During the last decade, the higher education sector has experienced many pressures and changes (Hanna, Educause Review, 38(4), 25-34, 2003; Scott, Educause Review, 38, 64-80, 2003; Waterhouse, The power of e-learning: The essential guide for teaching in the digital age, 2005). Universities around the world are facing the need to adapt to a rapidly changing educational and social landscape, in which technology is both the main cause of change and a tool for dealing with the change. This study examines the organization-wide technological changes that have infiltrated every aspects of life at all universities that are part of the higher education system in Israel during the last 7 years: the introduction of on-line instruction, e-learning and Enterprise Resource Planning (ERP) technology for university work processesThe research findings show that there is a mechanism for managing organization-wide technological changes at Israeli universities but it is not a rational one. This study proposes a model for managing organization-wide technological changes in universities on the basis of the existing mechanism, using knowledge management strategies for the purpose of change management:KM-M-CM (Knowledge Management as a Mechanism for Change Management) Implementation of this model will make it possible to realize the challenge of transforming the university from a ''knowledge institution'' to a ''learning institution.'' It will come life to the extent that the higher education system in Israel, its leaders and decisionmakers understand the need for a permanent mechanism to manage change and adopt this rational model in order to establish it.
The world in 2050 will be very different from the world in which we currently live. An in-depth analysis suggests five main forces that will reshape the global economy and influence the-modus operandi‖ of the world in fifty years. These are defined as "the great rebalancing," "the productivity imperative," "the global grid," "pricing the planet," and "the market state." This paper is a theoretical comparative review, backed by hypotheses methods, to illustrate the conceptual framework of how and if national and international policy makers and stockholders are preparing their communities (countries) for the challenges of the future. EU (2013) Horizon 2020 a major policy plan of the European Union which is built around the three focal pillars of "excellent science," "industrial leadership," and research to tackle "societal challenges," has decided to support research towards meeting seven broad challenges: Health; demographic changes and wellbeing; food security; sustainable agriculture and forestry; marine, maritime and inland water research; bio-economy; secure, clean, and efficient energy; smart, green, and integrated transport; climate action; environment, resource efficiency, and raw materials; inclusive, innovative, and reflective societies; and secure and innovative societies. The United Kingdom (2014) is aiming at being foremost in science and business. They plan to achieve this by prioritizing, nurturing scientific talent, investing in scientific infrastructure, supporting research, and catalyzing innovation through participation in global science and innovation. They intend on realizing these goals by taking the lead in accelerating the pace and seizing new opportunities. Support is needed to accommodate and foster higher levels of collaboration between disciplines, sectors, institutions, people, and countries. Australia (2014) declared the need for clear innovation priorities supported by a solid research foundation and strong linkages between business and research sectors, in order to increase the translation of knowledge into new products, processes and services. Also needed is a flexible workforce with the entrepreneurial skills to thrive in an environment of rapid technological change, and a regulatory environment that supports collaboration and creativity. Are these national objectives consistent with 2050 world challenges? What can we learn from national priorities and objectives? Are they driven by the science level and/or situation in a given country, or by previous investments in infrastructure and achievement status? Are they driven by geographic location or economic sustainability? Are the challenges common to all nations as global challenges? Are there any tools, strategy and solutions to meet those challenges? How will they influence science? And finally, does it reflect on science administration in this global world?
There is widespread recognition of the growing importance of universities in a knowledge society and a competitive economy, and of their required role in stimulating growth through University-Industry-Government interaction. As Tadmor (2003, p.22) put it "[universities] can show the way, offer the solutions and produce the hardware to resolve the most crucial problems". While the education and research missions of universities have formalized by the universities, their third mission "Technology Transfer" have been recognized and often accepted, but has not been implemented in formalized structures, systems, skills, values and ways of working.
Innovation in Higher Education systems has not been regarded as an important issue by policy makers, education stakeholders and leaders; it seems to be regarded as 'nice-to-have' rather than a necessity. Scientific outputs and research findings can be used as input in national-international policies only if researchers and policy-makers cooperate closely, ensure relevance of topics, and improve communication, dissemination, and implementation of research recommendations. The purpose of this study is to present a clear and systematic description of innovation policy statues in the reality of Higher Education systems in Israel. The research was guided by three principal questions: First, to what extent innovation policy exist in Higher Education and in interface policy systems. Secondly, how to inform policy makers of the vital importance of innovation as a key to economic growth, so they can benefit from a better understanding of the innovation process. Third, how to involve policy makers who are aware of the importance of innovation to push for a policy change.
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