NESCU Ph d. Daniela MITRAN Nicolae Titulescu University †Athenaeum†University Ph d. Student Adrian NICOLAU Bucharest SC Avangarde Technologies Consulting Abstract:
Ehud Kokia is the Director General of Maccabi Healthcare Services and Professor at the School of Public health Sackler Medical Faculty, Tel aviv University.
David P. Chinitz is Associate professor of Health Policy and Management at the Hebrew University-Hadassah School of Public health in Jerusalem
http://ssrn. com/abstract=1583446 Technology and Innovation Management W o r k i n g P a p e r Hamburg University
HAMBURG UNIVERSITY OF TECHNOLOGY (TUHH) Page 1 of 31 Knowledge for Growth †Industrial Research & Innovation (IRI) Barriers to Innovation in SMES:
By Rajnish Tiwari and Stephan Buse Hamburg University of Technology (TUHH) Research Project Global Innovation Institute of technology and Innovation Management Schwarzenbergstr. 95, D-21073 Hamburg
and/or universities and specialized research institutions (here jointly referred to as universities) at home or abroad;
and/or their willingness to cooperate, with universities abroad. Many survey participants expressed their desire to cooperate with universities on an international scale.
Over one-third of all such SMES however cited financial constraints as being a major hurdle for the cooperation.
Problems in International Cooperation with Universities The discussion above has brought to fore the chances and challenges that firms,
Germany†s Federal Ministry of Education and Research (BMBF) in its latest report on the country†s technological performance expects a shortfall of 335,000 university graduates,
With 14 million young university graduates (with seven years or less of work experience) India†s talent pool is estimated to be the largest worldwide, overlapping Chinese talent pool by 50%and that of the USA
however need further ascertainment and are set to be examined by our further research under the aegis of â€oeresearch Project Global Innovation†(RPGI) at Institute of technology and Innovation Management at Hamburg University of Technology (TUHH).
Ergebnisse einer empirischen Untersuchung in ausgewã¤hlten Branchen, Hamburg University of Technology, online: http://www. tuhh. de/tim/ris-hamburg/befragung. html, last accessed:
Konzeption der empirischen Untersuchung in ausgewã¤hlten Branchen, Hamburg University of Technology, online: http://www. tuhh. de/tim/ris-hamburg/befragung. html, last accessed:
Innovationsmanagement in kleinen und mittleren Unternehmen, Working Paper No. 7, Hamburg University of Technology. Ylinenpã¤Ã¤,H. 1998:
Best Practices in Universities Regional Engagement. Towards Smart Specialisation. pdf. txt Brief on SME Innovation Performace. pdf txt É (Building bridges-Social inclusion problems as research and innovation issues. pdf
. pdf. txt Þ The Role of Open Innovation in Eastern European SMES-The Case of Hungary and Romania-Oana-Maria Pop. pdf. txt/ß The Role of Universities
nte degree s††io o a ria sa gartner e school ecker ella hanges†o atzky ck ta †university
ã onguay ourg io iente education tic ott enez d si te n e eo gu e law a university ranking ca soramiento ale
G#2v 3892 University G#3v 3893 College and university rankings G#4v 3894 Academic ranking of world universities 0#5#academic ranking of world universities Academic ranking of world universities
0#5#shanghai ranking Academic ranking of world universities G#4v 3895 G factor 0#5#g factor G factor G#4v 3896 Global university ranking
0#5#global university ranking Global university ranking G#4v 3897 Qs world university rankings 0#5#qs world university rankings Qs world university rankings G#4v 3898 U multirank
0#5#u multirank U multirank G#4v 3899 University ranking 0#5#university ranking University ranking G#4v 3900 Webometrics ranking of world universities
0#5#webometrics ranking of world universities Webometrics ranking of world universities G#3v 3901 Higher education institution 0#4#higher education institution Higher education institution G#3v 3902 Open university
0#4#open university Open university G#3v 3903 University G#4v 3904 Faculty 0#5#faculty Faculty
G#4v 3905 University 0#5#university University G#3v 3906 Virtual university 0#4#virtual university Virtual university
G#1v 4149 Massive open online course 0#2#massive open online course Massive open online course 0#2#mooc Massive open online course 0#2#online course Massive open online course
G#1v 4150 Mobile-assisted language learning 0#2#mobile assisted language learning Mobile-assisted language learning G#1v 4151 Open educational resource
