[Versiune in limba romana] - preluare eurodesk_info
Euromediterranean and Black Sea Observatory din Napoli, Italia, acorda 15 burse pentru participare la Scoala de vara "The Cultural Enterprise in the Mediterranean". Scoala se va derula in perioada 27 septembrie - 4 octombrie 2010 in Procida, Italia.
Data limita pentru inscriere este: 5 august 2010
Mai multe informatii (prezentare, conditii de participare) gasiti mai jos.
Open Scholarship V Summer School
“Cultural Enterprise in the Mediterranean”
Procida 27 September – 4 October 2010
(for citizen belonging to countries from the Mediterranean and the Black Sea areas)
The “Cultural Enterprise in the Mediterranean” Summer School aims at reaching a threefold
objective :
1. Allow students trained in Universities from both banks of the Mediterranean Sea to meet each
other during a common and shared moment;
2. Giving such an intercultural audience a constant exchange of ideas and many scholars and
teachers from the two Mediterranean banks;
3. Allowing this audience to meet people from the working world, in order to achieve a broader,
wider and deeper knowledge of the opportunities offered on both the banks of the Mediterranean.
2010 Edition Focus
Freedom of the press in the Mediterranean area - south and the Mediterranean – The cultural
enterprise in the territory - Of cultural heritage - Cities and Culture – European network
“Euronablus”
Prerequisites
The School has 35 available places. Every Italian citizen (and every citizen belonging to countries
from the Mediterranean and the Black Sea areas) with a second-level degree and not yet 35 years
old until the Scholarship deadline may take part in it.
The participation request must be sent, on paper, within August 5, 2010
(the mail stamp date will be proof) and the following documents must be attached:
- Copy of the achieved university title;
- Curriculum Vitae;
- One or more presentation letters;
- Certifications attesting the knowledge of French and/or English; for
foreign students a certification attesting knowledge in Italian, if present
- Other titles and certifications pertaining the Scholarship
The participation request must be sent in a closed envelope, with the wording: “Summer School-
Procida 2010” at the following address:
3Ceicc
Osservatorio Euromediterraneo e del Mar Nero
Via Partenope, 36 – 80121 Napoli
ITALIA
Ranking
To take part in the V “Cultural Enterprise in the Mediterranean”
Summer School, the Euromediterranean and Black Sea Observatory, following the judgment of a
dedicated Commission of the Scientific Committee, will bestow 15 grants to young graduates,
both Italian and foreigners, residing in Mediterranean countries. This grant consists in the total
coverage of travelling and full lodging expenses in Procida by the Euromediterranean and Black Sea
Observatory.
The young graduates will be hosted in a residence.
vineri, 27 august 2010
[English version] - blogs.hbr.org
by Rita McGrath
To fix business schools, we academics should focus less on our reputations among our peers, and more on the connection between our research and real managers in real businesses.
One consequence of the quest for academic legitimacy amidst business school faculty is what one observer called a "relentless quest for status." Academics in all fields gain status by publishing articles in peer-reviewed scholarly journals, particularly the top four or five outlets in the field that really count. Status also stems from those self-same articles being cited in other articles, to show 'impact' or 'influence' on other academics.
In my own field of management, status comes from being recognized as a contributor to a base discipline, such as sociology, economics, or psychology. It's not about making a contribution to management thinking, with its unique emphasis on the jobs of - you guessed it - real managers. As Rakesh Khurana observed in a 2007 article in the Academy of Management Journal: "...many of the disciplined-trained scholars joining business school faculties were not intrinsically interested in business...Few [younger faculty members] were motivated in their research by a desire to examine the real problems that managers faced..."
Debating the MBAIn the same journal, and in the same year, I made some suggestions for rectifying the imbalance between academic theory and real-world practice. Academics should:
1) Include real-world examples in our articles and devote more energy to the topics that interest managers. Most of our academic work is pretty difficult to penetrate (I mean, would you leap out and read an article with the title "time compression dis-economies" in the title, and no, I am NOT making that up). To quote myself here: "Humiliating though it may be, there is a reason that stories about mice who've lost their cheese and penguins fleeing melting icebergs are snapped up by millions while most of what we publish isn't even cited by other academics."
2) Articulate what our research implies for some kind of implication for managerial action. What would someone do differently, now that they know the answer to the problem being researched?
4) Get back to considering research that carefully describes phenomena to be as valuable as research that promotes and tests a particular theory. That is, we should describe and test what is actually going on in the world.
5) Include some reference to 'managerial impact' in faculty evaluations for promotion. I'm on thin ice here, and of course, we need to be careful - we don't want to breed people who pander to whatever the flavor of the month is - but at the same time, what about giving at least some weight to impact on managers as we do to impact on other academics? For instance, why not honor those who author McKinsey award winning articles in the Harvard Business Review?
6) I concur with Steve Kerr that sometimes the very best management education is found not in the MBA programs, but among practicing executives. Why not increase the legitimacy and visibility of this activity among major schools?
Business schools could -- and should -- play a terrific role in raising the standard of management. By doing this, they can help us dig our way out of the current crisis, create more globally competitive organizations and ultimately provide jobs and economic growth that we all desire.
To do that more effectively, however, academics should stop playing intellectual one-upsmanship games with each other, and pay attention to what's happening in the real world.
Rita Gunther McGrath is a professor of management at Columbia Business School.
by Rita McGrath
To fix business schools, we academics should focus less on our reputations among our peers, and more on the connection between our research and real managers in real businesses.
One consequence of the quest for academic legitimacy amidst business school faculty is what one observer called a "relentless quest for status." Academics in all fields gain status by publishing articles in peer-reviewed scholarly journals, particularly the top four or five outlets in the field that really count. Status also stems from those self-same articles being cited in other articles, to show 'impact' or 'influence' on other academics.
In my own field of management, status comes from being recognized as a contributor to a base discipline, such as sociology, economics, or psychology. It's not about making a contribution to management thinking, with its unique emphasis on the jobs of - you guessed it - real managers. As Rakesh Khurana observed in a 2007 article in the Academy of Management Journal: "...many of the disciplined-trained scholars joining business school faculties were not intrinsically interested in business...Few [younger faculty members] were motivated in their research by a desire to examine the real problems that managers faced..."
Debating the MBAIn the same journal, and in the same year, I made some suggestions for rectifying the imbalance between academic theory and real-world practice. Academics should:
1) Include real-world examples in our articles and devote more energy to the topics that interest managers. Most of our academic work is pretty difficult to penetrate (I mean, would you leap out and read an article with the title "time compression dis-economies" in the title, and no, I am NOT making that up). To quote myself here: "Humiliating though it may be, there is a reason that stories about mice who've lost their cheese and penguins fleeing melting icebergs are snapped up by millions while most of what we publish isn't even cited by other academics."
2) Articulate what our research implies for some kind of implication for managerial action. What would someone do differently, now that they know the answer to the problem being researched?
