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1.
The publicly funded component of New Zealand's science system, which accounts for about two-thirds of the national R&D expenditure, has been almost completely restructured in the last five years. Like other far-reaching public sector reform in New Zealand, this has resulted in a separation of the policy, purchasing and operations roles and their placement in different organisations. The purchasing role is undertaken by the Foundation for Research, Science & Technology, which invests ca $287 million annually in R&D in line with broad priorities set by the government and more detailed Research Strategies of its own device. The Foundation has been required to establish a system of contestable funding, similar in principle to that in most other countries but previously absent from New Zealand. The Public Good Science Fund is described and compared with other systems for public funding of R&D. Remaining structural problems in the system, some of which constrain progress towards implementing the government's priorities, are identified and likely solutions are indicated. Future developments in the system will see increasing use ofex-post evaluation of research performance to complementex-ante peer review of research proposals, and the development of close linkages among research providers and research users, and between public investment and private investment in R&D. 相似文献
2.
Producing ‘industry‐ready’ doctorates: Australian Cooperative Research Centre approaches to doctoral education 总被引：1，自引：0，他引：1
Kay M. Harman 《Studies in Continuing Education》2013,35(3):387-404
How the experience of science‐based Ph.D. students working in or funded by Australian Cooperative Research Centres (CRCs) compares with their peers in regular university science‐based departments is the key focus of this article. CRC doctoral programmes that integrate industry needs with professional development offer an alternative to traditional research training, emphasizing producing ‘industry‐ready’ graduates with a broader educational experience linked to the needs of research users. The overall experience of both groups, their attitudes to collaboration with industry and where their studies are leading them are analysed. Of particular interest is whether CRC‐related Ph.D. students have more positive attitudes towards their training, towards industry and research and development (R&D) partnerships with industry than those outside CRCs and to what extent both favour the idea of careers in industry. Findings, based on a survey of Ph.D. students in two Australian research‐intensive universities, indicate that the CRC research training experience has much to commend it. This suggests that in reforming doctoral education programmes, universities would do well to further examine the effectiveness of aspects of this alternative. 相似文献
3.
Two large independent sources of data, NSF's University Science Statistics Program Integrated Data Base and CHI Research's bibliometric data base, are brought together in a comprehensive study of the relationships among research resources, as measured by R&D expenditures, and research output, as measured by the quantity and visibility of scientific journal articles. The study is based on approximately 500 U.S. colleges and universities. For each of 11 fields of science, there is strong indication of a linear relationship between R&D expenditures and number of papers. The evidence also indicates a positive relationship between number of cites received per paper and number of papers published, but only for papers published in the basic research journals of the fields of chemistry, physics, and biology. 相似文献
4.
This article provides the reader with insight into what research and development (R&D) work specifically entails. The various
stages in development processes are described from the research question and analyses that have current practice as the point
of departure to consolidation and new practice based on the testing of concrete teaching programs. This article also illuminates
the “R” in R&D work. A thorough review is given of how the development processes can be explored by having a meta-perspective
on concrete practice. A number of models have been developed to visualize development and research. We introduce our own R&D
model in the article which is a very accessible way of presenting the various processes within the stages and levels of R&D
work. The article ends by pointing out the importance that focused research questions have for R&D work and how the model
can be a tool for researchers cooperating with teachers in communities of development. 相似文献
5.
May Britt Postholm 《Educational Action Research》2013,21(4):551-565
This article focuses on the theoretical frame of action research and the teacher as researcher, working through a Norwegian Research Council‐funded project in a school that explored learning strategies for pupils’ subject and social development. Action research is here called research and development (R&D) work as the term envisages that research and development are being conducted at the same time. Additionally, the term reflects the fact that the research is conducted within the framework of activity theory and Engeström’s expansive learning circle in which work is termed R&D. The article describes the possibilities and challenges for both teachers and researchers cooperating in R&D projects. Reflection on observed teaching are presented as a central activity in development work, covering the form and content of reflective dialogues; quotations from teachers are provided to show how the teachers experienced observation and reflection. The article discusses whether teachers become researchers, or whether they only develop in their role as teachers. The close cooperation between teachers and researchers in this work is also presented as a model for further education for teachers in‐service and for the training of teacher students. 相似文献
6.