0#2#open educational resource Open educational resource G#1v 4152 Opencourseware 0#2#opencourseware Opencourseware G#1v 3907 Organisation of teaching
G#2v 3908 Academic year 0#3#academic year Academic year G#2v 3909 Distribution of schools 0#3#distribution of schools Distribution of schools
G#2v 3910 Education system 0#3#education system Education system 0#3#educational system Education system G#2v 3911 Educational guidance
0#3#educational guidance Educational guidance G#2v 3912 Number of pupils 0#3#number of pupils Number of pupils G#2v 3913 Organisation of teaching
0#3#organisation of teaching Organisation of teaching 0#3#organization of teaching Organisation of teaching G#2v 3914 Planning of the school year 0#3#allocation of school time Planning of the school year
0#3#planning of the school year Planning of the school year G#2v 3915 School age 0#3#school age School age G#2v 3916 Teaching curriculum
0#3#educational curriculum Teaching curriculum 0#3#teaching curriculum Teaching curriculum G#2v 3917 Vocational guidance 0#3#vocational guidance Vocational guidance
G#1v 3918 School G#2v 3919 Education course 0#3#education course Education course G#2v 3920 School life
G#3v 3921 Classmate 0#4#classmate Classmate G#3v 3922 Classroom 0#4#classroom Classroom
G#3v 3923 College course 0#4#college course College course G#3v 3924 College student 0#4#college student College student
G#3v 3925 Course content 0#4#course content Course content G#3v 3926 Degree program G#4v 3927 Bachelor s degree
G#5v 3928 Bachelor of arts 0#6#bachelor of arts Bachelor of arts G#5v 3929 Bachelor of science 0#6#bachelor of science Bachelor of science
G#5v 3930 Bachelor s degree 0#6#bachelor s degree Bachelor s degree G#4v 3931 Degree program 0#5#degree program Degree program
0#5#degree programme Degree program G#4v 3932 Doctoral degree 0#5#doctoral degree Doctoral degree G#4v 3933 Graduate degree
0#5#graduate degree Graduate degree G#4v 3934 Master s degree 0#5#master s degree Master s degree 0#5#masters degree Master s degree
G#4v 3935 Mba program 0#5#mba Mba program 0#5#mba program Mba program G#4v 3936 Undergraduate degree
0#5#undergraduate degree Undergraduate degree G#3v 3937 Diploma G#4v 3938 Baccalaureate 0#5#baccalaureate Baccalaureate
0#5#baccalaureate diploma Baccalaureate G#4v 3939 Certificate of proficiency 0#5#certificate of proficiency Certificate of proficiency G#4v 3940 Diploma
0#5#diploma Diploma G#4v 3941 European baccalaureate 0#5#european baccalaureate European baccalaureate G#4v 3942 Leaving certificate
Evaluation and establishment of non-university scientific institutes First start-up companies Decision to move the Humboldt Universityâ's Natural science
11 non-university scientific institutes (1, 760 employees 6 Humboldt University institutes (1, 056 employees;
8, 034 students 445 technology oriented companies (5, 286 employees Media City 146 companies (1, 763 employees
Non-University Research Institutes Leibniz Association •FBH †Ferdinand Braun Institute for High frequency Technology
Non-University Research Institutes General •BAM †Federal Institute for Materials Research and Testing
•BTU †Brandenburg Technical University Cottbus, workgroup Air Chemistry •PTB †National Institute of Natural and Engineering sciences Berlin
University, Berlin Non-university research institutes Growth Cycle 31 Generation/Seed University Research Institutes Companies
Incubation IGZ/OWZ Expansion Productive Environment Growth Technology Centres Some success criteria 32 Success Criterion:
Strong policy support 33 Entwicklungsplan 1994 35â WISTA-MANAGEMENT GMBH Success Criterion 3-ple helix structure
Non-university scientific institutes Park Management and Development WISTA -MANAGEMENT GMBH 36 Long term development strategy
University IGZ/OWZ Technology Centres Productive Research Institutes Environment Companies Advisory service Coaching Infrastructure Project development
â€oeconstantin Brã¢ncoveanu†University of Piteå ti, Romania cpantelica@yahoo. co. uk Abstract The aim of this paper is to highlight universities†contribution to the success of innovation systems in
partnerships and involve frequent interactions between universities, businesses, policy-makers and innovation intermediaries. With a view to the future, universities are expected to bring their contribution to
regional smart specialisation and act as intermediary bodies for the implementation of several delivery instruments, thus drawing from the best practice cases presented within this paper
institutions, linking universities, research and business for excellence and regional development is a key issue for Member States and higher education institutions.
