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The world's leading journal for all involved in collaboration between higher education and business

ISSN 0950-4222 (print); 2043-6858 (online)

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Call for papers – Innovative pedagogy in entrepreneurship education

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Editorial coverage

Industry and Higher Education, published six times per year, is dedicated to the relationships between business and industry and higher education institutions. With a strong emphasis on practical aspects, the journal covers organizational, economic, political, legal, and social issues relating to developments in education-industry collaboration.
Among the key topics are:

  • Knowledge transfer from research to commercial application
  • Educating for entrepreneurship
  • Clusters and the regional economy
  • Preparing students for the world of work
  • International and national initiatives for collaboration
  • Respective needs in the industry–education relationship
  • Lifelong learning
  • University–industry networks
  • University–industry training programmes
  • Business–education partnerships for social and economic progress
  • Skills needs and the role of higher education
  • Formation, structure and performance of academic spin-off companies
  • Personnel exchange
  • Industrial liaison in universities
  • Intellectual property in the HE sector
  • Distance education

Submissions - Notes for authors

Please send submissions, either by e-mail or post, to John Edmondson, Industry and Higher Education, IP Publishing Ltd, 258 Belsize Road, London NW6 4BT, UK.

Type and length of contributions

The major part of the journal is taken up by papers between 4,000 and 8,000 words long. These should be analytical and evaluative in approach and not simply descriptive. Other contributions include opinion or 'viewpoint' pieces (1,500-3,000 words); case studies of specific ventures or programmes (1,500-3,000 words); brief factual summaries of reports, agency programmes, educational institutions, etc (1,000-2,000 words); and letters to the editors.


Submissions should be double-spaced. They can be sent either by e-mail to the editor or by post (in which case one hard copy and a disk or CD should be enclosed). Papers should preferably be sent in Word (please note that PDF versions are not acceptable for review purposes). The title page should contain full names of the authors, their professional status or affiliation and the address to which they wish correspondence to be sent. There should be an abstract of about 100 words at the beginning of the paper. The text should be organized under appropriate cross-headings and where possible these should not be more than 800 words apart.

Between 3 and 6 keywords should appear below the abstract, highlighting the main topics of the paper.

References should follow the Harvard system. That is, they should be shown within the text as the author's surname (or authors' surnames) followed by a comma and the year of publication, all in round brackets: for example, (Smith, 1998). For textual citations, where there are two authors please use the word 'and', not the ampersand (thus: '(Smith and Jones, 2012)'. Where there are more than two authors, please use the first-named author only, followed by 'et al' in italics (thus: Smith et al, 2012). At the end of the article a bibliographical list should be supplied, organized alphabetically by author (surnames followed by initials - all authors should be named). Bibliographic information should be given in the order indicated by the following examples:

Articles: Woollard, D. (2010), ‘Towards a theory of university entrepreneurship’, Industry and Higher Education, Vol 24, No 6, pp 413–427.

Books: Viale, R., and Etzkowitz, H., eds (2010), The Capitalization of Knowledge, Edward Elgar, Cheltenham.

Notes should be numbered consecutively in the text and typed in plain text at the end of the paper (not as footnotes on text pages).

Figures and tables should be presented separately on separate sheets at the end of the text. Each figure or table must be referred to in the text - the first reference will be used to locate the figure or table in the final printed version.

Prior Publication

Articles are received on the understanding that they are original contributions, and have not been published officially, either in print or electronic form, or submitted for publication elsewhere. In this respect, ‘discussion’ or ‘working’ papers, conference presentations and proceedings are not considered to be official publications, unless they have been formally deemed so by conference organizers, or presented as edited works through recognized publishing channels. If in doubt, authors are asked to draw the attention of the Editor to any prior dissemination of the paper in their letter of submission. Please note that articles should not be posted on personal Websites or social networking sites before or after submission.


Other than research notes, reports, and personal opinion pieces, articles will be refereed. Papers by authors who are not academics (eg submissions from industry) will also be subject to review before acceptance, but their distinct nature and aims will be fully taken into account.


Wherever possible, authors are asked to assign copyright to IP Publishing Ltd. Relevant authors' rights are protected.

Author Checklist for Final versions

Editorial Board

Editor: John Edmondson, IP Publishing Ltd, 258 Belsize Road, London NW6 4BT, UK. E-mail: Jedmondson(at)ippublishing.com.

