;2.2 The End of Basic Research?;21
1.5.2.3;2.3 Explaining Research Governance: An Analytical Model;22
1.5.2.3.1;2.3.1 Comparative Aspects;23
1.5.2.3.2;2.3.2 Anglo-Saxon Research Governance;24
1.5.2.3.3;2.3.3 Research Governance in Continental Europe;26
1.5.2.3.4;2.3.4 A Nordic Model of Research Governance?;28
1.5.2.4;2.4 Discussion – Where Is Research Governance Going?;30
1.5.2.5;2.5 Conclusions;31
1.5.2.6;References;32
1.5.3;Chapter 3: The Evolving Role of Universities in Economic Development: The Case of University–Industry Linkages;35
1.5.3.1;3.1 Introduction;35
1.5.3.2;3.2 Driving Forces for New University–Industry Collaboration;37
1.5.3.3;3.3 University–Industry Linkages: Some Theoretical Considerations;39
1.5.3.4;3.4 Conceptual Frameworks;43
1.5.3.4.1;3.4.1 Systems of Innovation;43
1.5.3.4.2;3.4.2 Mode 2 Knowledge Production;44
1.5.3.4.3;3.4.3 The Triple Helix Framework;45
1.5.3.5;3.5 University–Industry Collaboration: A Cross-Country Analysis;46
1.5.3.6;3.6 Different Forms of University–Industry Collaboration;53
1.5.3.6.1;3.6.1 Consulting Services;53
1.5.3.6.2;3.6.2 Technical Support Activities Extended by Universities to the Industry;53
1.5.3.6.3;3.6.3 Sponsorship of Research/Establishment of Chair Professorship in Universities by Enterprises;54
1.5.3.6.4;3.6.4 Joint R&D Projects Between the University and the Industry;54
1.5.3.6.5;3.6.5 Transfer of University-Generated Technologies to the Industry;54
1.5.3.6.6;3.6.6 Outsourcing of Complete R&D for Industrial Product to Universities;55
1.5.3.7;3.7 Conclusions;56
1.5.3.8;References;57
1.6;Part II: Country Case Studies;60
1.6.1;Chapter 4: Brazilian Universities and Their Contribution to Innovation and Development;61
1.6.1.1;4.1 Introduction;61
1.6.1.2;4.2 The Socioeconomic Context;62
1.6.1.2.1;4.2.1 Rapid Industrialization Heavily Dependent on Foreign Technology;62
1.6.1.2.2;4.2.2 Research and Training Human Resources: The Dual Mission of the University;64
1.6.1.2.3;4.2.3 Technological Training, Industrial Technological Capability;66
1.6.1.3;4.3 The System of Higher Education;68
1.6.1.3.1;4.3.1 A system in Expansion, Marked by Contrasts;70
1.6.1.3.2;4.3.2 Regional, Social, and Racial Inequalities;73
1.6.1.3.3;4.3.3 University Graduate System;74
1.6.1.3.4;4.3.4 New Proposals for the Higher Education System;75
1.6.1.3.5;4.3.5 Social Inclusion and “Positive” Racial Discrimination;75
1.6.1.3.6;4.3.6 University Autonomy;77
1.6.1.3.7;4.3.7 Teaching Quality;77
1.6.1.4;4.4 The University System and Innovation;78
1.6.1.4.1;4.4.1 University–Industry Relations;79
1.6.1.4.2;4.4.2 The Innovation Law;81
1.6.1.5;4.5 The Social Dimension of the University;82
1.6.1.6;4.6 Conclusions;83
1.6.1.7;Referencems;83
1.6.2;Chapter 5: Uruguay: Higher Education, National System of Innovation, and Economic Development in a Small Peripheral Country;85
1.6.2.1;5.1 Introduction;85
1.6.2.2;5.2 The Uruguayan Context;85
1.6.2.3;5.3 The Uruguayan National System of Innovation: A Characterization by Constructive Modules;88
1.6.2.3.1;5.3.1 Socioeconomic General Dynamic;89
1.6.2.3.2;5.3.2 Role of Knowledge and Innovation in the Competitive Strategies of Industrial Firms;90
1.6.2.3.3;5.3.3 Knowledge Intensive Firms;91
1.6.2.3.4;5.3.4 Public Policy and Institutional Setting to Support Innovation;92
1.6.2.3.5;5.3.5 Collective Attitudes Toward Research and Innovation;93
1.6.2.4;5.4 Mapping the Academic System in Uruguay: An Overview;93
1.6.2.4.1;5.4.1 The University of the Republic;93
1.6.2.4.2;5.4.2 Knowledge Generation and Training;94
1.6.2.4.3;5.4.3 University–Government–Industry Relations;95
1.6.2.5;5.5 The Current Debate;97
1.6.2.5.1;5.5.1 Investment, Salaries, Free Access;97
1.6.2.5.1.1;5.5.1.1 The Social Use of Knowledge and the Orientation of the Research Agendas;99
