In this group of supporters there are professors, fellow doctoral classmates, academic staff, friends, and, of course, my family.
I would like to give a heartfelt, special thanks to all professors of the Business Economics department of the Universitat Autònoma de Barcelona.
or who have participated somehow in my path in these years of being a Ph d. student.
2000 p. 11) 4 Network theories emerge in virtually every traditional area of organizational scholarship, including leadership, knowledge utilization, innovation, profit maximization, entrepreneurship, and so on.
For example, if studying school performance as a function of social interactions in the home, it is reasonable to expect that data from students in particularly types of home environments would be more likely to be missing than data from people in other types of environments.
where that number is a quantile of Student's t-distribution with degrees of freedom:
It is recommended also particularly to students, university lecturers, researchers and indicator experts. The Dashboard includes maps of all continents
mean years of schooling and gross enrolment ratio of tertiary students enrolled in science, mathematics and engineering.
which represents the basic education needed to develop cognitive skills (2000) ENROLMENT%Gross enrolment ratio of tertiary students enrolled in science, mathematics and engineering,
while 1, 200 graduates leave higher education per year. In comparison, the closely related sector of IT and software employs 14,000 people with 2, 200 graduates annually (Innova, 2008.
The micro-and nanoelectronic field as one activity in the Grenoble cluster is also related to a broad field of applications44,
The campus is home to 2, 400 researchers, 1, 200 students, and 600 technology transfer.
Each year some 6, 000 students and 400 academics and researchers from abroad study or work in Grenoble-Isère.
and Canadian universities and educational institutions helping to ensure the production of well-trained graduates (OCRI, 2006).
Nortel alone accounts for almost 20 percent of all industrial R&d expenditures in Canada and hires one third of all Masters and Ph d. graduates in electrical engineering and computer science from Canadian universities.
and organises new research opportunities) Strong international exchange culture of researchers and students through general programmes (not technology specific).
and 2000 research students in universities and research institutes in the UK. Cambridge university receives quite a large share of this budget (160 grants with a sum of £55 million in 2008) for its own biotechnology research and commercialisation activities in form of exploitation of research outcomes. 54 Venture capital:
collaboration PPP and VC Strong social networks of university graduates and ex-employees of large companies that start their own company Capabilities World leading scientists on biotechnology Very
and 10 universities of applied sciences with about 140,000 students. In addition, the region houses more than 70 publicly funded research institutes from one of the four main non-university research organisations (Max Planck, Leibniz, Helmholtz and Fraunhofer.
which represented the creation of 27,000 jobs), the Business Incubation Service Centre of the Changsha High-tech Industrial Development Zone (specialised in supporting academic entrepreneurship of returning students, young Phds and post-docs,
Interactions between well trained graduates, returning graduates (from abroad), academic entrepreneurs, firm employees, government representatives and strategic investors have become more effective throughout time.
and Technology Co. Funded by returning graduates from abroad it is now a Sino-China joint venture specialised in the manufacturing of composite materials with annual sales of 500 million Yuan.
At the same time, additional places for students need to be provided in these subject areas. Third, AMT are characterised by the emergence of several new platform technologies that are multifunctional
it is observed that investments in higher education in Europe have deteriorated over the last decades, leading to a lower number of graduates and researchers in some fields of natural sciences.
A main challenge is to train students in cross-disciplinary fields which are particularly important for research in KETS.
What is more, career opportunities of cross-disciplinary studies are unclear to many students (e g . because commercial applications and thus job opportunities in KETS have yet to evolve),
resulting in low perceived attractiveness of such studies and a low number of students. European Competitiveness in KETS ZEW and TNO EN 348error!
and the number of S&e graduates grew by 51%from 2 430 000 in 2000 to 3 679 000 in 2010.
Figure 1 below illustrates that for science and engineering graduates, the largest increase of the world share has been among the BRIS countries and in other knowledge-growth countries in the world, possibly the first significant signs of the rising importance of these countries in the global knowledge economy.
