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.
Science fairs as learning tool for teaching excellence
Science fairs are usually considered to be a pedagogical and cultural activity that involves the students actively. Gifted students need challenges to further develop their skills while maintaining the motivation level. Science fairs may provide the informal environment that will request and allow these students of excellence to challenge themselves by developing a scientific research project. Despite being well known in different countries, in Portugal first steps are being made on the use and implementation of science fairs as effective pedagogical tool. In this work, we will present a 4 years study that was developed on a Portuguese school with the main goal of evaluating the advantages of this informal way of teaching. The study includes an analysis of the evolution of the students’ knowledge that have participated, or visited, the different science fairs. Some advices for the implementation of these projects will be given. The motivation of the students was monitored as well as the knowledge and skills effectively improved by this activity.