1.6.2.5.1.2;5.5.1.2 New Challenges for the University and Insertionin the National System of Innovation;100
1.6.2.6;5.6 Conclusions: New Development and Developmental Universities;101
1.6.2.6.1;5.6.1 Possibilities for Studying at an Advanced Level in Qualified Teaching Contexts;102
1.6.2.6.2;5.6.2 Evolution of the Humboldtian Project;102
1.6.2.6.3;5.6.3 Academic Cooperation with Solving Social and Productive Problems;102
1.6.2.6.4;5.6.4 The Evaluation System;103
1.6.2.7;References;103
1.6.3;Chapter 6: Cuba: University, Innovation, and Society: Higher Education in the National System of Innovation;105
1.6.3.1;6.1 Introduction to the Cuban Context;105
1.6.3.1.1;6.1.1 The Economic Context;105
1.6.3.2;6.2 The System of Science and Technological Innovation in Cuba;107
1.6.3.2.1;6.2.1 Main Actors of the SCIT;107
1.6.3.3;6.3 The System of Higher Education;114
1.6.3.3.1;6.3.1 Training of Professionals and the Innovation System;115
1.6.3.3.2;6.3.2 The Innovation System and Postgraduate Studies;117
1.6.3.4;6.4 University, Science, Technology, and Innovation;119
1.6.3.5;6.5 Innovation and Local Development;121
1.6.3.6;6.6 Final Considerations;122
1.6.3.7;References;125
1.6.4;Chapter 7: Vietnam: Current Debates on the Transformation of Academic Institutions;127
1.6.4.1;7.1 The Vietnamese Context;127
1.6.4.2;7.2 The Position of Academic Institutions in the Vietnamese National System of Innovation;129
1.6.4.3;7.3 Mapping the Academic System in Vietnam;132
1.6.4.3.1;7.3.1 R&D and Engineering Institutions;132
1.6.4.3.1.1;7.3.1.1 Public Institutions;132
1.6.4.3.1.2;7.3.1.2 Nonpublic Scientific Organizations;134
1.6.4.3.1.3;7.3.1.3 Funding and Output of R&D Institutions;134
1.6.4.3.1.4;7.3.1.4 Higher Education Institutions;137
1.6.4.4;7.4 The Current Vietnamese Debate;140
1.6.4.5;7.5 Conclusions;147
1.6.4.6;References;149
1.6.5;Chapter 8: China: Challenges for Higher Education in a High Growth Economy;151
1.6.5.1;8.1 Introduction;151
1.6.5.2;8.2 Chinese and the University System: A Historical Account;151
1.6.5.2.1;8.2.1 Phase I 1950s: The Soviet Pattern;152
1.6.5.2.2;8.2.2 Phase II 1966–1978: The Cultural Revolution;153
1.6.5.2.3;8.2.3 Phase III 1978–1990: The Economic Reforms;153
1.6.5.2.4;8.2.4 Phase IV 1990s: Development of Market-Oriented Economy;154
1.6.5.3;8.3 The Characteristics of Current Chinese NIS;156
1.6.5.3.1;8.3.1 Public R&D;158
1.6.5.3.2;8.3.2 Industry R&D;161
1.6.5.3.3;8.3.3 Universities’ R&D;162
1.6.5.4;8.4 The Characteristics of Current Chinese University System;163
1.6.5.4.1;8.4.1 Number of Students;164
1.6.5.4.2;8.4.2 Nongovernment Regular HEIs;167
1.6.5.4.3;8.4.3 Tertiary Vocational School;168
1.6.5.4.4;8.4.4 Source of Educational Funds;168
1.6.5.5;8.5 Some Current Debates on the Roles of Universities in the Chinese NIS;169
1.6.5.5.1;8.5.1 Education: Expansion and Quality Assurance;169
1.6.5.5.2;8.5.2 Research: Teaching and Research, Fundamental Research, and Applied Research;170
1.6.5.5.3;8.5.3 Technology Transfer: University and Industry;172
1.6.5.5.3.1;8.5.3.1 Publications and International Meetings;172
1.6.5.5.3.2;8.5.3.2 Co-research with Enterprises;173
1.6.5.5.3.3;8.5.3.3 Licensing;173
1.6.5.5.3.4;8.5.3.4 University-Run Enterprises;174
1.6.5.6;8.6 Conclusions;176
1.6.5.7;References;177
1.6.6;Chapter 9: Tanzania: The Evolving Role of Universities in Economic Development;179
1.6.6.1;9.1 Introduction;179
1.6.6.2;9.2 The Tanzanian National Systems of Innovation (NSI);180
1.6.6.3;9.3 Mapping the Academic System in Tanzania;184
1.6.6.3.1;9.3.1 The University of Dar es Salaam;185
1.6.6.4;9.4 Cases Illustrating the Role of the University in the NSI;186
1.6.6.4.1;9.4.1 The College of Engineering and Technology at the University of Dar es Salaam;186
