A University–Industry Collaborative Entrepreneurship Education Program as a Trading Zone: The Case of Osaka University

Nakagawa, Kōichi; Takata, Megumi; Kato, Kosuke; Matsuyuki, Terumasa; Matsuhashi, Toshihiko

doi:10.22215/timreview/1083

Cited by 14 publications

(11 citation statements)

References 12 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…An example of a study in which students are participants is suggested by Koichi Nakagawa et al (2017) in the research into university–industry collaborative education. University–industry collaboration encourages two-way interactions and learning: university students can obtain rich and insightful experiential know-how from industry-side participants, and practitioners can gain theoretical knowledge from students.…”

Section: Trading Zones In Science and Educationmentioning

confidence: 99%

“…University–industry collaboration encourages two-way interactions and learning: university students can obtain rich and insightful experiential know-how from industry-side participants, and practitioners can gain theoretical knowledge from students. Furthermore, the effectiveness of university–industry collaboration for entrepreneurship education is enhanced particularly through project-based learning, where both university students and industrial practitioners jointly tackle a social, business, or technological problem (Nakagawa et al 2017, 38-39). The notion of trading zone figures as a theoretical framework to describe and access a knowledge exchange between heterogeneous groups, which results in each side’s knowledge transformations.…”

Section: Trading Zones In Science and Educationmentioning

confidence: 99%

“…The notion of trading zone figures as a theoretical framework to describe and access a knowledge exchange between heterogeneous groups, which results in each side’s knowledge transformations. With this, a shared language is encouraged by faculty members as a third party—“program facilitators,” including university lecturers and office staff, represents the infrastructure of the program (Nakagawa et al 2017, 42).…”

Section: Trading Zones In Science and Educationmentioning

confidence: 99%

“…As for the boundary objects, in this context, I would rather suggest special cross-boundary spaces, such as Pulse and multidisciplinary centers, and boundary practices. The latter may be exemplified by the above-mentioned university–industry collaborative education at Osaka University depicted by Nakagawa et al (2017). Obviously, in contemporary universities, there are far more boundary practices related to heterogeneous groups, such as researchers from different disciplines working on shared projects or even educators and researchers collaborating on learning and development.…”

Section: Trading Zones In Contemporary Universitiesmentioning

confidence: 99%

See 3 more Smart Citations

New Trading Zones in Contemporary Universities

Шибаршина

2019

Philosophy of the Social Sciences

View full text Add to dashboard Cite

This article aims to distinguish and depict the features of communications and collaborations in contemporary universities through the concept of trading zones. The author also considers the role that the idea of a digital university might play in shaping interactions in transforming local context where different actors can find a common ground of exchange. The new contexts, including the pragmatic orientation of contemporary society and new technologies and environments, contribute to reconsidering the idea of the classical university, in which interactions between professors and students have outstepped customary collaborations in laboratories, as well as the idea of education and research integration. This article focuses on distinguishing new forms of interactions, boundary practices, and environments, which are suggested by today’s universities. Proceeding from them, the author argues that new concepts of the university, such as the digital university, and renovated campuses—to some extent—contribute to the adaptation of a renewed idea of Humboldt’s Bildung.

show abstract

Section: Trading Zones In Science and Educationmentioning

confidence: 99%

Section: Trading Zones In Science and Educationmentioning

confidence: 99%

Section: Trading Zones In Science and Educationmentioning

confidence: 99%

Section: Trading Zones In Contemporary Universitiesmentioning

confidence: 99%

See 2 more Smart Citations

New Trading Zones in Contemporary Universities

Шибаршина

2019

Philosophy of the Social Sciences

View full text Add to dashboard Cite

show abstract

“…Academic literature establishes different approaches to bring science and innovation closer. Interaction between environment agents, knowledge generators and policies of incentive for innovation becomes key for the innovation process, which no longer depends only on development by industries (Ankrah and Al-Tabbaa, 2015; Villarreal and Calvo, 2014; Nakagawa et al , 2017).…”

Section: Introductionmentioning

confidence: 99%

University industry collaboration process: a systematic review of literature

Passos

Enrique

Dutra

et al. 2022

IJIS

View full text Add to dashboard Cite

Purpose The innovation process demands an interaction between environment agents, knowledge generators and policies of incentive for innovation and not only development by companies. Universities have gradually become the core of the knowledge production system and, therefore, their role regarding innovation has become more important and diversified. This study is aimed at identifying the mechanisms of university–industry (U–I) collaboration, as well as the operationalization steps of the U–I collaboration process. Design/methodology/approach This study is aimed at identifying, based on a systematic literature review, the mechanisms of university–industry (U–I) collaboration, as well as the operationalization steps of the U–I collaboration process. Findings The analysis of the 72 selected articles enabled identifying 15 mechanisms of U–I collaboration, proposing a new classification for such mechanisms and developing a framework presenting the operationalization steps of the interaction process. Originality/value In this paper, the authors screened nearly 1,500 papers and analyzed in detail 86 papers addressing U–I collaboration, mechanisms of U–I collaboration and operationalization steps of the U–I collaboration process. This paper provides a new classification for such mechanisms and developing a framework presenting the operationalization steps of the interaction process. This research contributes to both theory and practice by highlighting managerial aspects and stimulating academic research on such timely topic.

show abstract