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The innovation value chain (IVC) divides the innovation process into three separate links or activities: knowledge gathering, knowledge transformation and knowledge exploitation. Here, we report a comparative panel data analysis of the IVC in Ireland and Switzerland. Both economies are small, very open and depend significantly on innovation to maintain competitive advantage. In recent years, however, R&D and innovation growth in Ireland has been markedly stronger than that in Switzerland. We investigate these differences through the ‘lens’ of the IVC. Significant similarities exist between some aspects of firms’ innovation behaviour in each country: strong complementarities emerge between external knowledge sources and between firms’ internal and external knowledge. And, in both countries, in-house R&D and links to customers prove important drivers of innovation. Innovation drives productivity growth in different ways in the two countries, however, through product change in Switzerland and through process change in Ireland. Other differences in the determinants of innovation performance linked to ownership and firms’ institutional context emphasise the systemic nature of innovation and the legacy of past patterns of industrial development. 相似文献
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Anastasia Rigas 《Higher Education in Europe》1992,17(4):76-86
Eminent researchers from different countries affirm, citing statistical data, that the incidence of serious family problems and familial bereavement create antisocial adolescents. Greek researchers in particular have concluded that the antisociability arid criminality of adolescents are directly related to the premature disturbances of the individual within his family. This article proposes a special educational programme for non‐violating adolescents having family‐related social and psychological problems. The programme will be housed in an Advisory Juvenile Centre in the vicinity of the University of Athens. It will offer students the possibility of “points of contact” and of personal (socio‐psychological) support in order to help them overcome difficulties presented by their surroundings (society, families, or schools) and hence their social behaviour. 相似文献
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Eugenia Arvanitis 《British Educational Research Journal》2021,47(4):922-941
Forty invited interculturalists (both academics and non-academics) from nine countries engaged in developing a coherent culture of dialogue and collective action to address the challenge of redefining intercultural education provisions with regard to the needs of refugee children. The method of cooperative inquiry to elicit theoretical and professional expertise from the participants was adopted. This inquiry was based on four dimensions of reflective practice, drawing on experiential, presentational, propositional and practical knowledge. The intercultural experts (seen as ‘co-researchers’ and/or ‘co-subjects’) who participated engaged in a rigorous intercultural and reflexive dialogue developed in four distinct phases. The first two phases took place in their own local contexts and the final ones in a forum organised in Greece. During the forum, the participants’ diverse knowledge and experience were renegotiated to ascertain the ‘collective wisdom’ of the group and to address issues of otherness and approaches to refugee education, teachers’ training and mediation. The consensus reached by the participants included the following: the need for local communities to be supported so as to avoid and mitigate any hostility towards refugees; the urgency of a common European asylum policy; the realisation of the ‘other’ as a social construct based on hierarchical connotations and defined by diverse (meta)narratives; the urgency for providing formal/mainstream education to secure a pathway to social citizenship for refugees; the adoption of culturally responsive education practices to empower intercultural learning using refugee children’s own cultural knowledge and collaborating with parents; and the need for systemic intercultural and mediation training for teachers. 相似文献
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ABSTRACT If acting morally can be viewed as acting consistently with a moral principle or rule, then being a person with moral integrity can be viewed as consistently applying moral principles or rules across different types of situations. We advance a view of moral integrity that incorporates three distinct, but interrelated, types of moral consistency: cognitive, emotional and motivational moral consistency. Our approach is based on Self-Determination Theory, a motivational theory that can explain when a moral rule becomes the primary motive for behavior. We argue that moral integrity is achieved when a person acts on the basis of an internal moral system of principles, emotions and motives and provide an account of the way that it develops during a person’s interaction with the environment. 相似文献
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This study explores empirically the factors determining the propensity of Swiss science institutions at the level of a single institute or department to get involved in a wide spectrum of knowledge and technology transfer (KTT) activities with private corporations. A main finding is that scientific institutes with a stronger orientation to applied research and/or lower teaching obligations are also stronger inclined to get involved in overall KTT activities. The same is valid for institutes which have already had experience with industry co-operations as reflected by a high share of external funds in an institute's budget. Further, there is no systematic size effect with respect to KTT activities. Institutes of engineering, natural sciences and economics/management are strongly represented among KTT-active institutes. Universities of applied sciences have an above-average propensity to KTT activities. 相似文献
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Vasileios Mitrousias Theofilos S. Karachalios Sokratis E. Varitimidis Konstantinos Natsis Dimitrios L. Arvanitis Aristeidis H. Zibis 《Anatomical sciences education》2020,13(4):436-444
