| Formatted contents note |
1. Introduction: the emergence of the university's role in the knowledge economy Paul Temple --<br/>Section 1 Understanding Universities as Knowledge Producers --<br/>2. University Organisation and Knowledge Production Paul Temple --<br/>3. Some Wicked Questions from the Dismal Science Gareth Williams --<br/>4. Universities, Firms and Knowledge Philip Ternouth --<br/>5. Managing University-Enterprise Partnerships Jose-Gines Mora, Maria-Jose Viera and Andrea Detmer --<br/>6. Valorisation, Knowledge Transfer and IP: creating value from academic knowledge Ben Jongbloed and Arend Zomer --<br/>7. Universities and Spatiality in Regional Knowledge Economies Fumi Kitagawa --<br/>8. Universities and the Informal Knowledge Economy Sally Hancock, Gwyneth Hughes and Elaine Walsh --<br/>Section 2 Some Regional Perspectives on Universities and Knowledge Production --<br/>9. Universities, Communities and Knowledge in the United States Eugene Trani and Robert Holsworth --<br/>10. Chinese Universities: supporting a new knowledge economy Shuang-Ye Chen and Xiao-Ying Lin --<br/>11. Universities and Knowledge Production in Central Europe Marek Kwiek --<br/>Section 3 Conceptual Approaches to Universities' Knowledge --<br/>12. The University and its Student Community: knowledge as "transformation"? David Watson --<br/>13. Liquid Knowledge, Liquid Universities Ronald Barnett |
| Abstract, etc |
Universities are fundamental to the contemporary knowledge economy. They directly and indirectly support economic growth in both developing and advanced economies. In addition to their traditional teaching and research functions, they often also have important roles in supporting regional development and urban regeneration, as well as involvement in fostering international relations, in, cultural developments and in enhancing social cohesion. While higher education institutions in many countries are often assigned key roles in economic and social policy prescriptions, exactly what those roles are and how they should be carried out are often unclear. Universities and the Knowledge Economy provides a much-needed theoretical and empirical analysis of these functions, taking a critical look at the complex connections between knowledge creation, the knowledge economy, and higher education today. This volume: (1) Brings together work on these topics by international experts, reporting and analysing recent policy developments and research; (2) Shows the significance of the university's role in the knowledge economy, and the precise roles that it can play; and (3) Presents a range of studies showing how universities interact with other knowledge producers and users, and how these interactions can be managed to achieve the most effective applications of knowledge. Universities are multi-faceted institutions that everywhere are accorded special status. "Universities and the Knowledge Economy" examines how these institutions carry our knowledge production and application, and how their distinctive characters affect what they do. This title is of both intellectual and operational relevance, and would be suitable for those interested in higher education and policy and practice, and in the theory of higher education. After an Introduction by Paul Temple, this book is divided into three sections. Section I, Understanding Universities as Knowledge Producers, contains the following: (2) University Organisation and Knowledge Production (Paul Temple); (3) Some Wicked Questions from the Dismal Science (Gareth Williams); (4) Universities, Firms and Knowledge (Philip Ternouth); (5) Managing University-Enterprise Partnerships (Jose-Gines Mora, Maria-Jose Viera and Andrea Detmer); (6) Valorisation, Knowledge Transfer and ip: Creating Value from Academic Knowledge (Ben Jongbloed and Arend Zomer); (7) Universities and Spatiality in Regional Knowledge Economies (Fumi Kitagawa); and (8) Universities and the Informal Knowledge Economy (Sally Hancock, Gwyneth Hughes and Elaine Walsh). Section ii, Some Regional Perspectives on Universities and Knowledge Production, contains the following: (9) Universities, Communities and Knowledge in the United States (Eugene Trani and Robert Holsworth); (10) Chinese Universities: Supporting a New Knowledge Economy (Shuang-Ye Chen and Xiao-Ying Lin); and (11) Universities and Knowledge Production in Central Europe (Marek Kwiek). Section iii, Conceptual Approaches to Universities' Knowledge, contains the following: (12) The University and its Student Community: Knowledge as "Transformation"? (David Watson); and (13) Liquid Knowledge, Liquid Universities (Ronald Barnett). |