(1) Tertiary graduates in science and engineering:(ii) Other Developed Asian Economies does not include SG and TW;(
World share of S&e graduates, researchers, GERD, high-impact publications and patent applications, 2000 and latest year Science and technology graduates from tertiary education (ISCED 5 and 6
how a local university may wish to provide enterprise opportunities for graduates emerging from a degree course that has nurtured creative talent suitable for the digital sector.
the emergence of a film industry production cluster where there is more or less a direct line of graduate talent creating their own businesses under the mentorship or guidance of their former university professors.
typically separate from the main university campus and on the outskirts of the university town or city.
Nottingham July 2012 16 9th may 2013 presentation to a group of MSC students from University of Zagreb, facilitated by David Rees, Henley Business school,
Availability of (largely) graduate, cross--disciplinary competence and capability for both entrepreneurs and the talent they need to hire.
demand for integrated/convergent entrepreneurial graduates and skilled employees Networking/partnering organisations networking competencies, partnership broking,
For educational bodies, particularly business schools and universities, there is a need to develop the graduate entrepreneurial talent required for the tech market place.
The City's two universities provide a pipeline of talented graduates from engineering to film special effects and drama.
new graduates choosing to stay local and create their own opportunities and, mirroring that, a trend for older professionals to relocate
Top UK special effects company Framestore established an outpost in the town to attract graduates. In addition to the dominant local financial industries there is also a strong history of light engineering and electronics in the area
This also applies to the recruitment of graduates by firms, which is probably one of the main mechanisms for making money from fundamental research 54.
In this way, highly-skilled retirees, graduate students, professional workers in various disciplines, ordinary citizens, and research-based
why some are slow learners, Res. Policy 31 (2)( 2002) 291 302.14 Y. Wang, N. Roijakkers, W. Vanhaverbeke, Linking open innovation to national systems of innovation:
He received his Masters degree from Dalian University of Technology (People's republic of china. From 2005 to 2007 he was a lecturer at China University of Mining and Technology.
Wim Vanhaverbeke is professor of strategy and innovation at the University of Hasselt (Belgium. He is also visiting professor at ESADE (Spain) and the Vlerick Leuven Gent Management School.
Forty-nine percent of digital-ready CIOS hold a degree in business and 24%even an MBA
or MBA is required strongly for the CIO role, compared with 37%of IT-intensive industry CIOS. Chart 12 Discipline of education Digital-ready CIO IT-intensive industry CIO 41%38%IT 44%49%Business 31
Whether it is an MBA or an MSC in engineering, economics or physics, there is typically a dimension beyond IT to their studies.
For example, Jeanette Horan, CIO at American IT company IBM, did a bachelor's degree in mathematics, before later adding an MBA to her qualifications.
Similarly, the CIO of a leading Chinese bank holds degrees in electrical engineering and in software
along with an MBA. In the telecommunications sector, one in five of these leading CIOS hold a Phd on top of other qualifications.
1992 1995 MBA in International Finance & IT, University of the Witwatersrand 1983 1986 B Com (honours) Finance, Accounting & IT, Stellenbosch University Michael Golz SAP 2003
or think tanks. Others do MBAS to widen their educational backgrounds. All these help to develop a more powerful contact book.
IT, telecommunications, life sciences and banking. 39 Highest qualification 1%15%23%9%Management Phd in management or business administration MBA Master's degree in management or business administration
Bachelor's degree in management or business administration 48%3%12%15%Science and engineering 30%Phd in science and engineering Master's degree in science and engineering Bachelor's degree in science and engineering
in IT Master's degree in IT Bachelor's degree in IT Worldwide number of employeesup to 249 7%250 499 2%500 999 2%1
depending on stage of innovative capacity/development of the company Given that much research indicates that companies consider graduates would benefit from increased industry placements during their graduate programme,
OVERVIEW, FINDINGS & ACTIONS 24 HEIS to consider work placement where students would take up opportunities in a flexible
and internationally 42 The IBEC coordinated Export Orientation Programme (EOP) Graduate Placement Programme indicates the potential in collaborative approaches between industry and the enterprise agencies in this area. 43 CSO Population
Now in its second academic year, the programme targets second and third level students and aims to foster the entrepreneurs of tomorrow.
The programme has seen over 300 students submit business plans which are shortlisted to allow 15 finalists to pitch their business plans to the judging panel.
