IP Publishing logo IP Publishing Ltd
Industry & Higher Education cover Industry & Higher Education logo Industry & Higher Education cover

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

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


Recommend this journal to your library

Publication ethics and publication malpractice

Increase exposure of your paper

Call for papers – Innovative pedagogy in entrepreneurship education

CALL FOR PAPERS – REGIONAL DIMENSIONS OF THE TRIPLE HELIX AND ECOSYSTEM BOUNDARIES

Clockss logo

Other Sites of Interest

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 by e-mail to John Edmondson, Industry and Higher Education, IP Publishing Ltd, 4th Floor, Hamilton House, Mabledon Place, Bloomsbury, London WC1H 9BB, UK.
jedmondson(a)ippublishing.com

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.

Presentation

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.

Refereeing

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.

Copyright

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, 4th Floor, Hamilton House, Mabledon Place, Bloomsbury, London WC1H 9BB, UK. E-mail: Jedmondson(a)ippublishing.com.

Editorial Advisory Board

  • Special Adviser: Professor John Kelly, University College Dublin, Ireland
  • David E. Allnutt
    Cartesian, USA
  • Professor Graham Beaver
    Warwick Business School, UK
  • Richard A. Bendis
    Innovation America, USA
  • Professor Bruce Calway
    Swinburne University of Technology, Australia
  • 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
  • Professor Henry Etzkowitz
    International Triple Helix Institute, Palo Alto, CA, USA
  • 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
    Malik Management Institute, Switzerland
  • 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
    University of Huddersfield, 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
    Cape Breton University, Canada
  • 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
  • Professor Peter van der Sijde
    Free University Amsterdam, The Netherlands
  • Dr Paul J. Smith
    University of Sunderland, UK
  • Dr Emanuela Todeva
    University of Surrey, 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

October 2014 ISSUE (VOL 28, NO 5)

307 In praise of ignorance

Piero Formica

311 Entrepreneurial training: a comparative study across fifteen European countries

Diego Matricano

331 Understanding dishonest academic behaviour amongst business students – the business leaders of the future

Jeffrey Bagraim, Suki Goodman and Stephanie Pulker

341 The use of financial management practices by small, medium and micro enterprises: a perspective from South Africa

Pradeep Brijlal, Samuel Enow and Eslyn B.H. Isaacs

351 Using the case study method to enhance the learning skills of supply chain management students

M. Naude and E. Derera

361 Evaluation of availability of financial resources and manpower development in selected monotechnics in Nigeria

Onoriode Collins Potokri

371 The BHEF National Higher Education and Workforce Initiative: a model for pathways to Baccalaureate attainment and high-skill careers in emerging fields

Brian K. Fitzgerald, Steve Barkanic, Isabel Cardenas-Navia, Karen Elzey, Debbie Hughes, Erica Kashiri and Danielle Troyan

379 Calendar

380 Corrigendum

Back to Top

Title: In praise of ignorance

Author(s): Piero Formica

Abstract: In this article Piero Formica examines the difference between incremental and revolutionary innovation, distinguishing between the constrained ‘path finders’ and the unconstrained ‘path creators’. He argues that an acceptance of ‘ignorance’ and a willingness to venture into the unknown are critical elements in radically creative innovation and entrepreneurship.

Back to Top

Title: Entrepreneurial training: a comparative study across fifteen European countries

Author(s): Diego Matricano

Abstract: This paper arises from the contents of the Lisbon Strategy, a set of cooperation policies stressing the role of education and training. The findings from a comparative study of the influence that entrepreneurial training – classified as formal or informal – can have on start-up expectations are analysed. The study covers fifteen European countries and uses data derived from the Global Entrepreneurship Monitor (GEM) website. The results of a logistic regression model show significant differences across Europe: in some countries, start-up expectations are influenced only by participation in formal entrepreneurial training programmes; in others, they are affected only by participation in informal entrepreneurial training activities; in yet others, such expectations are induced by both formal and informal entrepreneurial training. Regarding the current status of entrepreneurial training, it appears that although the fifteen European countries are following the correct path there is still much to do to achieve the overall objectives established by the Lisbon Strategy. Some recommendations for policy makers and the implications for future research are suggested in the concluding section of the paper.