4) Get back to considering research that carefully describes phenomena to be as valuable as research that promotes and tests a particular theory. That is, we should describe and test what is actually going on in the world.
5) Include some reference to 'managerial impact' in faculty evaluations for promotion. I'm on thin ice here, and of course, we need to be careful - we don't want to breed people who pander to whatever the flavor of the month is - but at the same time, what about giving at least some weight to impact on managers as we do to impact on other academics? For instance, why not honor those who author McKinsey award winning articles in the Harvard Business Review?
6) I concur with Steve Kerr that sometimes the very best management education is found not in the MBA programs, but among practicing executives. Why not increase the legitimacy and visibility of this activity among major schools?
Business schools could -- and should -- play a terrific role in raising the standard of management. By doing this, they can help us dig our way out of the current crisis, create more globally competitive organizations and ultimately provide jobs and economic growth that we all desire.
To do that more effectively, however, academics should stop playing intellectual one-upsmanship games with each other, and pay attention to what's happening in the real world.
Rita Gunther McGrath is a professor of management at Columbia Business School.
Colleges see prospective donors among new students
[English version] - source: Associated Press
By ALAN SCHER ZAGIER (AP)
COLUMBIA, Mo. — The drill for new college students remains pretty consistent: grab a campus map, buy some overpriced textbooks, save those quarters for laundry and don't forget to call home.
On a growing number of campuses, first-year students are hearing another message. Please give. Not for tuition, but instead as a young donor.
With alumni-giving rates at record lows and lagging state support of postsecondary education, public and private schools alike are focusing their efforts on building lifetime loyalty among still-impressionable students.
Some schools start small. Fundraisers at Emory University in Atlanta pass out piggy banks for freshmen to collect spare change. Texas Christian and California University of Pennsylvania ask for $1 donations at their new student convocations.
Other schools, including the University of Pennsylvania, have created more elaborate efforts, with four-year programs designed to teach students the value of philanthropy as a civic virtue as well as the nuances of higher education funding.
"We are unapologetically laying out expectations for their relationship with Penn," said Elise Betz, executive director of alumni relations. "Before our students enter a classroom, they are given this message."
In the Penn Traditions program, school trustees and donors visit dorms to share their perspective on financing an Ivy League education. Trivia night contests focus on school history and traditions, not just sports or pop culture arcana.
By the second semester of their freshmen year, students can tap an alumni database for job leads or networking contacts. But the first 'ask' — donor-speak for a request for money - doesn't take place until senior year.
"It really isn't just about giving," Betz said. "It's about staying connected."
The program seems to be paying off. Participation in Penn's senior gift drive increased from 18 percent in 2001 to 70 percent in 2009 — a figure nearly double the school's alumni-giving rate.
The University of Michigan doesn't wait until freshmen orientation to discuss student philanthropy. Instead, prospective Wolverines learn about the importance of private contributions while touring the Ann Arbor campus.
Students at public colleges and universities — and their parents — often mistakenly assume that tax dollars cover the bulk of their education, said Judy Malcolm, director of development communications and donor relations.
Instead, state support of the school's core academic functions hovers near 20 percent - nearly one-fourth the level of support provided by Michigan to its flagship university 50 years ago.
"At privates, from the moment the student sets foot on campus, giving to the university is an expectation," Malcolm said. "Here, they mistakenly think the state is paying for their entire education."
Angelo Armenti Jr., president of California University of Pennsylvania, calls his school's focus on current students as future donors a "survival strategy." State support at the 158-year-old school in western Pennsylvania now accounts for just one-third of its budget, half the funding levels of 25 years ago.
Alumni who graduated during more flush times don't always understand the necessity of private support, Armenti said.
"Most of them graduated at a time when the state paid all the bills," he said. "How do you convince these people that they have to step up and contribute like private university graduates? Educating our students before they become alumni is much more effective and efficient."
The tough economic times have hit campus development offices particularly hard. A Council for Aid to Education survey of charitable contributions to U.S. colleges and universities showed a decline in private giving of nearly 12 percent in 2009, the steepest drop in the survey's 53-year history. The alumni participation rate of 10 percent was also a record low.
On some campuses, asking students for donations outright is secondary to educating them about the role of private philanthropy in higher education.
That's the case at the University of Missouri, where the private Mizzou Student Foundation invites scholarship recipients to a "Grateful Tiger" day where they write thank-you notes and holiday greeting cards to their benefactors. In another program known as TAG Day — an abbreviation for "Thanking Alumni and friends for their Generosity" — classrooms and buildings that have benefited from donor money are "tagged" with such designations to increase awareness. Faculty members with endowed chairs and student scholarship recipients also wear the tags.
Allyson Lindsey, a 2007 Michigan graduate, learned about the importance of alumni donations on her campus while working as a student fundraiser in the school's telethon office.
The Detroit native returned home after graduation to work as a neonatal researcher at Wayne State University. It took her six months to find a job, but she quickly donated $25 to her alma mater — despite still owing more than $20,000 in unpaid student loans.
"I was really inspired to give back," she said. "I can't give thousands of dollars yet, but they still appreciated my $25. That really resonated with me."
Copyright © 2010 The Associated Press. All rights reserved.
By ALAN SCHER ZAGIER (AP)
COLUMBIA, Mo. — The drill for new college students remains pretty consistent: grab a campus map, buy some overpriced textbooks, save those quarters for laundry and don't forget to call home.
On a growing number of campuses, first-year students are hearing another message. Please give. Not for tuition, but instead as a young donor.
With alumni-giving rates at record lows and lagging state support of postsecondary education, public and private schools alike are focusing their efforts on building lifetime loyalty among still-impressionable students.
Some schools start small. Fundraisers at Emory University in Atlanta pass out piggy banks for freshmen to collect spare change. Texas Christian and California University of Pennsylvania ask for $1 donations at their new student convocations.
Other schools, including the University of Pennsylvania, have created more elaborate efforts, with four-year programs designed to teach students the value of philanthropy as a civic virtue as well as the nuances of higher education funding.
"We are unapologetically laying out expectations for their relationship with Penn," said Elise Betz, executive director of alumni relations. "Before our students enter a classroom, they are given this message."
In the Penn Traditions program, school trustees and donors visit dorms to share their perspective on financing an Ivy League education. Trivia night contests focus on school history and traditions, not just sports or pop culture arcana.
By the second semester of their freshmen year, students can tap an alumni database for job leads or networking contacts. But the first 'ask' — donor-speak for a request for money - doesn't take place until senior year.
"It really isn't just about giving," Betz said. "It's about staying connected."
The program seems to be paying off. Participation in Penn's senior gift drive increased from 18 percent in 2001 to 70 percent in 2009 — a figure nearly double the school's alumni-giving rate.
The University of Michigan doesn't wait until freshmen orientation to discuss student philanthropy. Instead, prospective Wolverines learn about the importance of private contributions while touring the Ann Arbor campus.