In this respect, as centres of knowledge, expertise and learning, universities are expected to drive economic development in the territories where they are located:
they should bring talented people into the region, harness regional strengths on a global scale and foster an
At the same time, universities should act as the centre of a knowledge network or cluster serving the local economy and
and thus facilitate university †industry interactions Third, universities, business and governments should meet together within regional
bodies and foster the dialogue with regional governance institutions, such as regional agencies, regional development organizations, city and municipal development offices
mainly from direct purchasing of supplies by the university, the jobs emerging from the staff salary and student living expenditure in the region and universities†economic
considered to have a RIS in place when its knowledge generation subsystem-universities research institutes, research associations, industry associations, training agencies
Universities are assumed to accomplish a number of different functions in a regional innovation system and their contribution has been studied with respect to their roles as
at the regional level, universities can serve as †antennas†for adopting external knowledge and mediator for local knowledge circulation, source of highly skilled labour, knowledge
providers in university †industry linkages and incubators for academic spin-offs, a relatively new route for commercialisation of academic inventions.
innovation systems provide a means for universities to engage with their local environments on activities which benefit both regional partners whilst strengthening
including universities: the percent of innovative enterprises collaborating with others for innovation measures the flow of knowledge between public research institutions and
the success in regional cooperation was due to the Danish University Act that has designated a third task for universities (OECD 2007),
but also to the new Government†s 2007 reform-â€oea structural reform of local and regional governanceâ€-that adopted the
universities from both sides of the border, regional authorities and business. The ambition behind this initiative was to make à resund a leading world science region building on its
platforms providing a coordinating link between the universities and the community, e g à resund Food Network, Medicon Valley Academy, à resund Environment Academy
region†s universities (Regional Innovation Monitor: Sweden, 2012. Finally, the Knowledge Navigator programme in Stockholm (2008 †2011/2012) involves different
universities and regional institutions to create a working model for knowledge transfer between academia and business, with a focus on SMES
The Universities of Applied sciences focus on applied research and technology transfer mainly addressing regional companies, playing a straightforward role in driving
whose goal is to promote firms†interaction and cooperation with universities and research institutes, but also with other innovative companies (Erawatch country profile:
Investigators addressing universities and research institutions that want to attract European Journal of Interdisciplinary studies 51 excellent young researchers to Vienna for founding their own research group (Regional
Finally, in The netherlands, there is a legal requirement for higher education institutions to engage regionally. In this respect, the Ministry of Economic Affairs, Agriculture and
Innovation is shaping the regional policy for universities, particularly around research application and innovation (OECD 2007.
SME€ s and Universities of Applied sciences and to inform about new and existing forms of collaboration and activities in the field of knowledge exchange between universities of
applied sciences and SME€ s (Erawatch country profile: The netherlands, 2012. â€oethe Peaks in the Delta†(Pid) is the Dutch strategy aimed at supporting existing regional
strengths and higher education institutions are seen as nodes in the regions. For example in the Pid East (NL22-Gelderland), the †peaks†are formed by innovative clusters
around three universities, while priorities are related to strong research topics such as food, nutrition, health and technology.