Skills & Regional Innovation Capacity Educational attainment to leaving certificate and third level has increased but the region continues to exhibit a relatively high level of early school leaving (below leaving cert) and relatively lower levels of attainment to third level.
particularly in course development to ensure a steady supply of appropriately skilled graduates. The region has built also a strong cohort of relatively large contact centre operations,
However, the limited demand for language skills by the existing cohort of companies can result in reduced retention of graduates with such skills and perhaps reduced interest in acquiring language skills.
Ensuring the region is attractive to overseas students and immigrants is also important. IFS activities in the Southeast are predominantly back office in nature.
and the US for students pursuing the BSC (Hons) in Software Development at the Institute.
With 160 active staff and students, the TSSG is a significant pool of specialist expertise within the Southeast
Low levels of educational attainment, both at leaving certificate and graduate level compared to other regions High numbers of relatively low skilled unemployed High levels of skills where demand has reduced significantly,
In the immediate term, those who have left education without completing the leaving certificate or a primary third level qualification need to be skilled to a minimum standard
(and in adjacent regions) in producing graduates with enterprise focused skills, oriented towards sectors which are growing
SOUTHEAST 28 Up-skilling/Re-Skilling Alongside the need to produce industry oriented graduates will be the requirement to retrain workers
-at a national level, launch a new Innovation Graduate Placement Programme to ramp up the number of innovation projects within companies.
For the region overall, retention rates to Junior and Leaving certificate mirror the national average (Appendix 3). These improvements are linked most likely to the decline in the economy,
with many students seeing an increased emphasis on school completion in 2009/2010 compared to those that may have left school to take up employment in 2005-2006.
Waterford City has a relatively low retention rate to Leaving certificate compared to the national average
Retention of Graduates: The retention rate of graduates within counties (i e. the percentage of graduates from a given county that have employment within that county) is an indicator of the availability of relevant employment for graduates.
Graduates originating from County Dublin generally find employment in this county (94 percent; Cork also demonstrates high rates of retention of employed graduates at 67 percent as does Galway with 57 percent.
As these counties contain major urban centres this would be expected. In general, graduates who originate from other counties do not commonly find employment in their home county.
The average retention rate for each county is 34 percent (outside of Dublin, the average is 32 percent).
Waterford and Wexford have retention rates of 39 percent and 38 percent respectively, slightly above the national average.
In summary, most graduates from the South East counties, as with most other counties, find employment outside of their county of origin, with the main urban areas of Dublin, Cork,
Galway and Limerick retaining the majority of graduates from those counties. Occupational Profile9 The occupational profile is reflective of overall skill levels within the workforce and the broad sectoral profile of employment.
particularly in course development to ensure a steady supply of appropriately skilled graduates. The region has built also a strong cohort of relatively large contact centre operations,
However, the limited demand for language skills by the existing cohort of companies in the South East can result in reduced retention of graduates with such skills and perhaps reduced interest in acquiring language skills.
Ensuring the region is attractive to overseas students and immigrants is also important. International financial services activities in the South East are predominantly back office in nature.
The HEIS in the region are preparing graduates for careers in digital media and games with dedicated digital media and games courses;
WIT provided 44 places at Level 7 & 8. Bachelor of science (Level 8) in Applied Computing 5 Places Bachelor of Engineering (Level 8) in Electronic Engineering 11
Places Bachelor of science (Level 8) Pharmaceutical Science 2 Places Bachelor of arts (Level 8) in Finance and Investment 9 Places Bachelor of science (Level 7) Information technology 17 Places 42 Refer to Appendix X for data tables 46 Table 5. 1 Education Providers
in the South East participating in the 2010 Labour market Activation Fund Initiative Provider/Programme Learning Outcome Digital Skills Academy Webactivate Programme,
6 120 Waterford Iot Higher Certificate in Good Manufacturing Practice and Technology Level 6 120 2 Waterford Iot Bachelor of arts in Financial services Level 7
Bachelor of arts in Financial services (Level 7) 30 Places Bachelor of science Applied Biology with Quality Management Biopharma Pharmachem (Level 8) 5 Places Bachelor of Engineering in Sustainable
Industry and education and training providers need to work more closely together in the development and revision of course curricula to ensure that students have the most relevant skills upon entering the labour market.
Structured internships and opportunities providing work experience opportunities within enterprise are hugely valuable in improving the success of students and job seekers.