Students at public colleges and universities — and their parents — often mistakenly assume that tax dollars cover the bulk of their education, said Judy Malcolm, director of development communications and donor relations.
Instead, state support of the school's core academic functions hovers near 20 percent - nearly one-fourth the level of support provided by Michigan to its flagship university 50 years ago.
"At privates, from the moment the student sets foot on campus, giving to the university is an expectation," Malcolm said. "Here, they mistakenly think the state is paying for their entire education."
Angelo Armenti Jr., president of California University of Pennsylvania, calls his school's focus on current students as future donors a "survival strategy." State support at the 158-year-old school in western Pennsylvania now accounts for just one-third of its budget, half the funding levels of 25 years ago.
Alumni who graduated during more flush times don't always understand the necessity of private support, Armenti said.
"Most of them graduated at a time when the state paid all the bills," he said. "How do you convince these people that they have to step up and contribute like private university graduates? Educating our students before they become alumni is much more effective and efficient."
The tough economic times have hit campus development offices particularly hard. A Council for Aid to Education survey of charitable contributions to U.S. colleges and universities showed a decline in private giving of nearly 12 percent in 2009, the steepest drop in the survey's 53-year history. The alumni participation rate of 10 percent was also a record low.
On some campuses, asking students for donations outright is secondary to educating them about the role of private philanthropy in higher education.
That's the case at the University of Missouri, where the private Mizzou Student Foundation invites scholarship recipients to a "Grateful Tiger" day where they write thank-you notes and holiday greeting cards to their benefactors. In another program known as TAG Day — an abbreviation for "Thanking Alumni and friends for their Generosity" — classrooms and buildings that have benefited from donor money are "tagged" with such designations to increase awareness. Faculty members with endowed chairs and student scholarship recipients also wear the tags.
Allyson Lindsey, a 2007 Michigan graduate, learned about the importance of alumni donations on her campus while working as a student fundraiser in the school's telethon office.
The Detroit native returned home after graduation to work as a neonatal researcher at Wayne State University. It took her six months to find a job, but she quickly donated $25 to her alma mater — despite still owing more than $20,000 in unpaid student loans.
"I was really inspired to give back," she said. "I can't give thousands of dollars yet, but they still appreciated my $25. That really resonated with me."
Copyright © 2010 The Associated Press. All rights reserved.
joi, 26 august 2010
How Would You Spend Grant Money for Schools?
[English version] - New York Times
The Department of Education announced the winners of “Race to the Top,” in which states competed for federal funding for their school systems. The states submitted proposals for how they would spend the money, and the government rewarded innovative ideas. If your state received funding, how would you want education officials to spend it?
As Sam Dillon reports, the 12 winners of Race to the Top were chosen for bold, innovative plans for improving the schools in their states:
The competition was designed to reward what President Obama considers exemplary educational ideas and practice, in hopes that other states will adopt similar practices.
The president’s goals include expanding the number and quality of charter schools, updating the way school districts evaluate teachers’ effectiveness, improving student data-tracking systems to help educators know what students have learned and what must be retaught, and turning around thousands of the lowest-performing schools.
States earned points if they raised their standards and the rigor of standardized tests. Dozens of states responded to that incentive by adopting common standards in English and math written over the last year at the request of the National Governors Association.
More on: http://www.nytimes.com/2010/08/25/education/25schools.html?_r=1
The Department of Education announced the winners of “Race to the Top,” in which states competed for federal funding for their school systems. The states submitted proposals for how they would spend the money, and the government rewarded innovative ideas. If your state received funding, how would you want education officials to spend it?
As Sam Dillon reports, the 12 winners of Race to the Top were chosen for bold, innovative plans for improving the schools in their states:
The competition was designed to reward what President Obama considers exemplary educational ideas and practice, in hopes that other states will adopt similar practices.
The president’s goals include expanding the number and quality of charter schools, updating the way school districts evaluate teachers’ effectiveness, improving student data-tracking systems to help educators know what students have learned and what must be retaught, and turning around thousands of the lowest-performing schools.
States earned points if they raised their standards and the rigor of standardized tests. Dozens of states responded to that incentive by adopting common standards in English and math written over the last year at the request of the National Governors Association.
More on: http://www.nytimes.com/2010/08/25/education/25schools.html?_r=1
Role of Academic Entrepreneurship in Malaysia
[English version]
The development of science and technology (S&T) in Malaysia has been policy-driven and strategically triggered by the government. This is not an anomaly in any developing economy; however, based on findings of the National Survey of Research and Development conducted by the Malaysian Science and Technology Information Centre, Malaysia seems slow in the S&T development process compared to its East Asian counterparts such as Japan, Korea, Taiwan, Singapore, China and India.
Perhaps, one of the differentiating factors between Malaysia and other East Asian countries is the level of academic entrepreneurship in the national innovation system. The fact is, even the development of the national innovation system has been policy-driven.
How has this policy-driven approach been effective in enhancing academic entrepreneurship in higher education institutions and the national innovation system?
In the last two decades, various programmes and initiatives were undertaken to facilitate the nation's transition from a production-based to an innovation-based economy, beginning with the transformation towards becoming a developed society through Vision 2020 in 1991 and the re-focusing of efforts on the development of a knowledge-based economy after the Asian financial crisis.
The development of science and technology (S&T) in Malaysia has been policy-driven and strategically triggered by the government. This is not an anomaly in any developing economy; however, based on findings of the National Survey of Research and Development conducted by the Malaysian Science and Technology Information Centre, Malaysia seems slow in the S&T development process compared to its East Asian counterparts such as Japan, Korea, Taiwan, Singapore, China and India.
Perhaps, one of the differentiating factors between Malaysia and other East Asian countries is the level of academic entrepreneurship in the national innovation system. The fact is, even the development of the national innovation system has been policy-driven.
How has this policy-driven approach been effective in enhancing academic entrepreneurship in higher education institutions and the national innovation system?
In the last two decades, various programmes and initiatives were undertaken to facilitate the nation's transition from a production-based to an innovation-based economy, beginning with the transformation towards becoming a developed society through Vision 2020 in 1991 and the re-focusing of efforts on the development of a knowledge-based economy after the Asian financial crisis.
Among the key initiatives were the Third Outline Perspective Plan (2001-2010), the Knowledge-Based Economy Master Plan, 2002, and the Malaysian Knowledge Content (MyKe) Survey, 2003. In fact, government research funding under the Ninth Malaysia Plan (2006-2010) at 1.5% GDP was a threefold increase from the Eighth Malaysia Plan (2001-2005) at 0.49% GDP.
Further, among the significant decisions that could be related to academic entrepreneurship in higher education were the designation of four public universities as research universities - University Malaya, Science University of Malaysia, National University of Malaysia and Putra University of Malaysia - and a RM5.3 billion allocation for science, technology and innovation initiatives to strengthen the national innovation system. Focus was directed at biotechnology, advanced materials, manufacturing, nanotechnology and information and communication technology to generate 300 science and technology-based companies through public-funded R&D, and 50 companies with global partnerships.