Editorial Advisory Board

  • Special Adviser: Professor John Kelly, University College Dublin, Ireland
  • David E. Allnutt
    Cartesian, USA
  • Dr Susanne Bahn
    Edith Cowan University, Australia
  • Professor Graham Beaver
    Warwick Business School, UK
  • Richard A. Bendis
    Innovation America, USA
  • Professor Elias Carayannis
    George Washington University, USA
  • Dr Mike Clements
    Staffordshire University, UK
  • Professor Manlio Del Giudice
    Second University of Naples, Italy
  • Dr E.J. Duff
    Innovation Management Consultant, UK
  • Professor D.J. Edwards
    Birmingham City University, UK
  • Dr Brian K. Fitzgerald
    Business-Higher Education Forum, USA
  • Professor Piero Formica
    National University of Ireland
  • Dr Pat Frain
    University College Dublin, Ireland
  • Dr Thomas Gering
    Intellectual Asset Management Corp., USA
  • Dr Christiane Gebhardt
    MIT, USA
  • Keith Gilchrist
    GlaxoSmithKline Inc, Canada
  • Professor Aaron W. Hughey
    Western Kentucky University, USA
  • Dr Denise Jackson
    Edith Cowan University, Australia
  • Professor Ron Johnston
    University of Sydney, Australia
  • Professor Okyay Kaynak
    Bogaziçi University, Turkey
  • Dr John Kirkland
    Association of Commonwealth Universities, UK
  • Dr Glenda Kruss
    Human Sciences Research Council, South Africa
  • Professor Loet Leydesdorff
    University of Amsterdam, The Netherlands
  • Professor Michael J. Lynskey,
    Komazawa University, Japan
  • Professor Harry Matlay
    University of the West of Scotland, UK
  • Professor Gerard McElwee
    Sheffield Hallam University, UK
  • Professor Jay Mitra
    University of Essex, UK
  • Professor Hiromitsu Muta
    International Development Center, Japan
  • Professor George M. Papadourakis
    Technological Institute of Crete, Greece
  • Professor Andy Penaluna
    University of Wales Trinity St David, UK
  • Professor David Rae
    University of Lincoln, UK
  • Dr Marina Ranga
    Stanford University, USA
  • Dr E. H. Robson
    Oxford, UK
  • Dr Robert Ronstadt
    former Vice President of Technology Commercialization,
    Boston University, USA
  • Professor Howard Rush
    University of Brighton, UK
  • Dr Peter van der Sijde
    Free University Amsterdam, The Netherlands
  • Dr Paul J. Smith
    University of Sunderland, UK
  • Professor Urmas Varblane
    University of Tartu, Estonia
  • Professor Hebe Vessuri
    Instituto Venezolano de Investigaciones Cientificas, Venezuela
  • Dr Mary Lindenstein Walshok
    University of California at San Diego
  • Professor Andrew Webster
    University of York, UK

April 2014 ISSUE (VOL 28, NO 2)

69 Student mobility and migrant knowledge: recognizing the flow value

J.J. Vauterin, T. Virkki-Hatakka and K.E. Michelsen

79 A systemization of the literature on entrepreneurship education: challenges and emerging solutions in the entrepreneurial classroom

Ana Naia, Rui Baptista, Carlos Januário and Virgínia Trigo

97 Strategies of expert teachers for teaching identification of business opportunities

Jan Nab, Hanno van Keulen and Albert Pilot

113 Personality traits in Australian business graduates and implications for organizational effectiveness

Denise Jackson

127 Spinning-off or licensing? The case of academic technology transfer at two South African universities

Ramazan Uctu and Rachel Jafta

143 The Bayh–Dole Act, technology transfer and the public interest

Jason F. Perkins and William G. Tierney

152 Calendar

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Title: Student mobility and migrant knowledge: recognizing the flow value

Author(s): J.J. Vauterin, T. Virkki-Hatakka and K.E. Michelsen

Abstract: For a better understanding of the impact of global student flows on industries and knowledge societies, we need to rethink the relationship between global student mobility and migrant knowledge. The authors elaborate on the view that current policy and practice relating to higher education mobility puts too much emphasis on mobilizing pools of knowledge, thereby ignoring the fact that knowledge flows tend to be concentrated among people who are actively participating in the knowledge flow. Adopting a shared social context perspective on the dynamics of knowledge flow embedded in mobile minds may enable a better assessment to be made of the impact of student mobility over time on industries and societies. Given such an assessment, policy and practice measures can be developed to encourage those involved in the knowledge flow to exploit student talent flow more effectively.

