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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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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.

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, 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
  • 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
  • Professor Christian Friedrich
    University of Applied Sciences, Germany, and University of the Western Cape, South Africa
  • Dr Thomas Gering
    Intellectual Asset Management Corp., USA
  • Dr Christiane Gebhardt
    Malik Management Institute, Switzerland
  • Keith Gilchrist
    GlaxoSmithKline Inc, Canada
  • Brian Holland
    National Workforce Development Agency, Cayman Islands
  • 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
    Global Independent Research, 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
    Bishop Grosseteste University, 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
  • 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

August 2015 ISSUE (VOL 29, NO 4)

243 Rendezvous of the ‘Third Kind’: Triple Helix origins and future possibilities

Henry Etzkowitz

249 Envisioning workforce training differently: the Obama ‘free’ community college initiative

Brian Holland

253 When innovation holds learning and undertaking in a close embrace

Piero Formica

257 Enhancing the industrial PhD programme as a policy tool for university– industry cooperation

Tõnu Roolaht

271 Graduate dress code: how undergraduates are planning to use hair, clothes and make-up to smooth their transition to the workplace

Beth Cutts, Tristram Hooley and Julia Yates

283 Higher education research expenditure in South Africa: a review of the new funding framework

Nicholas M. Odhiambo and Lydia Ntenga

293 The attitude of Egyptian SET academics towards innovation: universities and innovation in a factor-driven economy

Hala El Hadidi and David A. Kirby

305 Using part-time working to support graduate employment: needs and perceptions of employers

Carl Evans, Tim Maxfield and Gbolahan Gbadamosi

315 Calendar

Title: Rendezvous of the ‘Third Kind’: Triple Helix origins and future possibilities

Author(s): Henry Etzkowitz

Abstract: The Triple Helix, representing university–industry–government interactions, was mooted in a 1993 International Workshop on University–Industry Relations at UNAM’s Centro Para la Innovacion Technologica in Mexico City. Impelled by Mexican reality, where university–industry interactions and the institutions themselves operated within a governmental framework, the image equally fits laissez-faire societies where the role of government in university–industry interactions can also be discerned. This article discusses the source of the Triple Helix model in a government-led response to economic downturn in early twentieth century New England which recognized universities as a key regional actor, and suggests how the model may play a role in response to the contemporary economic crisis.

Read the full article here

Title: Envisioning workforce training differently: the Obama ‘free’ community college initiative

Author(s): Brian Holland

Abstract: Education, particularly at the post-secondary level, does not come cheaply in the USA, with the increase in annual tuition costs far outpacing the inflation rate during the same time period. A core tenet of US President Obama’s domestic policy agenda is the belief that increased educational attainment can potentially lead to better economic prospects. As a result of the financial hardship that higher education brings to low-income and middle-income individuals and families, access to these educational opportunities and their benefits are not then fully realized. In response, President Obama has called for a ‘universal community college’, where tuition costs are reduced to zero. The intent and effect of the ‘universal community college’ initiative are identified and this commentary also suggests that additional scrutiny is needed with four questions to ensure that the programme design will later translate into meaningful outcomes, if this policy were to pass in Congress.

Read the full article here

Title: When innovation holds learning and undertaking in a close embrace

Author(s): Piero Formica

Abstract: In this article, Piero Formica considers how new approaches to the notion of the university exemplify the value of creative ignorance in driving entrepreneurship and promoting a new culture of innovation based on blue sky science and open-mindedness. He takes the examples of the Minerva Schools, the Unreasonable Institute and the Singularity University and illustrates how these developments both connect us to learning cultures of the distant past and reveal the shape of an enterprising future that rejects the norms and embedded constraints of education systems developed in twentieth century.