Nevertheless, without a world-class national higher education system, the quest to become a sophisticated knowledge-based economy is likely to be frustrated because this is a prerequisite to improve the national innovation system and overcome a disjointed research and innovation system, with weak private sector demand for R&D and weak university-industry linkages.
To develop a world-class higher education system, utmost attention and consideration must be given to the development of academic entrepreneurship, which includes a better understanding of what it is and putting in place the right internal systems and mechanisms within the academic institutions to facilitate its development.
What is academic entrepreneurship?
Academic entrepreneurship is defined here as the leadership process of creating economic value through acts of organisational creation, renewal or innovation that occurs within or outside the academic institution that results in research and technology commercialisation. It occurs at the level of individuals or groups of individuals acting independently or as part of faculty or university systems, who create new organisations or instigate renewal or innovation within or outside the academic institutions. These individuals can be referred to as academic entrepreneurs or entrepreneurial academics (academic intrapreneurs). Value from academic entrepreneurship is achieved through the integration of organisational and commercialisation activities.
Based on the definition above, the phenomenon consists of three components. Firstly, it creates value in the marketplace, as well as within the academic organisations. A university creates economic value by becoming entrepreneurial. In the value creation process, leadership at all levels of the academic organisation is important in facilitating, nurturing and supporting academic entrepreneurial activities. Without strong and effective leadership, the transition or transformation towards an entrepreneurial university may not be realised.
Secondly, the value creation process occurs through acts of organisational creation, renewal or innovation. The table above provides the mechanisms that can be undertaken when pursuing these entrepreneurial actions.
And thirdly, academic entrepreneurship results in research and technology commercialisation. This is because it facilitates and encourages university technology transfer between the university and industry. Thus, a higher degree of academic entrepreneurship orientation will result in a greater number of technology transfer and commercialisation activities.
In an entrepreneurial university, academic entrepreneurship processes and activities are embedded in the university system, encultured in its academic faculties, embodied in its community of practice and "embrained" in each individual academic. By indulging in academic entrepreneurship, university agents - that is, academic inventors and entrepreneurs - use available organisational resources and state resources and organise their entrepreneurial activities towards exploiting perceived opportunities in the knowledge-based economy. This means that academic entrepreneurship is a process that occurs within the organisational boundary of the university. This is shown in the figure above, where academic entrepreneurship (AE) falls inside the circle denoted as entrepreneurial university (EU).
Previous research into academic entrepreneurship tended to equate academic entrepreneurship with university technology transfer, more specifically with the creation and development of new organisations, commonly known as the academic or technology based spin-off. However, when academic entrepreneurship is interpreted as encompassing not only organisational creation but also strategic renewal, transformation and innovation within the university systems, a boundary then exists between academic entrepreneurship and university technology transfer.
This means that not all academic entrepreneurship processes and activities will result in university technology transfer. However, the process of transferring technology to the industry or the commercialisation of the technology or invention through licensing agreements, research joint ventures and university-based start-ups are entrepreneurial activities. The figure above describes how the entrepreneurial university interacts with industry and extends its academic entrepreneurship processes and activities beyond the organisational boundary through university technology transfer.
These activities and entrepreneurial developments will not only contribute to organisational growth, profitability and wealth creation in the university but will also impact the external environment and economy as a whole by increasing productivity, improving best practices, creating new industries and enhancing international competitiveness and contributing to the growth and development of a knowledge-based economy and society.
For national and local governments, universities are a source of key assets for a technology-driven innovation economy. They provide skilled people and valuable researchable ideas. They attract other key economic development resources, such as educated people, firms and venture capitalists. Since universities usually remain in a particular location, they can be relied upon for long-term sustainable relationships. Universities which have been successful in teaching and research have vast untapped resources for nurturing and establishing innovative start-ups and technology-based ventures.
Through academic entrepreneurship, the university becomes the agent of industrial innovation, technological development, economic development and social development especially in the context of growing knowledge-based economies and globalisation.
The above basically suggests that a university's leadership role is becoming multifaceted. Not only are universities required to educate people, but are needed to train skilled undergraduates, graduates and post-doctorates. To contribute towards knowledge-based innovation systems and economies, universities need to increase the stock of codified useful knowledge such as publications, patents and prototypes. They have to participate in problem-solving activities in industry and community through contract research, cooperative research with industry, technology licensing and faculty consulting, as well as provide access to specialised instrumentation and equipment and incubation services.
Further, the impact of the National Higher Education Action Plan (2007-2010), which is triggering the higher education transformation and consequently the S&T development, is that:
•Malaysian universities are expected to contribute more to economic development through R&D and commercialisation activities;
•Universities must seek closer relationships with the government and industry; and,
•Universities need to drive resource efficiency and quality management approaches through all aspects of their business, requiring a high level of both financial and outcome accountability.
This naturally leads to several issues and challenges for the leaders of Malaysian universities who want to nurture academic entrepreneurship in their universities, which include:
•Can universities accommodate a third mission of enterprise development on top of primary roles of education and intellectual discovery?
•Can universities stand up to their local role and gear up to their international role?
•How will the university leadership address the conflict between role of disciplines and role of inter-disciplines?
•How will the leadership address the conflict between academic freedom, scientific autonomy, curiosity-driven "fundamental" research versus directed, user-driven, shorter-term development "applied" research? In other words, can academic leadership find a balance between technology-driven innovation and market-driven innovation?
•Can universities handle the issues relating to conflict of interest and conflict of commitment?
•How will universities decide between centralised versus decentralised management of the university-industry boundary?
•How will universities select the appropriate commercialisation model for their technology transfer offices?
It was reported in the National Survey of Research and Development, 2006, that in 2004, R&D expenditure by the private sector accounted for 71.5% of the national gross expenditures on research and development. In relation to academic entrepreneurship and research commercialisation:
•Can universities attract funding from the private sector?
•Would the private sector be willing to pour their R&D expenditures into research and commercialisation activities in universities?
In addition, the entrepreneurial activities in universities need to be fuelled by venture capital funding and investment. Not only is the number of venture capitalists in Malaysia small but their focus of late has been on portfolio management rather than on funding university spin-offs. Currently, only the Malaysian Technology Development Corp Sdn Bhd and Malaysian Venture Capital Management Bhd, both set up by the government, have shown interest, but academic entrepreneurs and intrapreneurs need to be trained to meet venture capital requirements and to understand the challenges and rigours of academic entrepreneurship.
In conclusion, to nurture the academic entrepreneurial paradigm and mindset across the university organisation and system, a shift from a focus on (basic) research and teaching to the development of a collective, innovative, entrepreneurial and sustainable source of S&T needs to be made. There has to be facilitation from inside the university system to accelerate technology diffusion. Conflicts arising from creative tension between teaching and research, applied and basic, entrepreneurial and scholastic interests are inevitable and expected.
