Applying Design for Assembly Principles in Computer Aided Design to Make Small Changes that Improve the Efficiency of Manual Aircraft Systems Installations

The installation of essential systems into aircraft wings involves numerous labour-intensive processes. Many human operators are required to perform complex manual tasks over long periods of time in very challenging physical positions due to the limited access and confined space. This level of human activity in poor ergonomic conditions directly impacts on speed and quality of production but also, in the longer term, can cause costly human resource problems from operators' cumulative development of musculoskeletal injuries. These problems are exacerbated in areas of the wing which house multiple systems components because the volume of manual work and number of operators is higher but the available space is reduced.To improve the efficiency of manual work processes which cannot yet be automated we therefore need to consider how we might redesign systems installations in the enclosed wing environment to better enable operator access and reduce production time.This paper describes a recent study that applied design for assembly and maintainability principles and CATIA v5 computer aided design software to identify small design changes for wing systems installation tasks. Results show positive impacts for ergonomics, production time and cost, and maintainability, whilst accounting for aircraft performance and machining capabilities

Multiple Perspectives on the Challenges for Knowledge Transfer between Higher Education Institutions and Industry

YesKnowledge transfer (KT) has been identified as an essential element of innovation, driving competitive advantage in increasingly knowledge-driven economies and as a result recent UK Government reports have sought to increase awareness of the importance of KT within higher education institutions (HEIs). There is therefore a need for relevant empirical research that examines, from multiple perspectives, how KT policy is translated into practice within HEI contexts. This paper responds to this need by presenting an in-depth qualitative case study based on over 50 semi-structured interviews with university-based academic and non-academic participants and representatives of small firms involved in InfoLab21, a high profile `centre of excellence¿ for research, development and commercialisation of ICT in Northwest England, UK. The study considers what the key practices of KT are and what promotes and/or hinders their development. Four overarching themes are identified: i) motivation and reward mechanisms; ii) process management and evaluation; iii) clustering and brokerage; and iv) trust and bridge building. Each theme is considered from multiple perspectives and areas for further research are suggested

Elastic limit: The role of university-focused venture capital firms in extending knowledge and technology transfer

This paper has two main objectives. Firstly, to identify the role of the university-focused intermediaries, specifically UVCs, in order to explain how they interact at the early stage of USO creation, particularly regarding knowledge sharing. Secondly, to analyse whether they change their position once the USO is developed. This gives rise to two Research Questions: How does knowledge sharing occur in the dynamics of a university-based entrepreneurial ecosystem? And Do particular participants, such as UTTOs or UVCs, always occupy the same role and position within the university-based entrepreneurial ecosystem?Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tech

Venture Capital for University Spin-Outs Companies in the context of University-based Entrepreneurial Ecosystems: an International Comparison

The objectives are, firstly, to identify the role of the university-focused intermediaries, specifically University-focused Venture Capital Firms (UVCs), in order to explain how they interact at the early stage of University Spin-out Companies (USOs) creation, particularly regarding knowledge sharing. Secondly, to analyse whether they change their position once the USO is developed, in the context of the dynamics of a university-based entrepreneurial ecosystem.Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tech

HIV in the Heartland: Experiences of Living with HIV in Urban and Rural Areas of the Midwest

Scholarly research on HIV/AIDS and stigma has largely demonstrated a different experience for people living with HIV and AIDS (PLWHA) who inhabit urban and rural areas. Largely missing from this scholarship are experiences in low prevalence areas. Low prevalence areas typically have fewer resources, social networks, and HIV infection and prevalence is less common. In this paper, we examine the challenges PLWHAs in rural and urban areas of the Midwest face and how these individuals manage, respond, and combat HIV/AIDS related stigmas in their communities. This paper utilizes interview data to understand the lived experiences of 18 persons living with HIV and AIDS. This paper reveals that respondents in rural areas are likely to be geographically dispersed, struggle with accessing healthcare services, believe their communities are less tolerant, and are less likely to disclose their positive status or seek out social support. Respondents who lived in urban areas were more likely to disclose their positive status, have access to AIDS service organizations and social support, and to participate in advocacy in the “HIV Community.” Our study demonstrates how social and community context are agentic players in shaping life chances, decisions, and behavior of the PLWHAs we interviewed

The university is dead; long live the university: Are universities the principle source of social capital for student and graduate entrepreneurs?