health (around University of Maastricht), international law, peace and safety (The hague Academy for local governance), but also IT solutions †given the presence here of Philips
regional actors †including universities, such as the Knowledge Vouchers programme that offers incentives to enterprises to purchase services from knowledge institutes to
universities, but also the high support for cluster-formation, networks and collaborative platforms through different funding programmes such as Regional Growth Forums in
between universities, business and government. For all the countries and regions under review there are, however, some challenges for the future:
evidence that the knowledge diffusion from universities to enterprises isn†t functioning optimally yet (Erawatch country profile:
University engagement and regional innovation. European Centre for Strategic Management of Universities. Available from http://www. highereducationmanagement. eu/images/stories/modern%20conference%20regional
%20innovation-executive%20report. pdf Boucher, G.,Conway, C. and Van der Meer, E. 2003: Tiers of engagement by universities in
their region†s Development. Regional Studies 37 (9: 887†897 Cooke, P. 2001: Regional innovation systems, clusters,
Connecting Universities to Regional Growth: A Practical Guide A guide to help improve the contribution of universities to regional development, with a view to
strengthening economic, social and territorial cohesion, in a sustainable way, September 2011 http://ec. europa. eu/regional policy/sources/docgener/presenta/universities2011/universities2011
of universities and local context in supporting the creation of academic spin-offs. Research Policy 40 (8): 1113-1127
The engagement of higher education institutions in regional development: an overview of the opportunities and challenges. Higher education Management
The Role of Universities in Innovation Systems and Regional Economies Expert meeting on â€oethe future of academic researchâ€, Vienna University of Economics and
Business Administration, 19-20 october 2006 Vol. 4 â Issue 2 â 2012 54 Appendix 1
MBS, the University of Manchester. UK June 2013 2013 Brief on INNOVATION PERFORMANCE ANNUAL REPORT ON EUROPEAN SMES 2012/2013
*Academic Unit, University Research Council, Universidad de la Repã blica, Montevideo Uruguay†Leticia Mederos *Academic Unit, University Research Council, Universidad de la Repã blica, Montevideo
Uruguay†Judith Sutz *Academic Unit, University Research Council, Universidad de la Repã blica, Montevideo Uruguayâ€
Abstract This article discussed why specific efforts aimed at establishing direct relationships between social inclusion problems and research and innovation projects are needed,
expressing the university social commitment. Another, and by no means less impor -tant, answer is to foster the recognition of SIPS by the researchers†â€oeacademic
become richer and the university integration into society will become stronger The Intervening Actors We take Sá
people from the university, at the extension services and at the chair of occupational medicine, but until recently, they simply understood death as a consequence of â€oeregularâ€
According to the usual dynamic of those meetings, an invitation was extended to university researchers from all areas of knowledge and particularly to those with specific cognitive
Faculty of engineering, and the results were tested successfully at the university hospital Hospital de Clã nicas The passage from prototype to production took a long time.
international funds, the technology was transferred from the university to a national electronics company, under university patent.
The company introduced improvements to the prototype and hired another company specialized in marketing of medical products
university hospital provided a vague spatial position of the location of the epileptic focus The unaffordable alternative was importing a special software
the neurosurgeons from the university hospital. It is no coincidence that the demand was expressed clearly by physicians:
University Research Responds to the Advancement in the Conceptualization of the Problem The way to make operative the conceptualization described so far has been a
Unit of the University Research Council†s perspective. This group is, at the same time, a scholarly academic group and is in charge of the academic management
-sion university program, the Metropolitan Integral Program To achieve this initiative, several meetings were organized by the Academic Unit
and publicly exposed to university researchers, public policy officials, and the general population through an open gathering called the
university research policy recognized itself as an actor in the process and assumed a protagonist role in facilitating encounters between researchers and other actors
consolidating the program as a University Research Council regular program. The new call presents similarities but also
the effort made from the university side to link these two actors, problem bearers or
university researchers, many of whom may want to formulate a project having as a starting point the suspicion of an SIP€ s existence but for which they lack clarity
This modality goes a step further in pushing the university research policy toward a hands-on strategy to link research and societal needs
makes even more valid the premise from which the university program â€oeresearch and Innovation Oriented to Social Inclusion†derives its normative vision:
However, we should not forget that the university by itself will never be able to assure the completeness of such travel.
University Press Arocena, R, . & Sutz, J. 2010). Weak knowledge demand in the South: Learning divides and innovation policies
University 796 Santiago Alzugaray, Leticia Mederos, and Judith Sutz Copyright of Review of Policy Research is the property of Wiley-Blackwell
Young Foundation (United KÃ ngdom), University of Heidelberg Germany), Atlantis (Greece), Universidade Catã lica Portuguesa
cooperatives, exchange and social currency networks, free universities, hacklabs, etc. The interesting aspect here is that the solutions being found are coming from ordinary people in their
-private-civil & university research partnerships, many local volunteers private operation -multiple locations in NL (90%of turnover;
-Local civil funding through subscriptions & from university; civil initiation, support from local mayor, and civil operation
Cancer Research UK researchers from the Universities of Cambridge, Leeds and Southampton in collaboration with the Citizen Science Alliance, a network of scientists, software developers and educators developing, managing and
Cancer Research UK researchers from the Universities of Cambridge, Leeds and Southampton in collaboration with the Citizen Science Alliance, a network of scientists, software developers and educators developing, managing and
and university not ready for work/higher/further education •Mismatch of skills †especially digital literacy
universities, Massive open online courses (MOOCS) and online learning are affecting the way education is being delivered today and onwards.
scenarios and Higher education was quick to adapt, with leading universities like MIT or the Open university
The academic side is led by the University of Melbourne, involving over 250 international researchers, specialists, developers and practitioners.
universities in the world delivering free online courses including universities such as Stanford, Yale, Princeton, London and Edinburgh University
Personal -ised education & new learning environ -ments Quest to Learn USA) 112 Engaging children in
handled by higher education institutions such as universities offering courses in specific geographical locations with access only to a limited number of admitted students.
universities, distance learning and ICT enabled education MOOCS enable new ways of providing Higher education and possible transformation of the organisation of Higher education.
credits or give participants opportunities to earn an official certificate from a higher education institution (Yuan 2013).