But, for the academic entrepreneurial paradigm to be sustainable, compromise, normative change and reconciliation of different and seemingly opposed ideological elements, such as entrepreneurship and the extension of knowledge, need to be facilitated and embedded in the university system. This should be the way forward.
Source: http://www.theedgedaily.com/cms/content.jsp?id=com.tms.cms.article.Article_29875822-cb73c03a-11151520-fab0bfda
The development of science and technology (S&T) in Malaysia has been policy-driven and strategically triggered by the government. This is not an anomaly in any developing economy; however, based on findings of the National Survey of Research and Development conducted by the Malaysian Science and Technology Information Centre, Malaysia seems slow in the S&T development process compared to its East Asian counterparts such as Japan, Korea, Taiwan, Singapore, China and India.
Perhaps, one of the differentiating factors between Malaysia and other East Asian countries is the level of academic entrepreneurship in the national innovation system. The fact is, even the development of the national innovation system has been policy-driven.
How has this policy-driven approach been effective in enhancing academic entrepreneurship in higher education institutions and the national innovation system?
In the last two decades, various programmes and initiatives were undertaken to facilitate the nation's transition from a production-based to an innovation-based economy, beginning with the transformation towards becoming a developed society through Vision 2020 in 1991 and the re-focusing of efforts on the development of a knowledge-based economy after the Asian financial crisis.
The development of science and technology (S&T) in Malaysia has been policy-driven and strategically triggered by the government. This is not an anomaly in any developing economy; however, based on findings of the National Survey of Research and Development conducted by the Malaysian Science and Technology Information Centre, Malaysia seems slow in the S&T development process compared to its East Asian counterparts such as Japan, Korea, Taiwan, Singapore, China and India.
Perhaps, one of the differentiating factors between Malaysia and other East Asian countries is the level of academic entrepreneurship in the national innovation system. The fact is, even the development of the national innovation system has been policy-driven.
How has this policy-driven approach been effective in enhancing academic entrepreneurship in higher education institutions and the national innovation system?
In the last two decades, various programmes and initiatives were undertaken to facilitate the nation's transition from a production-based to an innovation-based economy, beginning with the transformation towards becoming a developed society through Vision 2020 in 1991 and the re-focusing of efforts on the development of a knowledge-based economy after the Asian financial crisis.
Among the key initiatives were the Third Outline Perspective Plan (2001-2010), the Knowledge-Based Economy Master Plan, 2002, and the Malaysian Knowledge Content (MyKe) Survey, 2003. In fact, government research funding under the Ninth Malaysia Plan (2006-2010) at 1.5% GDP was a threefold increase from the Eighth Malaysia Plan (2001-2005) at 0.49% GDP.
Further, among the significant decisions that could be related to academic entrepreneurship in higher education were the designation of four public universities as research universities - University Malaya, Science University of Malaysia, National University of Malaysia and Putra University of Malaysia - and a RM5.3 billion allocation for science, technology and innovation initiatives to strengthen the national innovation system. Focus was directed at biotechnology, advanced materials, manufacturing, nanotechnology and information and communication technology to generate 300 science and technology-based companies through public-funded R&D, and 50 companies with global partnerships.
Nevertheless, without a world-class national higher education system, the quest to become a sophisticated knowledge-based economy is likely to be frustrated because this is a prerequisite to improve the national innovation system and overcome a disjointed research and innovation system, with weak private sector demand for R&D and weak university-industry linkages.
To develop a world-class higher education system, utmost attention and consideration must be given to the development of academic entrepreneurship, which includes a better understanding of what it is and putting in place the right internal systems and mechanisms within the academic institutions to facilitate its development.
What is academic entrepreneurship?
Academic entrepreneurship is defined here as the leadership process of creating economic value through acts of organisational creation, renewal or innovation that occurs within or outside the academic institution that results in research and technology commercialisation. It occurs at the level of individuals or groups of individuals acting independently or as part of faculty or university systems, who create new organisations or instigate renewal or innovation within or outside the academic institutions. These individuals can be referred to as academic entrepreneurs or entrepreneurial academics (academic intrapreneurs). Value from academic entrepreneurship is achieved through the integration of organisational and commercialisation activities.
Based on the definition above, the phenomenon consists of three components. Firstly, it creates value in the marketplace, as well as within the academic organisations. A university creates economic value by becoming entrepreneurial. In the value creation process, leadership at all levels of the academic organisation is important in facilitating, nurturing and supporting academic entrepreneurial activities. Without strong and effective leadership, the transition or transformation towards an entrepreneurial university may not be realised.
Secondly, the value creation process occurs through acts of organisational creation, renewal or innovation. The table above provides the mechanisms that can be undertaken when pursuing these entrepreneurial actions.
And thirdly, academic entrepreneurship results in research and technology commercialisation. This is because it facilitates and encourages university technology transfer between the university and industry. Thus, a higher degree of academic entrepreneurship orientation will result in a greater number of technology transfer and commercialisation activities.
In an entrepreneurial university, academic entrepreneurship processes and activities are embedded in the university system, encultured in its academic faculties, embodied in its community of practice and "embrained" in each individual academic. By indulging in academic entrepreneurship, university agents - that is, academic inventors and entrepreneurs - use available organisational resources and state resources and organise their entrepreneurial activities towards exploiting perceived opportunities in the knowledge-based economy. This means that academic entrepreneurship is a process that occurs within the organisational boundary of the university. This is shown in the figure above, where academic entrepreneurship (AE) falls inside the circle denoted as entrepreneurial university (EU).
Previous research into academic entrepreneurship tended to equate academic entrepreneurship with university technology transfer, more specifically with the creation and development of new organisations, commonly known as the academic or technology based spin-off. However, when academic entrepreneurship is interpreted as encompassing not only organisational creation but also strategic renewal, transformation and innovation within the university systems, a boundary then exists between academic entrepreneurship and university technology transfer.
This means that not all academic entrepreneurship processes and activities will result in university technology transfer. However, the process of transferring technology to the industry or the commercialisation of the technology or invention through licensing agreements, research joint ventures and university-based start-ups are entrepreneurial activities. The figure above describes how the entrepreneurial university interacts with industry and extends its academic entrepreneurship processes and activities beyond the organisational boundary through university technology transfer.
These activities and entrepreneurial developments will not only contribute to organisational growth, profitability and wealth creation in the university but will also impact the external environment and economy as a whole by increasing productivity, improving best practices, creating new industries and enhancing international competitiveness and contributing to the growth and development of a knowledge-based economy and society.
For national and local governments, universities are a source of key assets for a technology-driven innovation economy. They provide skilled people and valuable researchable ideas. They attract other key economic development resources, such as educated people, firms and venture capitalists. Since universities usually remain in a particular location, they can be relied upon for long-term sustainable relationships. Universities which have been successful in teaching and research have vast untapped resources for nurturing and establishing innovative start-ups and technology-based ventures.