目前,我国民营资本进入战略性新兴产业时常常遭遇"玻璃门"的现象,因此,研究并发现影响我国民营资本进入战略性新兴产业的主要因素,具有非常重要的理论和实践意义。利用2008—2011年我国15个高新技术产业细分行业的面板数据,通过建立模型进行回归分析后发现,行业企业平均规模、研发投入资金、企业新产品出口能力以及政府对行业的控制力都是阻碍民营资本进入战略性新兴产业的重要影响因素,而民营企业拥有的研发人员数量规模将会促进民营企业更多地进入战略性新兴产业,行业内竞争程度的影响则是不显著的。基于上述结论,为了促进民营资本进入战略性新兴产业,有关方面应大幅增加在竞争性战略性新兴产业领域中民营资本的比重,防止规模较大的企业垄断市场,加大对民营企业科技研究投入的激励和保障,调整产业资源和政策资源的分配原则,以营造公平、公正的竞争环境。 相似文献
7.
Wouter Schenke Jan H. van Driel Femke P. Geijsel Henk W. Sligte Monique L. L. Volman 《Teachers and Teaching》2016,22(5):553-569
Collaboration between practitioners and researchers can increasingly be observed in research and development (R&D) projects in secondary schools. This article presents an analysis of cross-professional collaboration between teachers, school leaders and educational researchers and/or advisers as part of R&D projects in terms of three dimensions: reasons for collaboration, the division of roles and tasks, and the communication structure. Data were collected in interviews with participants from 12 Dutch projects, from documents and from meetings with participants. The results show that the parties involved can have the same reasons for cross-professional collaboration but that the external educational experts may also have additional objectives. Roles and tasks were divided in different ways, depending on who directs and guides the research and development, and whether teachers were involved as teacher researchers in the project. The communication structure appeared to be linked to the division of roles and tasks, but also to the number of participants in the project. The three dimensions proved to be valuable viewpoints to study cross-professional collaboration in R&D projects in Dutch secondary education. Furthermore, we distinguished four types of cross-professional collaboration in R&D projects. These types differ in the extent to which the school or the external party direct and guide the project: (a) School-directed collaboration; (b) School- and researcher-directed collaboration; (c) School- and adviser-directed collaboration; (d) Researcher-directed collaboration. Our findings can support participants to consciously choose a particular type of cross-professional collaboration that fits their purposes and specific situation. 相似文献
8.
E. PATRICK GALVIN 《European Journal of Engineering Education》1985,10(2):119-125
There is a universal need for the strengthening of the bonds between the university and industrial sectors of our society. The recent upheaval in the world economy has thrown a greater responsibility on to the university sector to contribute more to the research and product development needs of industry. The evolution of industry in Ireland is a particular case and at present, there is a vital need for more R&D activity which can be greatly assisted by the universities. It is important that the restrictions within the universities for cooperation with industry are removed, in particular those relating to the participation by academic staff. The healthy future of our industry requires greater interaction between industry and university at all levels. 相似文献
9.
Liney Manjarrés-Henríquez Antonio Gutiérrez-Gracia Andrés Carrión-García Jaider Vega-Jurado 《Research in higher education》2009,50(8):795-811
This paper evaluates whether university–industry relationships (UIR) and academic research activities have complementary effects
on the scientific production of university lecturers. The analysis is based on a case study of two Spanish universities. We
find that the effects of R&D contracts with industry, and academic research activity on scientific production are synergistic,
but only when the R&D contracts account for a low percentage of a lecturer’s total funding. This suggests that the positive
effect of UIR on a lecturer’s scientific production comes fundamentally from the capacity to provide complementary resources
(cognitive, technical, and/or financial) for research activities. If lecturers are not involved in research and dedicate most
their time to the development of activities related to UIR, their scientific production will be negatively affected. 相似文献
10.
The number of university–industry R&D partnerships (UIPs) has increased significantly over the past decade, in most OECD countries and in Australia, yet the study of risk in such commercially focused collaborative ventures is still a developing area. This review paper seeks to contribute to debate on this increasingly important phenomenon by addressing three key areas of risks for universities in entering such collaborations. The commercialization of research findings presents particular risks to universities, most notably the possibility of financial loss, which has a greater impact than for companies in cross‐sector collaborations. Another major type of risk faced by universities is relational risk, and this can significantly alter the trust dynamics that underpin research and innovation. There are also institutional risks to universities and their research staff engaged in commercializable R&D and, ultimately, to their reputation as a neutral source of expertise. It is argued there is a need for universities in Australia to develop comprehensive policies to manage the risks of commercialization and R&D collaboration with industry partners. 相似文献
11.
