Editorial: Moving beyond metaphors: University-industry collaboration in biotechnology
A PERCEIVED GAP There is enormous public interest in the role of universities as a primary source of new knowledge, new skills and new ideas for addressing many issues facing industrialised societies. In recognition of this, programmes to promote university–industry collaboration have expanded rapidly in recent years. Nevertheless, despite an abundance of such programmes and resources to facilitate the translation of technology from universities to industry, there often appear to be very significant disparities between the needs and requirements of industry and the university. A couple of recent quotes serve to illustrate this point:
The Transfer of Resources and Competencies for Developing Technological Capabilities - The Case of Fujitsu-ICL
In the management literature and the literature on technology transfer, it is widely acknowledged that learning in general, and the leveraging of knowledge throughout firms in particular, is important. However, there appears little systematic evidence of what technology and knowledge is transferred between organizations and how this occurs. The literature also tends to neglect how firms use such technology/knowledge transfer to cultivate appropriate technological capabilities. This paper addresses this gap in the literature by examining the successful exchange of resources and competencies between Fujitsu and ICL, and how it helped to extend the technological capabilities of both firms. It traces the evolution of the relationship from that of a loose technology-sharing agreement to that of sustained project collaboration and partnership. This relationship proved to be enduring, and provides a road map for firms engaged in technology/knowledge transfer to develop their indigenous technological capabilities.
How Does the Keyword Method Affect Vocabulary Comprehension and Usage? Report from the project on Studies in Language: Reading and Communication. Working Paper No. 278.
THE KEYWORD METHOD of vocabulary learning involves forming a linkage between a to-be-learned vocabulary word and a familiar English word that sounds like part of the to-be-learned item (the keyword). Then the learner forms an interactive image between the keyword and definition referents. In previous research, the keyword method has been found to facilitate students' recall of definitions, given vocabulary items. In this study, use of the method was also shown to increase comprehension of English vocabulary in context, as well as usage of that vocabulary in a novel context.