Through academic entrepreneurship, the university becomes the agent of industrial innovation, technological development, economic development and social development especially in the context of growing knowledge-based economies and globalisation.
The above basically suggests that a university's leadership role is becoming multifaceted. Not only are universities required to educate people, but are needed to train skilled undergraduates, graduates and post-doctorates. To contribute towards knowledge-based innovation systems and economies, universities need to increase the stock of codified useful knowledge such as publications, patents and prototypes. They have to participate in problem-solving activities in industry and community through contract research, cooperative research with industry, technology licensing and faculty consulting, as well as provide access to specialised instrumentation and equipment and incubation services.
Further, the impact of the National Higher Education Action Plan (2007-2010), which is triggering the higher education transformation and consequently the S&T development, is that:
•Malaysian universities are expected to contribute more to economic development through R&D and commercialisation activities;
•Universities must seek closer relationships with the government and industry; and,
•Universities need to drive resource efficiency and quality management approaches through all aspects of their business, requiring a high level of both financial and outcome accountability.
This naturally leads to several issues and challenges for the leaders of Malaysian universities who want to nurture academic entrepreneurship in their universities, which include:
•Can universities accommodate a third mission of enterprise development on top of primary roles of education and intellectual discovery?
•Can universities stand up to their local role and gear up to their international role?
•How will the university leadership address the conflict between role of disciplines and role of inter-disciplines?
•How will the leadership address the conflict between academic freedom, scientific autonomy, curiosity-driven "fundamental" research versus directed, user-driven, shorter-term development "applied" research? In other words, can academic leadership find a balance between technology-driven innovation and market-driven innovation?
•Can universities handle the issues relating to conflict of interest and conflict of commitment?
•How will universities decide between centralised versus decentralised management of the university-industry boundary?
•How will universities select the appropriate commercialisation model for their technology transfer offices?
It was reported in the National Survey of Research and Development, 2006, that in 2004, R&D expenditure by the private sector accounted for 71.5% of the national gross expenditures on research and development. In relation to academic entrepreneurship and research commercialisation:
•Can universities attract funding from the private sector?
•Would the private sector be willing to pour their R&D expenditures into research and commercialisation activities in universities?
In addition, the entrepreneurial activities in universities need to be fuelled by venture capital funding and investment. Not only is the number of venture capitalists in Malaysia small but their focus of late has been on portfolio management rather than on funding university spin-offs. Currently, only the Malaysian Technology Development Corp Sdn Bhd and Malaysian Venture Capital Management Bhd, both set up by the government, have shown interest, but academic entrepreneurs and intrapreneurs need to be trained to meet venture capital requirements and to understand the challenges and rigours of academic entrepreneurship.
In conclusion, to nurture the academic entrepreneurial paradigm and mindset across the university organisation and system, a shift from a focus on (basic) research and teaching to the development of a collective, innovative, entrepreneurial and sustainable source of S&T needs to be made. There has to be facilitation from inside the university system to accelerate technology diffusion. Conflicts arising from creative tension between teaching and research, applied and basic, entrepreneurial and scholastic interests are inevitable and expected.
But, for the academic entrepreneurial paradigm to be sustainable, compromise, normative change and reconciliation of different and seemingly opposed ideological elements, such as entrepreneurship and the extension of knowledge, need to be facilitated and embedded in the university system. This should be the way forward.
Source: http://www.theedgedaily.com/cms/content.jsp?id=com.tms.cms.article.Article_29875822-cb73c03a-11151520-fab0bfda
miercuri, 18 august 2010
BURSE 'flare' adresate tinerilor cu studii post-doctorale, EU
[Continut in limba romana]
A fost lansat al doilea apel comun FLARE adresat tinerilor cercetatori cu studii post-doctorale. Acest apel are la baza succesul inregistrat de FLARE 1 (primul program european privind cercetarea procesului imbatranirii, finantat de catre statele membre partenere in proiectul ERA-AGE - European Research Area on Ageing din cadrul Programului Cadru 6), cand 18 candidati au primit primele burse FLARE.
FLARE s-a nascut dintr-un consens stiintific puternic bazat pe necesitatea de a dezvolta o abordare multi-disciplinara a cercetarii asupra procesului imbatranirii si, de asemenea, din necesitatea de a construi retele puternice europene in acest domeniu, in special in ceea ce priveste sprijinirea cercetatorilor aflati la inceputul carierei. Noii bursieri FLARE vor avea posibilitatea de a participa la numeroase scoli de vara si de a interactiona atat intre ei, cat si cu bursierii FLARE 1, astfel incat sa-si dezvolte propriile cariere in cercetare. In Romania apelul comun va fi finantat de catre Ministerul Educatiei, Cercetarii, Tineretului si Sportului - Autoritatea Nationala pentru Cercetare Stiintifica , reprezentata prin Unitatea Executiva pentru Finantarea Invatamantului Superior si a Cercetarii Stiintifice Universitare.
Persoana de contact: Luciana BRATU
tel: 021 307 19 35
fax.: 021 307 19 11
E-mail: luciana.bratu@uefiscsu.ro
http://www.cncsis.ro/ / www.era-age.group.shef.ac.uk
A fost lansat al doilea apel comun FLARE adresat tinerilor cercetatori cu studii post-doctorale. Acest apel are la baza succesul inregistrat de FLARE 1 (primul program european privind cercetarea procesului imbatranirii, finantat de catre statele membre partenere in proiectul ERA-AGE - European Research Area on Ageing din cadrul Programului Cadru 6), cand 18 candidati au primit primele burse FLARE.
FLARE s-a nascut dintr-un consens stiintific puternic bazat pe necesitatea de a dezvolta o abordare multi-disciplinara a cercetarii asupra procesului imbatranirii si, de asemenea, din necesitatea de a construi retele puternice europene in acest domeniu, in special in ceea ce priveste sprijinirea cercetatorilor aflati la inceputul carierei. Noii bursieri FLARE vor avea posibilitatea de a participa la numeroase scoli de vara si de a interactiona atat intre ei, cat si cu bursierii FLARE 1, astfel incat sa-si dezvolte propriile cariere in cercetare. In Romania apelul comun va fi finantat de catre Ministerul Educatiei, Cercetarii, Tineretului si Sportului - Autoritatea Nationala pentru Cercetare Stiintifica , reprezentata prin Unitatea Executiva pentru Finantarea Invatamantului Superior si a Cercetarii Stiintifice Universitare.