Arja Haapakorpi 《Journal of Education & Work》2017,30(1):53-68
In Finland, doctoral employment outside the academy has been increasing. Universities can no longer absorb the numbers in the doctoral labour force and research and development (R&D) policy emphasises the need for specialised research capacity in non-academic sectors; the highest academic degree is assumed to add value. However, the transition from doctoral programmes to employment outside the academy has been limited due to the social dynamics within labour markets. This article explores the careers of doctorate holders and the motives non-academic organisations have for recruiting such graduates. The data come from a survey of doctorate holders (N = 1183) and interviews with 26 employers. Based on the analysis, there was little place for doctorate holders outside the academy, except in R&D roles. When employed to undertake work outside R&D, they carried out special, demanding tasks or had a particular role related to their academic status. Professional functions such as those undertaken by medical doctors, engineers and teachers were the most common, but career patterns varied from one employment sector to the next. Employers considered industry-specific competence to be important, and the status of the doctoral degree and the membership in the academic community were expected to advance collaboration with universities and enhance the professional status of the organisations that hired doctoral graduates. 相似文献
12.
M. Genovese 《Higher Education in Europe》1995,20(4):187-189
A brief outline of the European Union aid projects in support of science and R&D in eastern and central Europe, going back to 1992, is given. The overall objective has been to establish durable contacts between researchers in the European Union and those in central and eastern Europe, to develop research networks, and to promote the preparation of joint research projects. 相似文献
13.
This study uses panel data to examine the relationship between faculty employment and external R&D expenditures at Research and Doctoral institutions over a 15-year period of time. On average, a 1% increase in the number of full-time faculty is associated with about 0.2% increase in total R&D expenditure. Further, a one percentage point increase in the share of full-time faculty members that are not on tenure-track lines is associated with a decrease in total external R&D expenditure by about 0.6%, suggesting that full-time faculty that are tenured or on tenure-tracks are the main category of faculty that generate external R&D funding. Further, our results suggest that an increasing usage of part-time faculty, holding constant the institution's full-time faculty size, boosts an institution's external R&D expenditures. On average, a one percentage point increase in the share of part-time faculty members is associated with a 0.44% increase in the total external R&D expenditures. Increases in graduate student enrollments are associated with increases in external R&D expenditures. Finally, an institution's external R&D expenditures are significantly influenced by both the amount of its own institutionally financed research expenditures and the level of federal funding for research. 相似文献
14.
Charlyne Millet David Oget Denis Cavallucci 《European Journal of Engineering Education》2017,42(6):1000-1024
Innovation is a key component to the success and longevity of companies. Our research opens the ‘black box’ of creativity and innovation in R&D teams. We argue that understanding the nature of R&D projects in terms of creativity/innovation, efficiency/inefficiency, is important for designing education policies and improving engineering curriculum. Our research addresses the inventive design process, a lesser known aspect of the innovation process, in 197 R&D departments of industrial sector companies in France. One fundamental issue facing companies is to evaluate processes and results of innovation. Results show that the evaluation of innovation is confined by a lack of methodology of inventive projects. We will be establishing the foundations of a formal ontology for inventive design projects and finally some recommendations for engineering education. 相似文献
15.
The research function of universities in Japan 总被引：1，自引：0，他引：1
Japan has long led the trend towards privatization of Research andDevelopment (R&D). With the recent establishment of corporate R&Dfacilities overseas, this has become more international in character. Therelative impoverishment of Japanese academic science has only recently begunto be addressed by the government. Despite the neglect, there appears to bea gradual increase in Japanese academic research, but international researchcollaborations are still quite limited in number. There are growing tieswith industry, but industry has been slow to recognize the value of graduateschool training. Stronger links may promote greater research activity, butwithout reforms to the structure of the education system and Ministry ofEducation policies, Japan will not be prepared to meet the challenge of the21st century, and the need for a highly-skilled, innovative workforce. 相似文献
16.