Whilst there have been based paper concepts for open universities/open education, ICT are considered widely as a game changer for education.
matching society†s needs for education with the learning capabilities of the universities and thus it can be
offering a platform from where higher education institutions and the teachers involved in the different courses can reach a large amount of different students with their courses in a cost effective way.
7 million users, offering over 600 different courses and partnering with 108 universities. As of December 2013
that it has been able to make strategic collaborations with some of the most renowned universities around the
Furthermore, the marketing value of some of the biggest universities worldwide partnering with Coursera should not be underestimated.
University Press Chadwick, A. 2009a. Web 2. 0: New Challenges for the Study of E-Democracy in an Era of Informational Exuberance
University, Cambridge, Massachusetts, USA Green, C. H.,(2012) â€oetrust and the Sharing Economy: A New Business model#,White paper
effectâ€, joint workshop between the TEPSIE project and MESHLABS, University of California, Berkeley, 18-19 april
Hotel Industryâ€, Boston University School of management, Research Paper Series No. 2013-16 Reed, M. S.,Dougill, A j,
Catalonia faces the challenge of modernising its universities in order to respond to the demands of the knowledge society.
and to society as a whole, the universities should adapt to the needs of production sectors and their spheres of influence
public authorities and the universities Catalonia 2020 Strategy 19 R&d at universities and research centres, particularly in the facilitating technologies
industrial biotechnology, nanotechnology, advanced materials, photonics microelectronics, nanoelectronics and energy), can provide the necessary base for
The Government supports universities, research centres, technology centres and science and technology parks in order to foster the establishment of companies with
6. 1. 7. Introducing a new university model based on excellence and internationa -lisation The strategy aimed at adapting the university model to a model of excellence and a
high degree of internationalisation focuses on six areas: restructuring university provisions; a new model for academic personnel;
promoting common or joint services new policy for fees and grants; a new model for the governance of universities;
and strengthening the position of universities as driving forces for growth. This new model also includes employing teaching
and research staff of excellence and establishing prestigious MA programmes with high international profiles 6. 1. 8. Increasing integration into labour market of people from groups at risk of
1. 7. Introducing a new university model based on excellence and internationalisation 1. 8. Increasing integration into the labour market of people from groups at risk of social
The Government promotes joint ventures between technology centres and university groups engaged in technology transfer, whilst also providing incentives for research
in order to obtain certain university qualifications 6. 5. 2. Promoting business initiative, cooperatives and self-employed work
know-how generated at universities and research centres towards the production sector, the Government provides incentives for marketing technology and developing
transversality of ecological design at universities and research centres and know-how transfer and the consumption of sustainable products and services
Atta Badii is a high-ranking professor at the University of Reading where he is Director of the Intelligent Systems Research Laboratory, at the School of Systems
University (UK). ) Her research focuses on the socio-technical factors influencing the design and uptake of online deliberation and collective intelligence (CI) infrastructures for social
Knowledge Media Institute of The Open university. Her research is focused on engagement and motivational aspects in Decarbonet.
of Information Engineering and Computer science of the University of Trento (Italy. As a sociologist who has worked always in interdisciplinary environments,
and universities and, of course, citizens. The relationships and power dynamics that characterise social innovation initiatives is a research and political challenge that, again
CAPS projects involve a large spectrum of private and public companies, universities and research centres, online platforms and NGOS.
AUTONOMOUS UNIVERSITY OF BARCELONA-Barcelona, Spain †IMAGINATION FOR PEOPLE-France †IMINDS VZW-Brussels, Belgium
†LULEà UNIVERSITY OF TECHNOLOGY, CENTRE FOR DISTANCE-SPANNING TECHNOLOGY-Sweden †LUNARIA, SOCIAL PROMOTION ASSOCIATION-Rome, Italy
†POLIBIENESTAR, UNIVERSITY OF VALENCIA-Valencia, Spain †PURPOSE EUROPE-London, UK †RADBOUD UNIVERSITY-Nijmegen, The netherlands
†SIGMA ORIONIS-Sophia Antipolis, France †SOZIALHELDEN E. V.-Berlin, Germany †STICHTING DYNE.
