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Etzkowitz, Henry; Kemelgor, Carol

doi:10.1023/a:1004348123030

Cited by 274 publications

(28 citation statements)

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“…As indicated above, our primary focus will be on what we call institutionalized ideas and their distribution across specialist spheres that together form the three corners of the Triple Helix innovation system [21,23]. This general model is typically used as an analytic tool in studying science and innovation policies or transfer of ideas from different knowledge producers to policy-making [24][25][26].…”

Section: Circular Economy Concept Across Institutional Spheresmentioning

confidence: 99%

Circular Economy in the Triple Helix of Innovation Systems

et al. 2018

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The Triple Helix concept of innovation systems holds that consensus space among industry, government and university is required to bring together their competences to achieve enhanced economic and social development on a systemic scale. In line with this argument, this article analyses empirically how the concept of circular economy is conceived in the institutional spheres of "industry", "government" and "university". Innovation systems are constantly being reconstructed through knowledge production and communication, which is reflected in how concepts develop in the different spheres. By applying natural language processing tools to key contributions from each of the three spheres (the "Triple Helix"), it is shown that, although institutional backgrounds do contribute to differing conceptualizations of circular economy, there is a substantial but limited conceptual consensus space, which, according to the Triple Helix, should open new opportunities for innovations. The consensus space shared across the three spheres focuses on materials and products and sees circular economy as a way to create new resources, businesses and products from waste. The industry sphere highlights business opportunities on global scale, which are also evident in the government sphere. The government sphere connects circular economy to waste-related innovation policies targeted at industrial renewal, economic growth, investments and jobs. The university sphere, in turn, focuses on production and environmental issues, waste and knowledge, and is rather distinct from the two other spheres. The importance of the differing conceptions of circular economy is based on the logic of Triple Helix systems. Accordingly, sufficient consensus between the Triple Helix spheres can advance the application of the concept of circular economy beyond the individual spheres to achieve systemic changes.

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Section: Circular Economy Concept Across Institutional Spheresmentioning

confidence: 99%

Circular Economy in the Triple Helix of Innovation Systems

et al. 2018

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“…Slaughter and Leslie stress structural changes in science and identify them as "academic capitalism" [2]. Etzkowitz and Leydesdorff propose a non-linear triple helix "university-industry-government" model, in which entrepreneurial universities are seen as the drivers of the knowledge-based economy [3,4].…”

Section: Literature Review and Research Methodsmentioning

confidence: 99%

Entrepreneurial universities and entrepreneurship in education

Pavlova

Chernobuk

2016

SHS Web of Conferences

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Abstract. This research paper focuses on transformation of university educational processes with introduction of project-based learning to foster entrepreneurship in education. It addresses the educational process in universities in the context of academic entrepreneurship in different country-specific settings. In addition, it explains the factors influencing the development of entrepreneurial education environment exploiting entrepreneurial opportunities in a regional university in Russia. The authors use four case studies of entrepreneurial universities:

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“…With technological innovations creating broader access to higher education, there are increasing opportunities for postsecondary institutions to expand revenue sources by selling knowledge (Altbach, 2004(Altbach, , 2015Geiger, 2004;Slaughter & Rhoades, 2004). Accordingly, higher education institutions are positioning themselves in the national and international market as entrepreneurial models (Altbach & Knight, 2007;Altbach & Reisberg, 2015;Altbach, Reisberg, & Rumbley, 2009;Barnett, 2011;Etzkowitz & Leydesdorff, 1998;Lane, Lemoine, Tinney, & Richardson, 2014;Marginson, 2006;Shofer & Meyer, 2006;Teichler, 2006).…”

Section: Globalization For Studentsmentioning

confidence: 99%

Global Higher Education: Development and Implications

Lemoine¹,

Jenkins²,

Richardson³

2017

JED

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Global higher education is experiencing a myriad of challenges that impact the performance and application of education throughout the world. Globalization is a force that encompasses the virtual economy and how knowledge and information are shared and used. Higher education is seen as the primary vehicle for nations to improve the economic conditions for citizens in this new economy. Concurrently, technology has impacted the ability of higher education to respond the multiple difficulties of virtual learning, increased communication efficiency and how to respond to the anytime, anywhere learning demands. Global higher education continues to develop and evolve and global leaders should recognize the essential mission of global higher education to the creation, exchange and implementation of knowledge in a global marketplace.

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Cited by 274 publications

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Circular Economy in the Triple Helix of Innovation Systems

Circular Economy in the Triple Helix of Innovation Systems

Entrepreneurial universities and entrepreneurship in education

Global Higher Education: Development and Implications

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