Industry and Higher Education

This paper addresses the question of whether proximity is always necessary for interactive learning, as proposed by recent European innovation theory. Recent research has provided a refined conceptualization of proximity, but there is little empirically-based knowledge about the actual role that proximity plays in relationships intended to foster interactive learning. The paper investigates how proximity actually impacts on interactive learning processes by examining collaborative research projects between firms and universities.

Collaboration between economic agents, especially in technological areas, is characterized by ambiguity in terminology, multiple analytical approaches, a diversity of objectives and multiple organizational forms, among which the network constitutes the most important example of ‘common organization’ in international collaboration. This paper describes the main factors in the structure of a network that develops an R&D project and the predominant aspects of its management. The authors then discuss an empirical study based on technological projects developed within the framework of European RTD programmes. The sample comprises 350 industrial liaison organizations (ILOs) which often take an active part in the European Commission's Framework Programmes. The results show, from a structural point of view, how a network is shaped for technological product development. From the management perspective, the discussion highlights the role of the promoter and partners in achieving a project's objectives in terms of organization, decision and control.

This article provides an analysis of job supply by Spanish firms and the demand for work, and the mismatch that occurs between these two variables. Data are taken for the year 2006, with particular attention to jobs offered by firms that require people with university degrees or other higher education qualifications. Demand and supply are broken down into several characteristics for the purposes of analysis: the level of studies; the professional category; the type of job contract; and the working day and salary.

The poor performance and inefficiencies of the construction industry are well recognized and documented. Through a variety of combined industry and government initiatives there has been a continual expression in the UK over the last decade of the urgent need to address the fragmented nature of the industry to improve its performance. A major challenge is for education and industry stakeholders to create closer and more effective relationships with each other to facilitate greater mutual understanding. ‘Accelerating Change in Built Environment Education’ (ACBEE) is a sponsored initiative designed to encourage the closer working together of industry, education and professional bodies to provide more relevant training and education. This paper introduces ACBEE, along with an evaluation framework for measuring the performance of engagements at various levels. This is followed by an analysis of the application of this performance measurement framework through case studies of industry–education engagement. A number of case studies were identified as operating at the grades of ‘strategic alliance’ and ‘partnership’ (as classified in the ACBEE evaluation framework). The analysis of these cases focuses on the drivers behind and the purpose of the engagement, and how these are aligned with the business strategy of the collaborating organizations and measurement of the activity. Evidence of meeting the explicit business needs and strategic objectives and the contribution to good practice knowledge are also discussed.

This paper proposes a model of interactions between university scientists and the private sector in which graduate students feature as important enablers. This conceptualization proposes that students represent a dimension of scientists' research capacity which improves their ability to identify and act on industry-related opportunities, and which also makes them more feasible research partners from the standpoint of industry. The results show that university scientists' student-related behaviour, such as grant support of students and research collaboration with them, and their student-related attitudes, such as their mentoring orientation, positively affect both the probability that scientists will engage in interaction with industry and the intensity of that interaction. The implications for policy and theory are discussed.