This paper explores the role of social capital acquired by students during student and graduate entrepreneurial journeys at university. The objective is to understand how universities can facilitate social capital acquisition in the context of entrepreneurial learning. The study builds on a collaboration between three European universities: Chalmers University of Technology (Sweden), University of Leeds (United Kingdom), and Universidad de Malaga (Spain). We ask: 1. What is the relationship between social capital and entrepreneurial learning? What is the added value as perceived by student and graduate entrepreneurs? 2. How can educators use the development of social capital to enhance entrepreneurial learning, particularly across formal, non-formal and informal entrepreneurial learning activities? 3. What are implications for the future of universities as centres of knowledge, creativity and learning? The study is underpinned by relevant literature regarding entrepreneurial learning and education. It also addresses the impact of social capital on the development of entrepreneurs, and the research regarding the entrepreneurial university. The study utilises a qualitative methodological approach, drawing on what is termed the critical incident technique. To start, student/graduate entrepreneurs were asked to map their entrepreneurial journey based on a timeline, specifying stakeholders whom they associated to critical events. This visual aid was then used throughout the interview, in which respondents provided a verbal history about their timeline and the critical relationships which had influenced their own entrepreneurial behaviour. We selected 24 respondents based on three criteria: (1) they had to be a university final year student or in their first year of graduation (both undergraduate and postgraduate students from various subjects were selected); (2) they had to have been engaged in some entrepreneurial activity; (3) the sample was split 50:50 between individuals having completed some formal entrepreneurship education (credit-bearing courses) and individuals without any formal entrepreneurship education. Gender and country variables were also considered. Data was analysed using narrative analysis of the individual learning, and social network analysis of the socialised learning (to address network and social capital developments). Building on social learning theory, socialised learning is understood to include observation and emulation of role models -role-sets- as part of an individual’s identity and legitimacy development. Preliminary analyses of the data inform us that mentors known in informal and non-formal education events and incubators are the main source to ask for help when respondents feel they need to. Maybe because the interview is retroactive, respondents were aware of this need before it was too late; in fact, respondents were the ones who deliberately contact these people to ask them for help in their various entrepreneurial activities. This paper contributes to knowledge and understanding by exposing a previously understudied value of social networking in entrepreneurship education at universities. At an institutional-level, it legitimizes university inclusion of social networking activities into formal and non-formal entrepreneurship education, and the encouragement of informal entrepreneurial learning. Moreover, at an individual-level, it motivates educators to embed these activities within the curriculum in order to facilitate entrepreneurial learning. Nonetheless, to more fully understand the student/graduate entrepreneurial journey, more research is needed. Future work should not only consider entrepreneurial activities as critical incidents, but also the relevance of other interactions in the entrepreneur’s life, leading to a greater understanding of their economic, social and cultural impact. Social networking goes beyond simply building a contact list; it is part of the social capital necessary for the entrepreneurial journey. This study exposes a previously missing value of social networking in entrepreneurial education programmes. It encourages educators to embed social networking activities into the curriculum to facilitate entrepreneurial learning. The study highlights the importance of social capital acquired at university, as part of the student/graduate entrepreneurial journeys. This revitalises the role of the university as a key enabler of economic, social and cultural impact through student/graduate entrepreneurs. Thus, the university is dead (as was traditionally understood); long live the (entrepreneurial) university

Selective Precipitation and Purification of Monovalent Proteins Using Oligovalent Ligands and Ammonium Sulfate