1.6.6.4.1.1;9.4.1.1 The Set-Up and Objectives;186
1.6.6.4.1.2;9.4.1.2 The Faculties;188
1.6.6.4.1.3;9.4.1.3 The Technology Development and Transfer Centre (TDTC);188
1.6.6.4.1.4;9.4.1.4 The College BICO;189
1.6.6.4.1.5;9.4.1.5 The Innovation Systems and Innovative Clusters Initiative;190
1.6.6.4.1.6;9.4.1.6 Collaboration with Tanzania Gatsby Trust;193
1.6.6.4.2;9.4.2 The Faculty of Science at the University of Dar es Salaam;194
1.6.6.5;9.5 The Current Debate;195
1.6.6.5.1;9.5.1 Financing and Affordability;195
1.6.6.5.2;9.5.2 Accessibility;196
1.6.6.6;9.6 Conclusions and Future Research;196
1.6.6.7;References;198
1.6.7;Chapter 10: South Africa: Reforming Higher Education and Transforming the National System of Innovation;200
1.6.7.1;10.1 Introduction;200
1.6.7.2;10.2 Historical Origins of the South African Higher Education Sector and the National System of Innovation;202
1.6.7.3;10.3 Postapartheid Higher Education and the National System of Innovation;206
1.6.7.4;10.4 Characteristics of the Higher Education Sector and the System of Innovation;210
1.6.7.5;10.5 The South African Innovation System;214
1.6.7.6;10.6 Conclusions: Enduring Challenges for SA HE and the NSI;219
1.6.7.7;References;222
1.6.8;Chapter 11: Latvia: Repositioning of Academic Institutions in a Catching-Up Country;226
1.6.8.1;11.1 Introduction to the Latvian Context;226
1.6.8.2;11.2 The Position of Academic Institutions in the National Innovation System of Latvia;229
1.6.8.2.1;11.2.1 Evolution of the National Innovation System in Latvia;229
1.6.8.2.2;11.2.2 Characteristics and Assessment of the Newly Emerging System;230
1.6.8.2.3;11.2.3 Policy Developments;232
1.6.8.3;11.3 Mapping the Academic System in Latvia;234
1.6.8.3.1;11.3.1 Historical Insight;234
1.6.8.3.2;11.3.2 Current System of Education and Research;236
1.6.8.3.2.1;11.3.2.1 System and Characteristics of Higher Education in Latvia;236
1.6.8.3.2.2;11.3.2.2 Research Performance;239
1.6.8.4;11.4 The Current Debate;243
1.6.8.4.1;11.4.1 Securing Government R&D Funding;243
1.6.8.4.2;11.4.2 Promotion of Business R&D Funding;244
1.6.8.4.3;11.4.3 Identification of Priority Research Areas;246
1.6.8.4.4;11.4.4 Protection and Commercialization of Intellectual Property;247
1.6.8.4.5;11.4.5 Definition of the Status and Role of Research Institutes;248
1.6.8.5;11.5 Conclusions;249
1.6.8.6;References;250
1.6.9;Chapter 12: Russia: Universities in the Context of Reforming the National Innovation System;253
1.6.9.1;12.1 Introduction to the Russian Context;253
1.6.9.2;12.2 The Position of the Academic Institutions in the Russian System of Innovation;254
1.6.9.3;12.3 Mapping the Academic System in Russia;259
1.6.9.4;12.4 The Current Russian Debate;262
1.6.9.5;12.5 Conclusions;264
1.6.9.6;References;265
1.6.10;Chapter 13: Germany: The Role of Universities in the Learning Economy;267
1.6.10.1;13.1 Introduction to the German Context;267
1.6.10.2;13.2 The Position of Academic Institutions in the German National System of Innovation;269
1.6.10.3;13.3 Mapping the Academic System in Germany;276
1.6.10.4;13.4 The Current German Debate;281
1.6.10.5;13.5 Conclusions;284
1.6.10.6;References;286
1.6.11;Chapter 14: Developing Universities: The Evolving Role of Academic Institutions in Denmark;289
1.6.11.1;14.1 Introduction to the Danish Context;289
1.6.11.1.1;14.1.1 Social Cohesion and the Danish Welfare State Model;289
1.6.11.1.2;14.1.2 Low R&D Intensity but Continuous Incremental Innovations;290
1.6.11.1.3;14.1.3 Enrollment in HE, PhD, and Lifelong learning;292
1.6.11.2;14.2 The Position of Academic Institutions in the National System of Innovation;294
1.6.11.2.1;14.2.1 Linkages and collaboration;294
1.6.11.3;14.3 Mapping the Academic System in Denmark;295