As companies transition into higher order activities, the ability to attract graduates and to offer career progression opportunities will become an even greater challenge62.
learning and research within an inclusive student-centred environment to foster graduates of distinction who are ready to take a leadership role in business, the professions, industry, public service and society.
WIT Student Numbers, 2007-2010 Summary Student Statistics 2007-08 2008-09 2009-10 Full time undergrad 5660 5758 5861
In terms of output by discipline, in 2010, there were 700 SET graduates with ordinary and honours degrees (levels 7&8), 120 SET Masters graduates and 5 SET Phd graduates from WIT.
In HSS disciplines WIT, had 234 Masters graduates and 896 ordinary/honours degree graduates in 2010.
Preliminary figures for the 2010/2011 academic year are of a total of 4, 128 enrolments for honours degrees (Level 8
It is estimated 65 percent of all WIT part-time students are funded company. For example the Department of Chemical and Lifesciences delivers a Higher Certificate
and a Bachelor of science Degree in Good Manufacturing Practice and Technology on a part-time basis for employees from companies including Dawn Meats Group, Glanbia plc, Bausch & lomb, Inc.,Genzyme Corp.,IVAX
WIT has developed a Postgraduate Diploma in Farm Financial Management that is delivered over 2 years in block sessions, both on campus and in a number of locations throughout the country.
Carlow Institute of technology (IT Carlow) IT Carlow has a student body of almost 4, 700 (comprising 3, 100 full-time and c. 1, 600 parttime students).
It offers a broad range of courses in the areas of: Business & Humanities (Business Communications, Management, Humanities, Sport, Media & Marketing) Science & Computing (Computing, Networking, Science & Health) Engineering (Built Environment, Electronic, Mechanical and Aerospace
and Office Management at a second campus in Wexford (St peter's College), with a full-time and part-time enrolment of approximately 900 students.
and the US for students pursuing the four year BSC (Hons) in Software Development at IT Carlow.
The Institute has about 710 students between the two locations. It offers a broad range of full and part-time courses in the areas of Business education, Computing & Creative Multimedia, Environmental & Natural resource Management.
SOUTH EAST EMPLOYMENT ACTION PLAN FORFÁS Carlow College (St patrick's College) Carlow College currently has a student population of about 700 (full and part-time.
while continuing to address the needs of the more traditional student base and the HEA will continue to work with the relevant institutions on appropriate actions.
-at a national level, launch a new Innovation Graduate Placement Programme to ramp up the number of innovation projects within companies.
, 2004 cohort (2010) Junior Certificate Retention 2004 cohort Leaving certificate Retention 2004 cohort State 95.1 84.5 South East 95.3 85.0 Carlow
Department of education The unadjusted Leaving certificate retention rate nationally for the 2004 cohort was 84.5 percent, i e. out of the 57,000 pupils that enrolled in 2004,48,
100 sat the leaving certificate by 2010.73 The table below shows the available data on the South East counties compared to the national average. 73 The Department of education produce a final adjusted rate of 87. 7percent to take account of students that emigrated
or left the State-aided system for non-aided education. Due to adjusted rates not available at regional/county level
SOUTH EAST EMPLOYMENT ACTION PLAN FORFÁS Table A12 Retention of graduates within the region, class of 2008 (county of origin and percent retained in the same county) County of Origin
HEA (2010) What do graduates do? Class of 2008 90 Table A13 Distribution of Employment in the South East Region and State by Occupational group, Q2 2010 (Number, percent) Occupational group Southeast State Southeast
. Armbruster Professor, University of Applied sciences Magdeburg, Germany and Janet Thiemann Eltern AG Summary The ELTERN-AG Project.
The young creative team of investigators and social work students attract these parents (with children under seven-years-old) who are typically wary of state welfare 27 FOSTERING INNOVATION TO ADDRESS SOCIAL CHALLENGES services,
The problem The most important public study on educational systems, the Programme on International Student Assessment (PISA) conducted first by the OECD in 2000, ranked Germany in the bottom third of the thirty-two mainly OECD countries.
The German state has reacted to the study by focusing on reforming school curricula and by launching extra classes in elementary schools and high schools for disadvantaged students.