Human cadaveric prosections are a traditional, effective, and highly appreciated modality of anatomy learning. Plastic models are an alternative teaching modality, though few studies examine their effectiveness in learning of upper limb musculoskeletal anatomy. The purpose of this study is to investigate which modality is associated with a better outcome, as assessed by students' performance on examinations. Overall, 60 undergraduate medical students without previous knowledge of anatomy participated in the study. Students were assigned into two groups. Group 1 attended lectures and studied from cadaveric prosections (n = 30) and Group 2 attended lectures and used plastic models in the laboratory (n = 30). A knowledge assessment, including examination with tag questions (spot test) and written multiple-choice questions, was held after the end of the study. Students' perceptions were also investigated via an anonymous questionnaire. No significant difference in students' performance was observed between the group using prosections and the group using plastic models (32.2 ± 14.7 vs 35.0 ± 14.8, respectively; P = 0.477). Similarly, no statistically significant difference was found regarding students' satisfaction from using each learning modality (P = 0.441). Plastic models may be a valuable supplementary modality in learning upper limb musculoskeletal anatomy, despite their limitations. Easy to use and with no need for maintaining facilities, they are highly appreciated by students and can be useful when preparing for the use of cadaveric specimens. 相似文献
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A new approach to the input-output uniform decoupling problem of linear time-varying analytic systems via proportional state feedback is presented. A major feature of the proposed approach is that it reduces the solution of the uniform decoupling problem to that of solving a linear algebraic system of equations. This system of equations greatly facilitates the solution of the three major aspects of the decoupling problem: the necessary and sufficient conditions, the general analytical expressions for the controller matrices, and the structure of the uniformly decoupled closed-loop system. 相似文献
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Linda Schenk Karim M. Hamza Margareta Enghag Iann Lundegård Leena Arvanitis Karin Haglund 《International Journal of Science Education》2019,41(9):1271-1286
The present paper takes its point of departure in risk being a relevant content for science education, and that there are many different approaches to how to incorporate it. By reviewing the academic literature on the use and definitions of risk from fields such as engineering, linguistics and philosophy, we identified key elements of the risk concept relevant for science education. Risk is a phenomenon of the future that may be conveyed by our activity, it is something that may or may not take place. Hence, at the core of risk we find uncertainty and consequence. Furthermore, the elements of probability and severity are relevant modifiers of the consequence, as well as both subject to uncertainty. Additionally, in framing, understanding and decision-making on risk, as individuals or society, we need to acknowledge that risk has both objective and subjective components, lying in the interface between knowledge and values. In this paper, we describe how these key elements were derived from the literature and derive a schematic model of the risk concept for the purpose of science education. We further discuss how this model may assist in planning, execution and evaluation of teaching activities explicitly or implicitly involving risk issues. 相似文献
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This paper presents a taxonomy of entrepreneurial behaviour vis-à-vis technology, derived from empirical research on a specific sector, that of the chemicals industry in Venezuela. The research focuses heavily on the accumulation of minor innovations through which enterprises acquire their technical knowledge and know how, their technological learning. We have tried to give a precise empirical meaning to that notion in order to understand which are the most important variables that affect the technical learning process. Both the process of technological learning and the technical external linkages — in particular with foreign firms — of Venezuelan companies seem to be the fundamental factors in understanding the development of a new competitive industry which adopts a new products-oriented strategy. But not all firms do respond to such a scheme and it is thus necessary to develop a taxonomy of the industrial sector both for scholarly reasons as well as a policy guide. 相似文献
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AbstractThe aim of this article is to investigate the impact neoliberalism has in shaping the discourse of the European Union’s policy of Lifelong Learning. The literature review initially presents the theoretical framework of neoliberalism as the dominant ideological and economic paradigm of our time. Thereafter, it takes a view on how neoliberalism perceives the four objectives of the European Union’s Lifelong Learning policy, namely employability/adaptability, personal fulfillment, social inclusion, and active citizenship. Through the analysis of European Commission’s policy documents on Lifelong Learning, this article explores whether these objectives, with focus on social inclusion and active citizenship, can be realized within the ideological, political, and economic framework set by the neoliberal paradigm. The data underwent Qualitative Analysis using the methods of Critical Discourse Analysis and Qualitative Content Analysis as well as Quantitative Analysis of textual data. The results indicate that only employability and adaptability seem to be compatible with the neoliberal rhetoric since the flexible and adaptable employee better serves the needs of the markets. The role neoliberalism holds for the individual is that of the consumer, product user, and voter. Therefore, the non-economic objectives of Lifelong Learning cannot be equally developed as they constitute the complete antithesis of neoliberalism’s basic principles. 相似文献
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