Formal and Informal Technology Transfer from Academia to Industry: Complementarity Effects and Innovation Performance

Literature has identified formal and informal channels in university technology transfer. While formal technology transfer typically involves a legal contract on a patent or on collaborative research activities, informal transfer channels refer to personal contacts and hence to the tacit dimension of knowledge transfer. Research is, however, scarce regarding the interaction of formal and informal transfer mechanisms. In this paper, we analyze whether these activities are mutually reinforcing, i.e. complementary. Our analysis is based on a comprehensive dataset of more than 2,000 German manufacturing firms. We perform direct and indirect tests for the complementarity of formal and informal technology transfer. Our results confirm a complementary relationship: using both transfer channels contributes to higher innovation performance. The management of the firm should therefore strive to maintain close informal relationships with universities to realize the full potential of formal technology transfer. --University technology transfer,complementarity,innovation performance

Knowledge-sourcing of R&D workers in different job positions: contextualising external personal knowledge networks

This paper systematically examines the role of external personal knowledge networks vis-à-vis alternative sources of work-related knowledge. Specific hypotheses on whether the importance of external personal networks vary for job positions, knowledge functions and sources of competitiveness are examined. The study is based on a survey and interviews with 105 R&D workers in 46 Information Technology (IT) firms in the Greater Cambridge Region (UK).The results show that alternative sources of knowledge are considerably more important than external personal networks. Specifically, the results confirm the hypothesis that the lower the job position, the less important are external personal networks. The most frequent type of knowledge that is uniquely available through personal networks concerns business knowledge of senior managers rather than technological knowledge. Furthermore, the analysis supports the view that external personal networks are most important for exploratory keeping up-to-date than for problem solving. Finally, the paper shows that external personal networks are more important for firms whose competitiveness is primarily driven by being cutting-edge in technology.Overall, the results suggest that academic theorising and R&D management/policy on external personal networks needs to be more context-sensitive and would benefit from differentiating between job positions, knowledge functions and types of firm competitiveness

Small Group Knowledge Management and the Support of Student Learning

Personal knowledge management has been defined to be “A process and strategy for properly using the tools of technology for enhancing information, learning and inquiry skills” [1] and has been applied to student learning by using a model [2] based on that of Dorsey [3]. This paper extends that model to include interpersonal, small group knowledge management in an attempt to better reflect the way in which students are required to collaborate in their production of group projects. The model of small group knowledge management (SGKM) has then been implemented by using wikis and then utilized within an MBA unit in Information Systems Management. The students were required to work in groups to produce wiki portfolios of work and the groups also had to view and comment on other student groups\u27 wiki portfolios. Data were collected from the students in an attempt to determine the usefulness of the model and technology utilized in the support of their learning, and the results from an initial analysis are reported

Applying self-organised learning to develop critical thinkers for learning organisation: a conversational action research report.

The information explosion characteristic of a knowledge-based economy is fuelled by rapid technological changes. As technology continues to permeate our lives, there will be fresh demands upon the conduct of learning and teaching to ensure that learners are equipped with new economy skills and dispositions for creating significant and relevant meaning out of the large chunks of transmitted data. In the spirit of building learning organisations, this paper proposes that a two-pronged strategy of promoting self-organised learning (SoL) amongst educators and students be adopted. As an enabling framework based on social constructivism, the model of SoL, originally developed by Harri-Augstein & Thomas, is described and applied to an educational setting. For educators engaged in action research, SoL is suited as an approach for managing and reflecting upon change. The use of two such thinking tools, the Personal Learning Contract and the Purpose-Strategy-Outcome-Review (PSOR) reflective learning scaffolds are considered. For students who are now expected to learn independently in situations requiring problem-solving skills, much akin to real life contexts, this article also considers the application of Learning Plans as a conversational tool for personal project management. The authors conclude that SoL promotes skilful critical thinking through a systems thinking process of continuous reflective learning. It is proposed that these are essential qualities for citizens working in a technological age. Case study samples of the thinking tools used in this action research project are included as appendices and evaluated in this article

Formal and Informal Technology Transfer from Academia to Industry : Complementarity Effects and Innovation Performance

Literature has identified formal and informal channels in university technology transfer. While formal technology transfer typically involves a legal contract on a patent or on collaborative research activities, informal transfer channels refer to personal contacts and hence to the tacit dimension of knowledge transfer. Research is, however, scarce regarding the interaction of formal and informal transfer mechanisms. In this paper, we analyze whether these activities are mutually reinforcing, i.e. complementary. Our analysis is based on a comprehensive dataset of more than 2,000 German manufacturing firms. We perform direct and indirect tests for the complementarity of formal and informal technology transfer. Our results confirm a complementary relationship: using both transfer channels contributes to higher innovation performance. The management of the firm should therefore strive to maintain close informal relationships with universities to realize the full potential of formal technology transfer

Trialling a Personal Falls Monitoring System using Smart Phone

Copyright © 2015, Australian Computer Society, Inc. This paper appeared at the 8th Australasian Workshop on Health Informatics and Knowledge Management (HIKM 2015), Sydney, Australia, January 2015. Conferences in Research and Practice in Information Technology (CRPIT), Vol. 164, Anthony Maeder and Jim Warren, Ed. Reproduction for academic, not-for-profit purposes permitted provided this text is included.This paper describes a personal falls monitoring project using smart phone based tri-axial accelerometry, for surveillance of elderly people with falls risk living independently at home. The project relied on collaboration of three parties to achieve its clinical, research and technology aims. The results of data collection during the six month trial period are presented and analysed here. These results indicate a very high rate of false positives (94.7%) which would need to be addressed in future development of the system