They go to playgrounds, soccer matches, local clinics, and supermarkets. They find parents there and invite them to participate in events with other local parents events such as barbecues, clown parties, bus trips,
Using his status as a Professor at the University Of Applied sciences Of Magdeburg, he is creating the first university degree program in Germany that trains teachers in pedagogical strategies designed specifically to empower poor children
and parents to take responsibility for their lives and decisions. Once in place, this program will create additional multipliers for his vision and strategy.
Scientific literacy and the jury: reconsidering jury‘competence',Public Understanding of Science 6: 327 59.
importantly to a financially strapped doctoral student, it was free (Wikipedia, 2013a). Adventure had no graphics, just words on an amber screen.
These pioneers were developing a wide range of creative digital learning tools such computer algorithms for analyzing student writing
and (4) it redefines the relationships between and among students, teachers and educational institutions. Early digital developments had an evolutionary influence on one, two or three of these areas,
From the time of Aristotle, before the advent of media technology, great teachers mentored their pupils using primarily oral communication.
A teacher lectures to a group of students assembled in a classroom. Students read printed materials typically outside of class time
and complete assignments to facilitate and test their comprehension of course materials. This model is generally less effective than direct mentorship
It is defined by interconnectedness among students and teachers and features many-to-many communication and multidirectional mentorship (see Figure 1). The professor is no longer in the role of the grand master of knowledge.
Instead, she or he is a mentor and guide and students engage in a shared process of knowledge exploration and discovery.
This paradigm represents the decline of hierarchy in learning. It portends the end of courses.
and discovery between and among students and the person formerly known as the instructor, adapting Jay Rosen's apt description of the rise of the citizen journalist in the digital age (2012).
and customize student engagement and learning in real time (Fournier, 2011). Interactive, on-demand multimedia resources such as the Khan academy enable students to learn the basics of any discipline asynchronously (Khan academy, 2013.
But they are limited severely in terms of giving the individual student direct, interactive access to the human course instructor.
As A j. Jacobs, editor at large for Esquire magazine, noted after completing three MOOCS: When it comes to Massive open online courses,
The professor is, in most cases, out of students'reach, only slightly more accessible than the pope or Thomas Pynchon.
Several of my Coursera courses begin by warning students not to e-mail the professor. We are told not to‘friend'the professor on Facebook (2013.
Though extremely efficient, MOOCS are still largely an extension of the second educational paradigm, bringing the idea of one-to-many education to an extreme.
While an increasing number of MOOCS integrate artificial intelligence and expert systems to provide student feedback and learning customization,
the ability of these systems to function effectively is limited largely to courses designed to advance subject matter mastery.
They have limited utility where student learning objectives involve developing new knowledge, solving new problems, and innovation.
The emerging third paradigm of education IS about students learning creative problem solving, innovation and generating new knowledge.
and interaction with graduate students. Outside of formal team projects, collaboration among students is frowned sometimes even upon as a form of cheating.
The arrival of the third educational paradigm does not spell the end of the previous paradigms.
students working outside of formal class time could efficiently communicate and collaboratively learn via their electronic group (e-group).
Importantly, the e-groups included not just students currently enrolled but many who had taken previously the class
These course graduates, so to speak, were still active participants in the class as mentors to current students.
Appropriately enough, the students introduced the instructor to the particular e-groups software tool they used for online collaboration.
each semester students are locked out at the end of the term. Instead, minimizing the potential to achieve maximum cross-generational education,
these alumni are blocked as possible mentors to current students. Because these commercial course management systems are linked to the official university registrar,
students who sign up for a class are enrolled automatically in the online section, which is a useful efficiency.
Philip Long, retired chief information officer for Yale university, notes that innovative educational environments designed for this third paradigm can overcome many traditional learning constraints
It is an educational environment that puts increasing control in the hands of the learner. But it means educators must be willing to relinquish some of that control.
the interconnected student can become an active collaborator in a continuous learning process (2013). Mobile technology, including wearable devices such as Google glass,
School has long been bounded by space and time and the physical qualities of student and teacher.
Emerging technologies allow student and teacher to transcend these constraints. It's 118 worth noting that more than half (56 percent) of adults in the U s as of 2013 use a smartphone (Smith 2013.
Of course, these networked digital technologies raise important privacy issues that must be managed in an effective manner to protect students'privacy rights (Douthat, 2013.
students could play a game of geocaching where the objectives are to find and advance knowledge and help solve community problems.