Persoana de contact: Luciana BRATU
tel: 021 307 19 35
fax.: 021 307 19 11
E-mail: luciana.bratu@uefiscsu.ro
http://www.cncsis.ro/ / www.era-age.group.shef.ac.uk
Materials World Network - NSF Foundation research grants, DL 10.11
[CONTINUT IN LIMBA ROMANA]
Cadrul de colaborare in cercetarea stiintifica Romania - Statele Unite
ale Americii – 2010: In baza parteneriatului incheiat intre Consiliul
National al Cercetarii Stiintifice din Invatamantul Superior -
Unitatea Executiva pentru Finantarea Invatamantului Superior si a
Cercetarii Stiintifice Universitare (CNCSIS-UEFISCSU) si Fundatia
Nationala pentru Stiinta (NSF- National Science Foundation,
http://www.nsf.gov/ ), comunitatea stiintifica din Romania este
invitata sa participe la programul "Materials World Network" – 2010,
Domeniile vizate sunt fizica si tehnologia materialelor. Regulile
generale privind aceasta competitie pot fi accesate aici:
http://www.cncsis.ro/Public/cat/445/NSF.html
Termenul de depunere a propunerilor de proiecte la CNCSIS-UEFISCSU
este 10 Noiembrie 2010 si este conditionat de depunerea propunerii de
proiect la NSF.
Persoana de contact: Adriana ROTAR
tel: 021 307 19 67
fax.: 021 307 19 19
E-mail: adriana.rotar@uefiscsu.ro
Cadrul de colaborare in cercetarea stiintifica Romania - Statele Unite
ale Americii – 2010: In baza parteneriatului incheiat intre Consiliul
National al Cercetarii Stiintifice din Invatamantul Superior -
Unitatea Executiva pentru Finantarea Invatamantului Superior si a
Cercetarii Stiintifice Universitare (CNCSIS-UEFISCSU) si Fundatia
Nationala pentru Stiinta (NSF- National Science Foundation,
http://www.nsf.gov/ ), comunitatea stiintifica din Romania este
invitata sa participe la programul "Materials World Network" – 2010,
Domeniile vizate sunt fizica si tehnologia materialelor. Regulile
generale privind aceasta competitie pot fi accesate aici:
http://www.cncsis.ro/Public/cat/445/NSF.html
Termenul de depunere a propunerilor de proiecte la CNCSIS-UEFISCSU
este 10 Noiembrie 2010 si este conditionat de depunerea propunerii de
proiect la NSF.
Persoana de contact: Adriana ROTAR
tel: 021 307 19 67
fax.: 021 307 19 19
E-mail: adriana.rotar@uefiscsu.ro
One-week courses for university teachers, CEU Budapest, Hungary, DL 01.09
[ENGLISH CONTENT]
Jointly with departments of the Central European University (CEU), the
Curriculum Resource Center organizes one-week course design sessions in
Budapest for university teachers during which they can access human
and material resources of the CEU, work in the library, consult with colleagues, purchase books, and participate in round-table discussions/workshops on course
development issues.
Summary of CRC Fall 2010 sessions:
1. Open House Sessions
Medieval Studies: October 15 – 22, 2010 (deadline for applications: 1st
September, 2010)
Philosophy: October 15 – 22, 2010 (deadline for applications: 1st
September, 2010)
2. Course Innovation Sessions
Medieval Studies and History:
Centers of Power and Spiritual Life in the Middle Ages and in the Early Modern
Period: October 15-22, 2010 (deadline for applications:1st September, 2010)
Political Science 1:
Politics, Behavior, Biology:
October 25-29, 2010 (deadline for applications: 10th September, 2010)
Nationalism Studies:
Teaching Minority Protection:
October 25-29, 2010 (deadline for applications: 10th September, 2010)
Political Science 2:
Constitutionalism and Democracy:
November 15-19, 2010 (deadline for applications:10th October, 2010)
Sociology and Anthropology:
Cultural Policies in a Globalized World:
November 22-26, 2010 - (deadline for applications: 10th October, 2010)
Media and Communication Studies:
Media and State Intervention:
November 29 - December 3, 2010 - (deadline for applications: 10th October, 2010)
Religious Studies:
Religious Geography, Symbolic Landscapes and Religious Movements:
December 6 -10, 2010 (deadline for applications:25th October, 2010)
3. Topical Issues in Curriculum Development Session
Center for Policy Studies – LGI:
Incorporating Diversity into the Teaching of Public Administration at Higher
Education Institutions
November 8-12, 2010 (deadline for applications:10th September, 2010)
4. Departmental Curriculum Development Session, one week agreed between January-June, 2011 (deadline for application: 3rd December, 2010)
Application forms and the detailed description of the courses are
available for download here:
http://groups.yahoo.com/group/romstudyabroad/files/Fisiere%20Aplicatii/CRC%20courses%20Budapest/
Jointly with departments of the Central European University (CEU), the
Curriculum Resource Center organizes one-week course design sessions in
Budapest for university teachers during which they can access human
and material resources of the CEU, work in the library, consult with colleagues, purchase books, and participate in round-table discussions/workshops on course
development issues.
Summary of CRC Fall 2010 sessions:
1. Open House Sessions
Medieval Studies: October 15 – 22, 2010 (deadline for applications: 1st
September, 2010)
Philosophy: October 15 – 22, 2010 (deadline for applications: 1st
September, 2010)
2. Course Innovation Sessions
Medieval Studies and History:
Centers of Power and Spiritual Life in the Middle Ages and in the Early Modern
Period: October 15-22, 2010 (deadline for applications:1st September, 2010)
Political Science 1:
Politics, Behavior, Biology:
October 25-29, 2010 (deadline for applications: 10th September, 2010)
Nationalism Studies:
Teaching Minority Protection:
October 25-29, 2010 (deadline for applications: 10th September, 2010)
Political Science 2:
Constitutionalism and Democracy:
November 15-19, 2010 (deadline for applications:10th October, 2010)
Sociology and Anthropology:
Cultural Policies in a Globalized World:
November 22-26, 2010 - (deadline for applications: 10th October, 2010)
Media and Communication Studies:
Media and State Intervention:
November 29 - December 3, 2010 - (deadline for applications: 10th October, 2010)
Religious Studies:
Religious Geography, Symbolic Landscapes and Religious Movements:
December 6 -10, 2010 (deadline for applications:25th October, 2010)
3. Topical Issues in Curriculum Development Session
Center for Policy Studies – LGI:
Incorporating Diversity into the Teaching of Public Administration at Higher
Education Institutions
November 8-12, 2010 (deadline for applications:10th September, 2010)
4. Departmental Curriculum Development Session, one week agreed between January-June, 2011 (deadline for application: 3rd December, 2010)
Application forms and the detailed description of the courses are
available for download here:
http://groups.yahoo.com/group/romstudyabroad/files/Fisiere%20Aplicatii/CRC%20courses%20Budapest/
Black Sea Link Fellowships 2011-12, DL. 15.11
[ENGLISH CONTENT]
Call for Applications to the Black Sea Link Fellowships 2011-12, sponsored by Volkswagen Stiftung and hosted by the New Europe College in Bucharest, Romania. The Fellowship is available to individuals from Armenia, Azerbaijan, Georgia, Moldova, and Ukraine (and other countries around the Black Sea) who are currentdoctoral students or who hold PhDs. The deadline for applying is November 15, 2010. More information can be found on the website (www.nec.ro) or in the documents that can be downloaded here:
http://groups.yahoo.com/group/romstudyabroad/files/Fisiere%20Aplicatii/Black%20Sea%20Link/
Call for Applications to the Black Sea Link Fellowships 2011-12, sponsored by Volkswagen Stiftung and hosted by the New Europe College in Bucharest, Romania. The Fellowship is available to individuals from Armenia, Azerbaijan, Georgia, Moldova, and Ukraine (and other countries around the Black Sea) who are currentdoctoral students or who hold PhDs. The deadline for applying is November 15, 2010. More information can be found on the website (www.nec.ro) or in the documents that can be downloaded here:
http://groups.yahoo.com/group/romstudyabroad/files/Fisiere%20Aplicatii/Black%20Sea%20Link/
BiKS Summer School in Empirical Education, Bamberg, Germany DL: 31.08
[ENGLISH CONTENT]
3rd International Bamberg Summer School in Empirical Education Research on Institutional and Contextual Determinants of Educational Judgement,
Decision Making and Learning
September 21st – September 24th 2010 in Bamberg (Germany)
The research group “Educational Processes, Competence Development and Selection Decisions in Pre- and Primary School Age” (BiKS) hosts with financial support from the German Science Foundation the 3rd International Bamberg Summer School. The aim of the summer school is to give young researchers the opportunity to discuss important topics in the area of empirical educational research. This year’s summer school focuses on important non-individual factors influencing educational processes.