Eastwei: A Knowledge-Based Value Shop

Knowledge management (KM) has been the focus of comprehensive research over the last two decades, with particular attention paid to the related technology. However, relatively little attention has been paid to the embedding of KM into day-to-day business operations in order to mobilize resources and activities so as to create substantial value for customers. In this paper, we investigate knowledge management practices by applying the concept of the value shop to the case of Eastwei, a professional services firm in China. We explain how Eastwei functions as a Knowledge-based Value Shop (KBVS), creating and disseminating knowledge as it fulfils its obligations with clients. We find that guanxi, a fundamental concept for Chinese society that incorporates personal relationships and reciprocal obligations, plays a significant role in Eastwei’s KBVS arrangements. Given the importance of guanxi, we then discuss how we have set about developing a knowledge-centred strategic direction at Eastwei, drawing on both current knowledge sharing practices and the possibilities offered by instant messaging and wiki technologies

Competences for collaboration and knowledge sharing in digital society - a case study with an erasmus intensive programme

With the advent of social and collaborative environments, students became more active and participative - they not only have access to contents but also create and share them, becoming proactive. Communication has evolved, and with this evolution came the new media and the possibility of live conferencing, video sharing, social networking, collaborative tools, allowing the student to create, work collaboratively and communicate in a more direct way with their peers and their teachers. Instead of merely searching for information, applications such as bookmarking, feeds, tweeter and pinboards, digital portfolios, etc., along with the possibility of creating your own personal webpage, today’s Web gives students also the chance to create a PLE - A Personal Learning Environment. A PLE “recognizes that learning is continuing and seeks to provide tools to support that learning” (Attwell, 2007). The Individuals are responsible for the management of their own learning environment and for the selection of tools and contexts where learning will take place. Students need to acquire certain skills and competences, specific of a digital and connected society, in order to “effectively benefit from e-government, e-learning and e-health services, and participate actively in the knowledge society as co-creators, and not simply consumers, as highlighted by the European e-skills strategy” (McCormack, 2010). To only possess hard skills (that comes with experience and formal education) may not be enough to get someone a job. Besides e-skills and e-literacy competences, soft and social skills are also required. These can be practiced and enhanced in virtual environments. Digital literacy, and therefore e-skills, are transversal competences needed to every citizen. In this paper we will present the results of a case study carried out with attendees of an Erasmus Intensive Programme, which has promoted the development of digital literacies among participants. The Programme took place during 2013 summer and involved students and teachers (of teacher education and social service fields) from 3 different countries. The classes covered different tools and 12 tutors were involved. The main objectives were to provide students with information and communication technologies (ICT) skills for a digital society, namely: • Identification of students’ competencies in ICT; • Present students with different available collaboration tools by exploring the web 2.0; • Selection of specific tools to create students' personal learning environment (PLE); • Acquire necessary knowledge to master the selected tools; • Work collaboratively with the web 2.0 tools; • Establish methods for instruction and course design based on Web 2.0 (teacher education) with the goal to integrate technology enhanced learning and individual knowledge management in educational processes. At the end attendees were able to: • Master the different tools & services; • Be capable to use and select the most adequate web 2.0 tools & services; • Create and manage their PLE; • Share and to work collaboratively; • Be digitally skilled.info:eu-repo/semantics/publishedVersio

Exploring learning in Patient-centered care

This paper consists of investigations into a strategic planning framework for information systems in support ofpatient-centered care (PCC) processes. The planning perspective that underpins the research includes learningtheories, organizational learning and knowledge management in general. A brief review of current PCC goalsand perspectives is used as a starting point for an investigation of PCC activities and support system. Theexamples of existing PCC activities are organized as a learning process and presented in a framework. Sevenmain points of framework includes: 1. Patient understanding and personal knowledge of his/her health situation.2. Facts/information gathering, about the condition that the patient is in. 3. Planning/Formulation of alternatives,based on facts, possible paths of action is planned. 4. Decision-making, including weighing alternatives andchoosing actions. 5. Taking action, performing what has been decided on. 6. Evaluation and record-keeping. 7.Patient interaction with health, either face-to-face experience or supported by technology

Prognostics and Health Management (PHM) for astronauts: a collaboration project on the International Space Station

Long-duration missions bring numerous risks that must be understood and mitigated in order to keep astronauts healthy, rather than treat a diagnosed health disorder. Having a limited medical support from mission control center on space exploration missions, crew members need a personal health-tracking tool to predict and assess his/her health risks if no preventive measures are taken. This paper refines a concept employing technologies from Prognostics and Health Management (PHM) for systems, namely real-time health monitoring and condition-based health maintenance with predictive diagnostics capabilities. Mapping particular PHM-based solutions to some Human Health and Performance (HH&P) technology candidates, namely by NASA designation, the Autonomous Medical Decision technology and the Integrated Biomedical Informatics technology, this conceptual paper emphasize key points that make the concept different from that of both current conventional medicine and telemedicine including space medicine. The primary benefit of the technologies development for the HH&P domain is the ability to successfully achieve affordable human space missions to Low Earth Orbit (LEO) and beyond. Space missions on the International Space Station (ISS) program directly contribute to the knowledge base and advancements in the HH&P domain, thanks to continued operations on the ISS, a unique human-tended test platform and the only test bed within the space environment. The concept is to be validated on the ISS, the only “test bed” on which to prepare for future manned exploration missions. The paper authors believe that early self-diagnostic coupled with autonomous identification of proper preventive responses on negative trends are critical in order to keep astronauts healthy