Students can use mobile devices to access the interactive 3d graphic and explore the protein structure in ways previously inaccessible.
allowing students to engage their physical world in entirely new ways. In collaboration with Columbia University computer science Professor Steven Feiner
the author developed in the late 1990s real-world AR enhancements described as a situated documentary (Höllerer, Feiner, & Pavlik, 1999.
Columbia University students used the geo-location capability of AR to tell and explore stories from the University's past,
including the 1968 student strike, Prof. Edwin Armstrong's invention of FM radio, and nuclear physicist Enrico Fermi's early work leading to the Manhattan project. 119 Today,
students could use the fusion of digital media and AR to collaboratively study their communities in terms of their own local carbon footprint.
Students interested in culture could use this AR fusion to collaboratively report and tell unique local stories to a global audience.
Students of paleontology could use AR to study collaboratively dinosaurs in a real-world environment enhanced by 3d virtual dinosaurs that once roamed that space.
Students in 21st century Canada might gain a new understanding of their environment's ancient past by encountering 3d animated versions of the true-life giant camels that once roamed that country (Austen, 2013.
In LPP, students engage actively in the real work of a discipline under the mentorship of a faculty member with expertise in the discipline.
Students studying history, for instance, might use a variety of mobile devices to conduct community history. They might do recorded oral histories
but it engages students in a process that both enriches their learning and can contribute, at least peripherally, to the field.
multi-modal learning greatly facilitates student comprehension (Prince, 2004). LPP is just one form of active learning.
Clickers, for instance, enable students to answer questions posed by the instructor during live class. The instructor can instantly gauge student learning
and customize her or his instruction accordingly. Moreover, learning analytics based on such data are increasingly being incorporated across digital learning environments.
This is a strategy to take advantage of many students'natural inclination toward ubiquitous and often non-stop mobile device use.
Research shows big data analytics are an effective tool to enable the professor to make instant adjustments to optimize learning and further diagnostics of teaching effectiveness as well as learning assessment (ELI, 2011.
but students do not (Chinn & Malhotra, 2002). This evidence suggests that social engagement, or peer-to-peer learning, brings important implications for learning in the third paradigm.
with classroom learning supplemented by a student-moderated discussion board. Students actively engage in social knowledge construction on these boards,
asking each other questions, seeking advice and developing new strategies for completing course assignments. Networked, digital and mobile technologies also provide a window to better engage a diverse student population.
In one of the author's hybrid courses a speech-impaired student was for first time able to fully participate as a peer with her classmates through online text-based discussion.
New initiatives are demonstrating the value of digital, wearable devices for providing improved access to educational content for persons with disabilities (Markoff, 2013.
one of the author's best students spent the entire semester working and studying at sea.
Another semester, an exceptional student stationed in the military and living halfway around the world,
In each of these cases, students in an Industrial Age course would not have been able to contribute their enriching, diverse experiences and perspectives to the class.
Students studying archeology might not only see a 3d animated version of New york city's 19th century Seneca Village,
Narrative Science is a commercial venture that grew out of the collaboration of two Northwestern university professors, Kristian Hammond and Larry Birnbaum,
or summaries based on an AI analysis. In the future each learner could have access to a customized digital teacher via such an intelligent system.
Human teachers should mentor their students. In particular, human teachers should focus on three domains that can frame all knowledge:
networked mobile media to create an ongoing virtual classroom community. Second, students can become lifelong learners...
and teachers. The line between teacher and student can blur, much as the line between professional journalist and citizen reporter has blurred.
In the 21st century, teachers will serve as guide and students will be active participants in a continuous learning process helping to create,
discover and share knowledge. This transition is vital because knowledge is advancing at an ever-faster pace
Experienced teachers can play an especially vital role in nurturing the development of this moral compass in their students.
Yet, the promise of an engaged community of lifelong learners is within sight. To turn this vision into a reality will require the collective effort of a new generation of educational pioneers guided by ethics, a critical lens and the courage to exchange 20th century teaching for 21st century learning.
John V. Pavlik, Professor, Department of Journalism and Media Studies, School of Communication and Information, Rutgers University, New brunswick, New jersey, United states
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