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Title: A systemization of the literature on entrepreneurship education: challenges and emerging solutions in the entrepreneurial classroom

Author(s): Ana Naia, Rui Baptista, Carlos Januário and Virgínia Trigo

Abstract: This article reviews the literature on entrepreneurship education in the higher education context published over the first decade of the 2000s. The article has two purposes: to propose a framework of analysis to systematize and assess the literature; and to examine its main insights and contributions towards practice in the entrepreneurial classroom. The first decade of the 2000s is particularly relevant because it witnessed significant developments in the theoretical and empirical frameworks for the assessment of entrepreneurship education programmes and methodologies. The authors find that a very significant share of the research on entrepreneurship education over the period of analysis has sought to evaluate its results. There is not yet a consistent body of knowledge that can provide general insights and tools for practice. Practitioners need to pick and choose among pedagogical approaches and methods to select those that best suit their particular context.

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Title: Strategies of expert teachers for teaching identification of business opportunities

Author(s): Jan Nab, Hanno van Keulen and Albert Pilot

Abstract: The process of opportunity identification is under-emphasized in higher education; and there is a need for validated educational strategies to foster this competence in science students. In a previous study, three strategies were elaborated and evaluated in the classroom: stimulating the use of idea generation techniques, stimulating the conceptualization and evaluation of business opportunities, and promoting the transfer of knowledge and skills in opportunity identification. The focus of this validation study is on whether expert teachers use these strategies in teaching, which sub-strategies they use and whether they use additional strategies with the same objective. It was found that expert teachers frequently applied the previously reported strategies feasibly and effectively and reported various sub-strategies. Moreover, they described three additional strategies: selecting students for an elective by assessing their business idea, providing time for incubation of the business opportunity and challenging students to abandon routine problem-solving patterns.

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Title: Personality traits in Australian business graduates and implications for organizational effectiveness

Author(s): Denise Jackson

Abstract: The Five-Factor model is widely accepted as a robust model of personality that influences workplace behaviour and performance. Given evidence of persistent skills gaps in Australia, it is important to explore personality traits in business graduates to understand whether they have the necessary characteristics to enable the country to perform successfully nationally and to compete on a global level, particularly during periods of economic uncertainty. This study examines personality traits in 674 Australian business graduates, using the Ten-Item Personality Inventory (TIPI), and variations in traits across demographic/background characteristics. The results indicate that graduates are relatively high in extroversion, conscientiousness and emotional stability and low in openness and agreeableness. Some gender differences were apparent. The findings are largely positive for organizational performance, but raise concern for organizational well-being, effective leadership and innovativeness. There is some alignment between the findings and documented deficiencies in graduate performance, highlighting areas for intervention. Strategies for managing typical traits in business graduates and their potential impact on prevalent skills gaps are discussed for both professional and education practitioners.

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Title: Spinning-off or licensing? The case of academic technology transfer at two South African universities

Author(s): Ramazan Uctu and Rachel Jafta

Abstract: Different mechanisms are available when universities embark on technology transfer to the private sector. This paper focuses on the option of intellectual property licensing of technologies. In particular, the authors examine why academics who are in a position to create a spin-off opt for licensing, in the context of the universities’ rationale for technology transfer, the nature and performance of their technology transfer institutions and the motivations behind the academics’ decisions. The case study focuses on South Africa’s two oldest and premier research-led universities, based in the Western Cape region. The results show that technologies originated mainly from the engineering and health sciences and the biotechnology industries; technologies were created through collaboration among researchers; they were mainly patented worldwide; and the researchers chose to license the technology in order to convert their knowledge into practical applications, to use existing knowledge fully and to make a financial profit. The most important factors influencing the decision of an inventor/researcher not to create a spin-off company were funding, commercialization and distribution.

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Title: The Bayh–Dole Act, technology transfer and the public interest

Author(s): Jason F. Perkins and William G. Tierney

Abstract: Passed to stimulate innovation and economic growth in 1980, the Bayh–Dole Act caused research universities in the USA to increase their focus on patenting and licensing activities. While Bayh–Dole appears to have led to an escalation in licensing and patenting applications through technology transfer offices, some question the Act’s utility and influence with regard to the traditional mission of the university. This paper describes the Act’s operation and influence, and analyses its consequences for academia, industry and the mission of research universities.

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