This paper reports on a study conducted as part of an action-research project—INTEGRA I&E—aiming to promote the research and teaching (R&T) nexus at the School of Social Sciences and Humanities of a Research University in Lisbon, Portugal (Instituto Universitário de Lisboa, ISCTE-IUL). This study set out to investigate a multi-informant perspective of the academics’ rhetoric (conceptions, perception of barriers/facilitators and consequences) concerning the nexus, which can be considered at different levels of the curricular and organizational structure. Focus groups were conducted with 26 professors and 8 researchers from six different disciplinary areas and, afterwards, recorded and transcribed. A content analysis was used to categorize and quantify participants’ responses. Four themes emerged: practices linking R&T, barriers, facilitators and consequences of the nexus. Different levels of analysis were identified for each theme, namely, the level of ISCTE-IUL, Research Centers, Departments, Courses and Classes. Some disciplinary differences were also encountered. This study contributes with a multi-informant and multi-level perspective of academics’ conceptions of the R&T nexus in a Portuguese research-oriented university. 相似文献
17.
18.
May Britt Postholm 《Educational Action Research》2013,21(2):231-244
This article focuses on teachers’ learning in a research and development (R&D) work project. The teachers are working in a lower secondary school, and the cooperation between them and the researcher lasted for two years. The aim of this article is to show what teachers can learn and how they can learn during such a project. In the qualitative study conducted within this R&D project, observations, reflection dialogues and log‐book entries were key data collection strategies. This material shows that teachers want to reflect together to learn, but both the form and content of these collective reflections have a major impact on their learning. Before the teachers are ready to challenge each other, they have to have confidence in each other. Once they have this confidence, the form of the reflection dialogues can change. During the R&D work the teachers learn how reflections become part of the planning process for their next teaching sessions, and after a while theories become a tool that can help them with their reflections. 相似文献
19.
Theodore J. Boudria 《Community College Journal of Research & Practice》2013,37(9):709-722
Tech Prep Consortium at Bristol Community College is at the forefront of collaborative education initiatives with its development and implementation of a Women In Technology (WIT) Project-Based Learning Program in High Tech Manufacturing. A Special Populations Grant in 1996 encouraged interested educational institutions to develop a program that would address the need to get high school students involved in careers in which one gender was underrepresented. Bristol Community College's Tech Prep Program responded and was awarded the funding necessary to implement a series of activities to address the need for young women to get involved in the various fields of engineering and technology. Crucial to the WIT Program's success was the establishment of strong partnerships with industry, government, and education. The Bristol Tech Prep Consortium, with the support of educators from area high schools and the leadership and resources of local businesses, recruited female high school students to participate in project-based learning at local plants. In 1997, the Bristol Community College Tech Prep Program implemented its first Women In Technology Project-Based Experience at Texas Instruments Incorporated (TI) in Attleboro, Massachusetts for 12 students. At TI students have acted as junior engineers as they developed designs and devices that addressed realworld engineering problems. Every year since, the program has grown significantly and has had a positive effect on the lives of over 200 students. In 2000, Leach & Garner Company in North Attleboro, Massachusetts joined the WIT Program. Additional partnerships have included students, businesses and educators from Swansea, South Carolina and Skaget-Island Prep Works Consortium in Washington State. As many as 110 students have participated in this Women in Technology initiative per year. The results have been impressive. One study noted that 65% of the graduates from the 1997-98 WIT Program had gone to college to pursue an engineering or computer technology major. Also noteworthy are the devices and designs completed by the students on each site. Many of these have been adopted and showcased both locally and nationally. Businesses too have benefited from this partnership because they are the direct recipients of student projects that reduce time, labor, and related costs to industry. As a result of the WIT Program success, the College received an $848,000 National Science Foundation Grant to develop a Computer Integrated Manufacturing Program for women and nontraditional students in Southeastern Massachusetts. The Bristol Tech Prep Consortium's Women In Technology Program was also the recipient of the first place Bellwether Award in the category of workforce development. The WIT Program clearly demonstrates that integration of academic disciplines within a combined content and contextual framework can foster widespread success for students, schools, industry, and communities. 相似文献
20.
Geoff Scott 《Studies in Continuing Education》2013,35(1):70-83
This article reviews a recent U.K. study which sought to identify the steps that have to be taken to improve the efficacy of research and development (R&D) projects in Vocational Education and Training (VET). The review is facilitated by making reference to the approach and findings of a parallel study in Switzerland. The review seeks to highlight the importance of more rigorously establishing what really happens to the results of R&D projects after they are completed. In particular, it seeks to identify what is necessary to ensure that each R&D project has a positive impact on practice. It does this in order to ensure that the now substantial investment in R&D for VET is cost effective. On the basis of the review the article proposes an agenda for an effective and coordinated approach to action and research in the area. 相似文献