Contact: sekretariat.biks@uni-bamberg.de
Home: http://www.uni-bamberg.de/biks/news-biks/summer-school-2010/
3rd International Bamberg Summer School in Empirical Education Research on Institutional and Contextual Determinants of Educational Judgement,
Decision Making and Learning
September 21st – September 24th 2010 in Bamberg (Germany)
The research group “Educational Processes, Competence Development and Selection Decisions in Pre- and Primary School Age” (BiKS) hosts with financial support from the German Science Foundation the 3rd International Bamberg Summer School. The aim of the summer school is to give young researchers the opportunity to discuss important topics in the area of empirical educational research. This year’s summer school focuses on important non-individual factors influencing educational processes.
Contact: sekretariat.biks@uni-bamberg.de
Home: http://www.uni-bamberg.de/biks/news-biks/summer-school-2010/
Workshop on Multi-level approaches to the analysis of work, care and welfare, Tilburg, The Netherlands, DL: 01.09
[ENGLISH CONTENT]
The European Data Centre for Work and Welfare (a part of the network of excellence, Reconciliation of Work and Welfare: RECwowe) is accepting applications for the workshop: Multi-level approaches to the analysis of work, care and welfare: An introductory workshop to theory, data and analyses.
Dates: 15-17 November, 2010
Increasingly researchers are interested in cross-national comparison and in the effects of socio-economic, socio-cultural and institutional contexts on people's behaviour, attitudes and beliefs. Various comparative methods and multi-level analyses techniques provide tools for such analyses and are gaining more interest in the field of social sciences.
This EDACwowe Workshop aims to increase the participant's understanding of the theories and practices of cross-national comparison and multi-level approaches, along with better knowledge of how to find and set up comparative and multi-level data sets using the data resources provided through the EDACwowe website.
More specifically, it seeks to introduce, explain and demonstrate the combined use of data from different levels (country, region, individual) and character (quantitative, quantified qualitative data) in simultaneous analyses. The workshop will pay attention to case-oriented small N comparisons, as well as to variable oriented large N comparison. It will include supervised practical assignments on data data retrieval and analysis, as well as peer discussions of data issues and problems.
Note that this is NOT a workshop where advanced statistical methods of multi-level modelling are trained. It has an introductory aim, with emphasis on cross-national and multi-level analysis theory, data, and various analytical techniques.
1 September 2010: Deadline for applications
The European Data Centre for Work and Welfare (a part of the network of excellence, Reconciliation of Work and Welfare: RECwowe) is accepting applications for the workshop: Multi-level approaches to the analysis of work, care and welfare: An introductory workshop to theory, data and analyses.
Dates: 15-17 November, 2010
Increasingly researchers are interested in cross-national comparison and in the effects of socio-economic, socio-cultural and institutional contexts on people's behaviour, attitudes and beliefs. Various comparative methods and multi-level analyses techniques provide tools for such analyses and are gaining more interest in the field of social sciences.
This EDACwowe Workshop aims to increase the participant's understanding of the theories and practices of cross-national comparison and multi-level approaches, along with better knowledge of how to find and set up comparative and multi-level data sets using the data resources provided through the EDACwowe website.
More specifically, it seeks to introduce, explain and demonstrate the combined use of data from different levels (country, region, individual) and character (quantitative, quantified qualitative data) in simultaneous analyses. The workshop will pay attention to case-oriented small N comparisons, as well as to variable oriented large N comparison. It will include supervised practical assignments on data data retrieval and analysis, as well as peer discussions of data issues and problems.
Note that this is NOT a workshop where advanced statistical methods of multi-level modelling are trained. It has an introductory aim, with emphasis on cross-national and multi-level analysis theory, data, and various analytical techniques.
1 September 2010: Deadline for applications
luni, 16 august 2010
Call for Essay: Young Managers to Shape the Future, "Peter Drucker Challenge", DL. 15.09
[ENGLISH CONTENT]
The "Peter Drucker Challenge" is being held this year for the first time. Initiated and organized by the Peter Drucker Society Europe, the essay contest has the overarching theme "Continuity and Change – Balancing Innovation and Time-Tested Practices" and is aimed at students, young managers and entrepreneurs.
The "Peter Drucker Challenge" is being held this year for the first time. Initiated and organized by the Peter Drucker Society Europe, the essay contest has the overarching theme "Continuity and Change – Balancing Innovation and Time-Tested Practices" and is aimed at students, young managers and entrepreneurs.
The authors of the top three essays will be flown to Vienna and invited to participate in the "Global Peter Drucker Management Forum 2010" , Vienna on November 18 and 19 and to join a top management event on *November 17 afternoon*. In addition, up to 40 authors of quality essays will get free passes to the Forum including the Gala Dinner.
The essays may be submitted in English or German.
The winning essays will be selected by an international jury consisting of authors, senior executives and entrepreneurs. Participants must not to be older than 35 years. The length of the essays should be between 1.500 words and 3.000 words.
For more info see: http://www.druckerchallenge.org
If you have questions please contact druckerchallenge[at]gmail[dot]com
The essays may be submitted in English or German.
The winning essays will be selected by an international jury consisting of authors, senior executives and entrepreneurs. Participants must not to be older than 35 years. The length of the essays should be between 1.500 words and 3.000 words.
For more info see: http://www.druckerchallenge.org
If you have questions please contact druckerchallenge[at]gmail[dot]com
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