This paper describes a method for the selective precipitation and purification of a monovalent protein (carbonic anhydrase is used as a demonstration) from cellular lysate using ammonium sulfate and oligovalent ligands. The oligovalent ligands induce the formation of protein–ligand aggregates, and at an appropriate concentration of dissolved ammonium sulfate, these complexes precipitate. The purification involves three steps: (i) the removal of high-molecular-weight impurities through the addition of ammonium sulfate to the crude cell lysate; (ii) the introduction of an oligovalent ligand and the selective precipitation of the target protein–ligand aggregates from solution; and (iii) the removal of the oligovalent ligand from the precipitate by dialysis to release the target protein. The increase of mass and volume of the proteins upon aggregate formation reduces their solubility, and results in the selective precipitation of these aggregates. We recovered human carbonic anhydrase, from crude cellular lysate, in 82% yield and 95% purity with a trivalent benzene sulfonamide ligand. This method provides a chromatography-free strategy of purifying monovalent proteins—for which appropriate oligovalent ligands can be synthesized—and combines the selectivity of affinity-based purification with the convenience of salt-induced precipitation.Chemistry and Chemical Biolog

Beyond the entrepreneur : a study of entrepreneurial learning from a social practice perspective working with scientists in West Africa

This article contributes to extending the current conceptualisation of entrepreneurial learning by challenging the assumption that entrepreneurial learning is solely embodied in the entrepreneur. Entrepreneurial learning is an emergent trend that involves a developmental approach to learning in acting on opportunities and experiences. We apply a social practice theory to entrepreneurial learning to advance understanding of the value of entrepreneurial thinking towards informal, experiential and aspirational learning. We position entrepreneurial learning within the social learning and social practice literature in the (1) alternative formats to formal learning, and (2) implications of entrepreneurial learning, as a social practice, for management learning and entrepreneurship education research. Based on a qualitative empirical analysis of a co-created entrepreneurial learning programme for ‘Stimulating Entrepreneurial Thinking in Scientists’, this study shows that entrepreneurial thinking can be expanded beyond the entrepreneur, and developed by others such as science, technology, engineering and mathematics scientists. With the drive for individuals to become entrepreneurial in their everyday practices, our study contributes towards extending the conceptualisation of entrepreneurial learning through insights from social practice theory. In addition, by understanding the value of entrepreneurial thinking, particularly via non-formal and informal approaches to learning, our research expands underexposed issues of entrepreneurial learning across diverse audiences, contexts and disciplines

The university as an entrepreneurial learning space:the role of socialized learning in developing entrepreneurial competence

Purpose – The article explores the influence of socialisation upon the constitution and integration of learning leading to the development of entrepreneurial competence while at university, from the learner perspective. Self-reported learning is analysed to illustrate ways in which students make use of institutional and social contributions of the university context. Design/methodology/approach – The study investigates entrepreneurial journeys of 18 participants, either currently attending or recently graduated from three universities in three countries with both comparable and distinctive contextual elements. In depth analysis of individual life stories, focusing on self-identified critical incidents, is used to illustrate ways in which students, while at university, develop entrepreneurial competence for current and future practice. Findings – Formal and non-formal learning remain important foundations for entrepreneurial competence development, delivered through designed content-centric structures. Informal learning – particularly mentor supported socialised learning – centring around the learner is key to solidifying learning towards entrepreneurial competence, through know-how and access to resources. The university emerges as an entrepreneurial learning space where students constitute and integrate learning gained through different forms. Research limitations/implications – Cross-cultural analysis is limited as the article emphasizes the individual’s learning experience relative to the immediate university context. Practical implications – Universities play a critical role as entrepreneurial learning spaces beyond formal and non-formal learning. This includes dedicating resources to orchestrate informal learning opportunities and enabling interaction with the different agents that contribute to socialised situated learning, supporting entrepreneurial competence development. Universities need to take responsibility for facilitating the entirety of learning. Originality/value – Socialised learning in combination with other forms of learning contributes to student development of entrepreneurial competence while situated in the university context