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The effectiveness of university knowledge spillovers: Performance differences between university spinoffs and corporate spinoffs 总被引：2，自引：0，他引：2
While much prior research has focused upon how the Technology Transfer Offices (TTOs) and other contextual characteristics shape the level of university spinoffs (USO), there is little research on entrepreneurial potential among individual academics, and to the best of our knowledge, no comparative studies with other types of spinoffs exist to date. In this paper we focus on an important but neglected aspect of knowledge transfer from academic research involving the indirect flow to entrepreneurship by individuals with a university education background who become involved in new venture creation by means of corporate spinoffs (CSO) after gaining industrial experience, rather than leaving university employment to found a new venture as an academic spinoff. We argue that the commercial knowledge gained by industry experience is potentially more valuable for entrepreneurial performance compared to the academic knowledge gained by additional research experience at a university. This leads us to posit that the average performance of CSOs will be higher than comparable USOs, but the gains from founder‘s prior experiences will be relatively higher among USOs whose founders lack the corporate context. We investigate these propositions in a comparative study tracking the complete population of USOs and CSOs among the Swedish knowledge-intensive sectors between 1994 and 2002. 相似文献
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Zhusheng Yu Eszter Völgyi Ru Wang Andrea Ember Petri Wiklund Markku Alén Frances A. Tylavsky Sulin Cheng 《运动与健康科学(英文)》2012,1(3):178-183
PurposeThe purpose of this study was to compare established methods with newly-developed methods for estimating the total energy expenditure (TEE).MethodsThe study subjects comprised 46 individuals, including 16 middle-aged men (mean age 51.4 years), 14 middle-aged women (mean age 49.9 years) and 16 young women (mean age 19.1 years). The TEE was estimated from 24-h heart rate (HR) data using newly-developed software (MoveSense HRAnalyzer 2011a, RC1, Suunto Oy, Vantaa, Finland), and was compared against the TEE determined using doubly labeled water (DLW). Agreement between the two methods was analyzed using Bland and Altman plots.ResultsThe HR method yielded similar TEE values as the DLW method at the group level, with an average of 8.6 kcal/day in the difference in the mean, but with large individual variations. Forty-four (96%) out of 46 subjects fell within ±2SD of the mean difference in TEE comparisons, and there was no tendency towards under- or over-estimation.ConclusionOur results indicate that the current software using HR analysis for the estimation of daily TEE needs further development for use with free-living individuals. 相似文献
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Annika Andersson Mathias Hatakka Åke Grönlund Matilda Wiklund 《Learning, Media and Technology》2014,39(1):37-52
There is a debate about the advantages and disadvantages of using social media in education. Drawing on interviews and surveys with students and teachers in three Swedish schools, this study finds that students as well as teachers find much of the students' social media use distractive to learning. We investigate this by means of an interpretative study of students' and teachers' experiences. We find that concerns relate to how social media use makes students less social, how weaker students are more likely to get distracted, how teachers lack strategies for tackling the problem and how the responsibility of the use is delegated to the students. We discuss how the distractive use of social media is made possible as a result of education policies requiring a higher degree of individual work, individual responsibility, and educational choices for students. Teachers and school leaders need to jointly reclaim the students and coping strategies for the distractive use are urgently needed. 相似文献
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Matilda Butler and William Paisley's Women and the Mass Media: Sourcebook for Research and Action (Human Sciences Press, 72 Fifth Ave., New York, N.Y. 10011, 1980--$24.95/9.95) 相似文献
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Annika Andersson Matilda Wiklund Mathias Hatakka 《Technology, Pedagogy and Education》2016,25(4):413-430
In this article, the authors explored how laptops used in 1:1 classrooms affect cooperation and collaboration practices. Based on an observational time study, the authors found that the most common activity in 1:1 classrooms is group work using the computer. They also found that, despite what the concept 1:1 alludes to about one student working with one computer, most laptop use takes on other forms such as two students working with one computer (1:2) or two students working together using two laptops (2:2). The findings reported in this article about the various different collaboration arrangements have implications for both research and practice. For practice, because teachers can arrange activities based on an awareness of the different student–laptop constellations that emerge when students are given a laptop. Research is likewise informed about the various group work constellations and can build on this knowledge for further analysis of the pros and cons with the different collaborative forms. 相似文献
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An increased interest in health, diet, and physical activity exist among young people, in this study termed ‘fitness hype’. Viewing the body and health as commodities can be understood as part of a healthism discourse. In this study, we explored how Swedish high school students perceive and negotiate the trend regarding exercise, diet and body ideals. Semi-structured interviews were conducted with ten high school students, aged 16–18 years, from various educational programs and with varying levels of physical activity. Using qualitative content analysis, we developd one overarching theme navigating life satisfaction in the face of an ‘unhealthy fitness hype’. Four additional, interrelated categories showed how the young people negotiated this developing trend through: (1) the quest for social recognition and value, (2) social media sets the standards, (3) the paradox of strong and skinny as the new standard, and (4) the need for new safety nets. Our results highlight the young people’s perceptions of an excessive and influential focus on health and exercise in contemporary society. They described a fitness hype as exorbitant and unhealthy ideals of body and exercise, and understood this as problematic. Social media was seen as contributing to this hype as a powerful arena for ‘the quest for social recognition and value’. While not all the young people felt negatively affected by the fitness hype, they perceived its influence on their lives. Further, body and fitness ideals were gendered. Teenage girls faced the paradox of shaping themselves as ‘strong and skinny’. Social ties were recognized as an important safety net, particularly classmates, sports mates, and coaches. Knowledge of these problems from the perspective of young people is crucially needed among health professionals and educators. Further research should explore additional support strategies, and young people’s experiences of fitness hype among additional youth groups. 相似文献
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Åke Grönlund Matilda Wiklund Rickard Böö 《Education and Information Technologies》2018,23(3):1359-1375
Collaborative digital textbooks – comprehensive materials covering entire curriculums – are developing from being books in pdf format to becoming collaborative digital environments where teachers and students can communicate, engage in feedback and discussions, share and manipulate materials, test knowledge, and monitor results. This study investigates how these digital environments are used in school practice: How are the collaborative tools used to improve learning? Thirteen seventh- and eighth-grade classes, 370 students and 30 teachers in five Swedish secondary schools, were investigated over 1,5 years by means of questionnaires, classroom observations and interviews with teachers and students. Here, questionnaire results are presented, while observations and interviews serve to provide contextual insights. Collaborative tools were very little used; often teachers and students were not even aware of their existence. Most use was individual, students were left alone with the digital material. Students read or listened to the text and did not actively engage in learning by e.g. making notes or marking text. Most teachers did not use the material actively to help students understand and learn, most did not even check student results on automated tests. We conclude that the teachers have not incorporated the new, collaborative design of the digital textbook into their thinking regarding tools for teaching and learning and still regard it as a static book. This suggests that making full use of digital tools requires new ways of thinking of teaching, and that it takes more than providing digital tools to achieve this end. 相似文献
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