Read the full article here

Title: Enhancing the industrial PhD programme as a policy tool for university–industry cooperation

Author(s): Tõnu Roolaht

Abstract: The changing role of universities in society includes the increasing expectation that academic institutions should engage in collaboration with companies. Industrial PhD programmes are educational tools for building bridges between the academic sector and industry. In these programmes, the PhD student studies and carries out research while being employed in a knowledge-based company or R&D agency. Having reviewed current practice in Estonia and elsewhere, suggestions are offered for improving the use of industrial PhD programmes as a cooperation policy tool. It is argued that these enhancements could help to facilitate university–industry cooperation and therefore could foster the transition to a knowledge-based service society and improve productivity.

Read the full article here

Title: Graduate dress code: how undergraduates are planning to use hair, clothes and make-up to smooth their transition to the workplace

Author(s): Beth Cutts, Tristram Hooley and Julia Yates

Abstract: This article explores the relationship between students’ identities, their ideas about professional appearance and their anticipated transition to the world of work. It is based on a series of semi-structured interviews with 13 students from a vocationally-focused university in England. It was found that participants viewed clothing and appearance as an important aspect of their transition to the workplace. They believed that, if carefully handled, their appearance could help them to fit in and satisfy the expectations of employers, although some participants anticipated that this process of fitting in might compromise their identity and values. The article addresses students’ anticipated means of handling the tension between adapting to a new environment and ‘being themselves’. It is argued that the way this process is handled is intertwined with wider facets of identity – most notably those associated with gender.

Read the full article here

Title: Higher education research expenditure in South Africa: a review of the new funding framework

Author(s): Nicholas M. Odhiambo and Lydia Ntenga

Abstract: The trends and the trajectory of higher education research expenditure in South Africa since the introduction of the New Funding Formula in 2004 have been analysed. The paper also compares the level of South Africa’s total gross expenditure on research and development with those of other selected economies. The findings show that following introduction of the New Funding Formula there has been a significant increase in higher education research expenditure in South Africa. It was also found that although South Africa’s total gross expenditure on research and development, as a percentage of GDP, is currently the highest in Africa, it is still lagging behind countries such as China, Russia and Brazil. The study therefore recommends further investment in research and development in South Africa so that the country can achieve its vision of becoming a knowledge-based economy.

Read the full article here

Title: The attitude of Egyptian SET academics towards innovation: universities and innovation in a factor-driven economy

Author(s): Hala El Hadidi and David A. Kirby

Abstract: In the modern knowledge economy universities are being required to operate more entrepreneurially, commercializing the results of their research and spinning out new ventures. The literature on the Triple Helix model (of academic–industry–government relations) is outlined, emphasizing – as does the model – the enhanced role that the modern entrepreneurial university plays in technological innovation. The study then examines the situation in Egypt where, as an earlier study demonstrated, innovation and the role of higher education in the innovation process are only weakly developed. Four hundred science, engineering and technology academics from eight of Egypt’s private and public universities were surveyed to identify why this is the case. The results reveal that while there is considerable uncertainty amongst academics in both the private and public sectors about the role of Egyptian universities in the innovation process, there is recognition of the need for government intervention and support if the country’s universities are to adopt this Third Mission function. The possible types of intervention and support are considered, which will be of relevance to both academics and policy makers in Egypt and other factor-driven economies.

Read the full article here

Title: Using part-time working to support graduate employment: needs and perceptions of employers

Author(s): Carl Evans, Tim Maxfield and Gbolahan Gbadamosi

Abstract: An exploration of the value attached to the work experience of graduates, and particularly the value of part-time working whilst studying for a degree, from an employer’s perspective, is reported. A documentary analysis of graduate recruiters was conducted to assess the extent to which work experience was specified for graduate employment programmes. Further interviews were then carried out with a sample of small and medium-sized enterprises (SMEs) to explore how the part-time working of graduates is perceived by employers. Work experience is deemed to be important to employers, not only as a differentiator but also as a measure of how graduates will perform in-post. Employers generally signalled the value of work experience, but indicated that graduates did not make best use of it in their job applications. It is argued that the findings will provide information to universities and educators about the contribution and importance of students’ part-time working in terms of graduate employment prospects and with respect to the employability agenda in the HE curriculum in the UK.

Read the full article here

Copyright 2015 IP Publishing Ltd.