initiative calls upon higher education to raise the bar for undergraduate education by transforming liberal education into a unified, impactful experience. As a focal point of LEAP, the first article discusses the importance of requiring students to complete a significant project. This "Signature Work" extends across an entire semester or longer and represents the student's own work an issue or problem that matters to the student and society. The second article describes how the LEAP challenge, especially the Signature Work, prepares students for complexity and change, taps into student motivation, and builds employment-relevant skills. The third article presents examples from colleges and universities that have implemented Signature Work projects. Navigating Institutional Change for Student Success in STEM. Peer Review, 2015, 17 (Spring) pp. 4-30.This special issue opens with an article describing a model for increasing student success in the STEM disciplines, followed by an article about leadership for sustainable interdisciplinary programs in STEM. The issue continues with descriptions of case studies: a program to increase STEM success at the University of California, Davis; STEM success through the statewide coordination of the California State University system; implementing a summer STEM program at the Claremont colleges; first-year STEM retention strategies at the University of La Verne; the creation of a "Catalyst Center" to promote STEM success at California State University, Fullerton; and efforts to improve STEM retention at California State University, East Bay. Smith, Rachel A.A case study of two residential learning communities at a private research university explored the effects of academic and social integration on academic achievement. Network and regression analysis revealed that academic in-degree (the sum of a student's subjective value received from all other students with whom they had an academic interaction) was positive related to gradepoint average, while academic out-degree (the sum of all interactions with other students) had no impact on grades. These results meant that being a magnet for other students was related to higher grades, and that learning communities allowed students to identify their academically valuable peers. The combined quantitative and qualitative findings indicated the importance of defining the type of interaction in measuring the success of learning communities. (75 ref)-
The backbone of the European innovation strategy is knowledge transfer from universities to companies, the programmes supporting the creation of university spin-offs being one of its pillars. In order to achieve a better understanding of this kind of entrepreneurial activity in Spain, this article analyses the relationship between research activity and the creation of spin-offs and identifies the factors which can be linked to the level of technology used by these companies. Consulting the websites of Spanish universities and their respective Technology Transfer Offices (TTO) led to the identification of 499 spin-offs. We analysed two groups of universities, correlating their number and technological nature with the research potential of the parent university, the general economic situation and the assistance received in creating this type of company. We found a positive relation between the creation of university spin-offs and the average number of projects achieved by the university. In addition, their technological nature is positively related to the number of patents awarded to the university. This article focuses on Spain. However, the aspects addressed are common to other countries and its results may therefore be of interest to universities and policy makers wishing to promote the commercialisation of research outcomes.
ResumenEn este trabajo se analiza la situación económico-financiera de las spin-off universitarias españolas en 2012 y los factores que afectan a su cifra de negocios. De la información disponible sobre 346 empresas, se deduce que en su mayoría son pequeñas, de servicios y jóvenes. En general se muestran solventes, aunque deben mejorar sus resultados de explotación. Su cifra de negocios media ronda los 400 mil euros, siendo las spin-off que superan este importe las más veteranas, que han surgido en universidades que ceden espacios físicos para su ubicación y se encuentran en los primeros cuartiles del ranking investigador.Palabras clave: Spin-Off Universitarias, Creación de Riqueza, Cifra de Negocios, Rentabilidad, Regresión Logística Clasificación JEL: L20, L25, M13 IntroducciónDurante los últimos 30 años se ha producido una gran transformación de la universidad, que ha sido a su vez reflejo de la evolución seguida por la sociedad y la economía. Así, a sus misiones tradicionales de generación de conocimiento y posterior difusión, se ha añadido una tercera, consistente en la transferencia al mercado de nuevo conocimiento, experiencia y tecnología (Berbegal-Mirabent et al., 2013). Los orígenes de esta nueva misión pueden encontrarse en la aparición de nuevas áreas de conocimiento, como la biotecnología y la tecnología de la información, y en la reducción de la financiación pública, lo que ha conducido a los centros superiores de enseñanza e investigación a encontrar fuentes alternativas de financiación en la comercialización de los resultados de su investigación (Sánchez-Barrioluengo, 2014). En este sentido, la promulgación en el año 1980 de la Bayh-Dole Act en Estados Unidos, que concedía a las universidades los derechos de propiedad de sus invencio-132 maría elena gómez-miranda, isabel román-martínez nes, puede considerarse el punto de partida de un nuevo patrón de funcionamiento, que algunos autores han venido en llamar «paradigma empresarial» (Etzkowitz, 2003).El emprendimiento universitario ha adquirido una importante relevancia entre responsables políticos, gestores públicos e investigadores, ya que enfatiza la función social de las universidades, permite dar respuesta a las necesidades cada vez mayores de la industria, y fomenta la creación de riqueza (Berbegal-Mirabent et al., 2013;Sánchez-Barrioluengo, 2014). Entre otras aportaciones, la transferencia de conocimientos produce retornos económicos, provoca crecimiento y desarrollo económico local, induce diversos cambios en la cultura universitaria e incrementa la interacción entre la universidad y su entorno (Rodeiro et al., 2008). De esta forma, en los países desarrollados se detecta una creciente presión institucional sobre los organismos públi-cos de investigación para comercializar los resultados de su investigación a través de licencias o spin-off académicas (Mustar et al., 2008), que ha venido acompañada de la aprobación de leyes que tienden a facilitar la transferencia de conocimiento al sector productivo.Si bien la comercialización de la investiga...
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