Back to Top

Title: Understanding dishonest academic behaviour amongst business students – the business leaders of the future

Author(s): Jeffrey Bagraim, Suki Goodman and Stephanie Pulker

Abstract: This study applies the Theory of Planned Behaviour (TPB) to increase understanding about dishonest academic behaviour amongst undergraduate business students. A total of 579 respondents from three universities in South Africa completed an online survey about their beliefs regarding academic dishonesty, their intentions to engage in dishonest academic behaviour and their recent history of dishonest academic behaviour. A partial least squares (PLS) structural model shows that the TPB significantly explains dishonest academic behaviour. Validated TPB models that help to predict dishonest academic behaviour should be helpful in designing interventions to decrease academic dishonesty and thereby help to prevent later unethical business practices.

Back to Top

Title: The use of financial management practices by small, medium and micro enterprises: a perspective from South Africa

Author(s): Pradeep Brijlal, Samuel Enow and Eslyn B.H. Isaacs

This paper reports on an investigation of financial management practices used by small, medium-sized and micro-enterprises (SMMEs) in South Africa. It was found that more than half the SMMEs examined use external accounting staff to prepare accounting reports and more than 60% rely on external accounting staff to interpret and use accounting information. A majority of the SMME owners were found to lack interpretation skills and an awareness of how to use information from financial statements. An implication of this study therefore is that policy makers, business support organizations, banks and academic institutions need to focus on educating SMMEs more effectively in financial management, thereby mitigating the risk of cash flow problems and business failure.

Back to Top

Title: Using the case study method to enhance the learning skills of supply chain management students

Author(s): M. Naude and E. Derera

Abstract: Higher education institutions need to align themselves more closely with the needs of businesses and equip students with the skills and experience necessary to make them more successful and value-adding employees. This paper explores undergraduate student perceptions of the effectiveness of the case study teaching and learning method in the discipline of supply chain management. This exploratory study collected data using a questionnaire that was administered to 168 third-year registered students at the University of KwaZulu-Natal, South Africa. The findings reveal that the students perceive the case study teaching and learning method to be beneficial to their learning skills and hence that it increases their chances of securing employment.

Back to Top

Title: Evaluation of availability of financial resources and manpower development in selected monotechnics in Nigeria

Author(s): Onoriode Collins Potokri

Abstract: This research investigates manpower development and availability of financial resources in Nigerian monotechnic education. Monotechnics are single-subject institutions of higher learning that offer specialized programmes. A quantitative research design located within the positivist paradigm was adopted. A sample of 200 students and 80 members of staff was randomly selected from two public and two private monotechnics. A structured questionnaire was used and Chi-square and Pearson product moment correlation statistics were used to analyse the resulting data. The findings indicate that manpower development, in terms of the skills and competency of prospective graduates, is affected by the funding made available to these institutions. It was further found that the financial resources provided or otherwise available in monotechnics (whether privately or publicly owned) are inadequate. Recommendations are made based on the findings.

Back to Top

Title: The BHEF National Higher Education and Workforce Initiative: a model for pathways to Baccalaureate attainment and high-skill careers in emerging fields

Author(s): Brian K. Fitzgerald, Steve Barkanic, Isabel Cardenas-Navia, Karen Elzey, Debbie Hughes, Erica Kashiri and Danielle Troyan

Abstract: Partnerships between higher education and business have long been an important part of the academic landscape, but often they are based on shorter-term transactional objectives rather than on longer-term strategic goals. BHEF’s National Higher Education and Workforce Initiative brings together business and academia at the institutional, regional and national levels to create sustainable new opportunities for undergraduates to learn about emerging fields such as data science and analytics, cybersecurity, energy, risk management, and social and mobile technologies through direct engagement with the companies working in these areas. These partnerships are built on a base of evidence, strategic business engagement and design principles that aim to align needs with existing and enhanced capacity.

Back to Top

Copyright 2014 IP Publishing Ltd.