†THE OPEN UNIVERSITY-Milton Keynes, UK †THE UNIVERSITY OF SHEFFIELD-Sheffield, UK †THE UNIVERSITY OF ZURICH-Zurich, Switzerland
†THE WAAG SOCIETY-The netherlands †UNIVERSITÀ DEGLI STUDI DI MILANO-Milano, Italy †UNIVERSITà T HEIDELBERG, GEOGRAPHISCHES INSTITUT-Heidelberg, Germany
†UNIVERSITY COLLEGE LONDON, ACCESSIBILITY RESEARCH GROUP-London, UK †UNIVERSITY OF FLORENCE-Florence, Italy †UNIVERSITY OF READING-Reading, UK
†UNIVERSITY OF SURREY-Surrey, UK †VELTI-Greece †WAAG SOCIETY-The netherlands †WIKIRATE E. V.-Berlin, Germany
†WIKITALIA-Rome, Italy †WIRTSCHAFTSUNIVERSITà T WIEN-Vienna, Austria †WWF SCHEIZ-Zurich, Switzerland
†ZENTRUM FÃOER SOZIALE INNOVATION-Vienna, Austria 28 Synergies between Projects This chapter summarises the synergies emerging among CAPS projects both in terms of
delivering the building blocks that enable businesses, schools, universities and associations to create their own fully-featured social networks and applications
Systems (AMCIS 2000), University of California, Long beach, August 2000 Badii A. 2008)' User-Intimate Requirements Hierarchy Resolution Framework (UI-REF
University Press Forte, A. & Bruckman, A. 2005) Why Do People Write for Wikipedia? Incentives to
and social sciences at the Jesuit University of Philosophy in Munich. His doctorate thesis on legal
Scientific Director of the Executive Master Course in European Museology, IULM University, Milan He is an independent temporary exhibition specialist and an active lecturer on industrial
She has taught also as a fixed-term lecturer at the universities of Bologna and Turin and
teaching assignments at the University of MÃ nster, Humboldt University Berlin and University of Leipzig.
Department at the University of Patras and a researcher in its Computer engineering and Informatics Department.
Faculty of physics at Barcelona University. He also created and currently directs the series Metatemas published by Tusquets Editores, a collection that is a reference point for scientific
MA in History from Leiden University and has worked over ten years in the Scientific Publishing
Linkã ping University and an associate of Pascal Observatory and the Centre for Research and
in education and history from The Danish University of Education 67 Image Credits Page 6:
Mladen Milicevic is with the Loyola Marymount University, Los angeles USA (e-mail: mmilicev@lmu. edu; tel.:+
a university can turn a freshman student into an educated and refined person. That idea belongs to the past, when in the
about the universe by studying for four years at the university This outdated vision of education,
All the university can provide is an introduction to learning to allow us to discover our possibilities, and our potentials
enrolling into the universities, which are predominantly populated by the educators who got educated when the
For example, the universities provide a common physical space for a diverse group of students to interact in
Many universities report that blended instruction represents the fastest-growing type of enrollment A blended learning approach means that face-to-face
roughly 350 US University Presidents and found out that more than 90%of them strongly believe that hybrid (blended
that the pace of change needed for the universities to catch up with the rapid changes in society is too slow.
Universities have been notorious for being slow in adopting changes, but the society and the profile of students who are
enrolling into the universities is changing at a speed that is becoming increasingly difficult to handle.
universities rethink their traditional roles and their modes of operation. Embarking onto completely new roles and
The Innovative University: What College Presidents Think about Change in American Higher education Online. Available http://strategicplanning. fairfield. edu/sites/default/files/innovative uni
Alvin Lucier at Wesleyan University in Connecticut from which he received his masters in experimental
From the University of Miami in Florida, Mr. Milicevic received his doctorate in computer music composition in 1991, studying with Dennis Kam.
university website, mission and identity, faculty senate with many subcommittees, various faculty and administrative search committees, etc
Mr. Milicevic is professor and chair of Recording Arts Department at Loyola Marymount University, Los angeles
International Journal of Social science and Humanity, Vol. 5, No. 7 july 2015 659
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