1.6.11.3.1;14.3.1 A Brief History of Higher Education;296
1.6.11.3.2;14.3.2 The Development of University Governance System;297
1.6.11.3.2.1;14.3.2.1 From a Collegial Governance System…;297
1.6.11.3.2.2;14.3.2.2 To a Hierarchical Top-Down System;298
1.6.11.3.3;14.3.3 Linkages Between Academic Institutions and Other Partners in Society;299
1.6.11.3.3.1;14.3.3.1 Linkages Within the Educational System;299
1.6.11.3.3.2;14.3.3.2 Linkages Between Higher Education and Business and Public Administration;299
1.6.11.3.3.3;14.3.3.3 Lifelong Learning;300
1.6.11.3.3.4;14.3.3.4 Linkages in Research;300
1.6.11.3.3.5;14.3.3.5 Technology Transfer Institutions Within the Universities;301
1.6.11.4;14.4 The Danish Debate on the Role and Development of Academic Institutions;301
1.6.11.4.1;14.4.1 Money Makes the World Go Round;302
1.6.11.4.2;14.4.2 Research and Research Linkages;303
1.6.11.4.3;14.4.3 Debates on Higher Education;304
1.6.11.4.4;14.4.4 Internal Governance Structures and External Linkages’ Structures;305
1.6.11.5;14.5 Concluding Remarks;307
1.6.11.5.1;14.5.1 Globalization and Restructuring of the Production System;307
1.6.11.5.2;14.5.2 Increased Internationalization of Knowledge Production and Knowledge Diffusion;308
1.6.11.5.3;14.5.3 Increased Marketization of Public Sector Activities;309
1.6.11.5.4;14.5.4 Increased Commodification of Knowledge;309
1.6.11.6;References;310
1.6.12;Chapter 15: The Role of Academic Institutions in the National System of Innovation and the Debate in Sweden;312
1.6.12.1;15.1 Introduction to the Swedish Context;312
1.6.12.1.1;15.1.1 The Decline of the Original Model;313
1.6.12.2;15.2 The Role of the Academic Institutions in the Swedish System of Innovation;314
1.6.12.2.1;15.2.1 An Introduction to the Swedish System of Innovation;314
1.6.12.2.2;15.2.2 The Swedish Knowledge Economy Confronting the Challenges of Globalization;315
1.6.12.2.3;15.2.3 Cluster Policies and the Role of Vinnova;316
1.6.12.2.3.1;15.2.3.1 In Search of a New Model;318
1.6.12.3;15.3 Mapping the Academic and Innovation Systems in Sweden;318
1.6.12.3.1;15.3.1 Expansion of Higher Education;318
1.6.12.3.2;15.3.2 Research Performers;319
1.6.12.3.3;15.3.3 Research Funding;319
1.6.12.3.4;15.3.4 Informal Relations;321
1.6.12.3.5;15.3.5 The Third Mission;321
1.6.12.3.6;15.3.6 The Bologna Process;321
1.6.12.3.7;15.3.7 University Holding Companies;322
1.6.12.4;15.4 The Current Swedish Debate;323
1.6.12.4.1;15.4.1 The Third Mission: Doubts About Its Relevance;324
1.6.12.4.2;15.4.2 The Question of Affirmative Action in Recruitment;325
1.6.12.4.3;15.4.3 Are There Myths in the Debates on STI Policies in Sweden?;325
1.6.12.4.4;15.4.4 The Entrepreneurial University;326
1.6.12.4.5;15.4.5 The Need for Venture Capital;327
1.6.12.4.6;15.4.6 Regional Development;328
1.6.12.5;15.5 Concluding Remarks;328
1.6.12.6;References;329
1.7;Part III: Synthesis;331
1.7.1;Chapter 16: The Three Missions of Universities: A Synthesis of UniDev Project Findings;332
1.7.1.1;16.1 Introductory Remarks;332
1.7.1.2;16.2 The First Mission: Teaching;334
1.7.1.2.1;16.2.1 Which Countries Devote Most Resources to Higher Education?;335
1.7.1.2.2;16.2.2 What Are the Students Studying?;338
1.7.1.3;16.3 The Second Mission: University Research;341
1.7.1.3.1;16.3.1 Where Is R&D Performed?;341
1.7.1.3.2;16.3.2 How Many Do Research in Universities?;343
1.7.1.4;16.4 Current Debates on the Role of Universities;347
1.7.1.4.1;16.4.1 Financing of Higher Education;347
1.7.1.4.2;16.4.2 The Relevance of University Research;349
1.7.1.4.3;16.4.3 The Quality of Teaching and the Importance of Incentives;349
1.7.1.5;16.5 The Third Mission: Toward the Developmental University?3;350
1.7.1.6;References;355
1.8;Index;364
1.9;About the Authors;356