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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
  • 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
  • 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
    Janssen Pharmaceutical Companies of Johnson and Johnson, 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
    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
    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

APRIL 2015 ISSUE (VOL 29, NO 2)

83 Europe of the future and the future of Europe: the innovation/austerity choice

Henry Etzkowitz and Alex Etzkowitz

89 Regulatory and skills requirements for higher education in the Philippines

Kolawole Samuel Adeyemo

93 Research collaboration and commercialization: the PhD candidate perspective

Lawrence Dooley and Breda Kenny

111 University–firm interactions in Brazil: beyond human resources and training missions

Marcia Siqueira Rapini, Tulio Chiarini and Pablo Felipe Bittencourt

129 Knowledge production through interdisciplinary skills: producing an effective postgraduate research curriculum

Pepukayi Chitakunye and Amandeep Takhar-Lail

141 University versus practice: a pilot study to identify skills shortages that exist in first-year trainee accountants in South Africa

Henriëtte van Romburgh and Nico van der Merwe

151 Universities and innovation in a factor-driven economy: the Egyptian case

Hala El Hadidi and David A. Kirby

161 Calendar

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Title: Europe of the future and the future of Europe: the innovation/austerity choice

Author(s): Henry Etzkowitz and Alex Etzkowitz

Abstract: Although innovation policy usually follows the business cycle, it is both desirable and possible to reverse this trend. Perhaps the most telling commentary on contemporary Europe is the silence that met the presentation, at the recent European Parliament Innovation Conference, of the Chinese R&D spending curve passing the European Union curve in 2013. This intersection is a symptom of a deeper divergence in response to economic downturn between societies committed to innovation and those committed to austerity. One response to downturn is to double down on fiscal stimulus to increase spending in the short term and to create jobs, exemplified by the early Obama Administration’s relatively modest stimulus package. Another response is to pull back, decrease government spending or, at best, hold it constant, as in the UK. The optimal response, as exemplified by China’s continuing infusion of resources into higher education and advanced technology development, is for government to pursue fiscal expansion targeted at innovation, providing short-term economic stimulus while accelerating the transformation from a manufacturing-based economy to a knowledge-based economy.

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Title: Regulatory and skills requirements for higher education in the Philippines

Author(s): Kolawole Samuel Adeyemo

Abstract: The provision of public resources to manage the expansion of the higher education system in the Philippines has been inadequate, and this has given rise to many private providers entering the HE domain. The proper regulation of higher education in the country is important if the Philippines is to respond to the challenge of producing the skills it needs for economic development. A Commission on Higher Education document of 2012 reiterated the mandate given to all higher education institutions in the Philippines to build a quality nation and to contribute to its global competitiveness. This mandate includes the need for the higher education system to produce graduates with analytical and problem- solving skills, among others. Perhaps the best one can hope for is that policies of this kind can provide an overarching framework and a general context for the development and strengthening of higher education institutions in order to make them relevant to the needs of the society in which they are situated.

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Title: Research collaboration and commercialization: the PhD candidate perspective

Author(s): Lawrence Dooley and Breda Kenny

Abstract: This paper explores PhD students’ perceptions of their entrepreneurial and commercial capabilities, their attitude towards university supports and the extent to which they engage in external collaboration. The study concentrated on current PhD researchers at one university in Ireland as a unit of analysis and provides encouraging evidence from the PhD student perspective. There is a strong base to work from, considering the level of absorptive capacity in terms of industrial experience and the desire to increase business/entrepreneurial capability. This capacity sits alongside a realism on the part of the students, who openly acknowledge their skills deficit but believe that education modules can close this gap. There was a willingness to invest in entrepreneurial up-skilling to a point, with the students wishing to maintain a balance between mastery of their discipline and the development of entrepreneurial capability. However, no evidence was found that individual capability combined with university supports is a predictor of research commercialization activities or of collaborative research endeavours.

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Title: University–firm interactions in Brazil: beyond human resources and training missions

Author(s): Marcia Siqueira Rapini, Tulio Chiarini and Pablo Felipe Bittencourt

Abstract: The motivation for this article comes from the proposition in the literature that Latin American universities are detached from the research needs of the productive sector and that they limit their role to the human resources and training missions. The authors investigated the Brazilian scenario, using data from a survey conducted in 2008–2009 with universities and firms that interacted with each other. They found that some university–firm interactions in Brazil were diversified and embraced sophisticated knowledge generation and exchange. They also found that interactions with firms reinforced universities’ missions of human resources and training provision and generated new knowledge for universities. Brazilian firms themselves have also been changing. They have been increasingly involved in innovative activities and also in more sophisticated interactions with universities.

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Title: Knowledge production through interdisciplinary skills: producing an effective postgraduate research curriculum

Author(s): Pepukayi Chitakunye and Amandeep Takhar-Lail

Abstract: This study contributes to existing methodological knowledge by showing how a transformed research methods curriculum, which is beyond the milieu of schooling, can engage postgraduate students in a critical dialogue on how knowledge is produced in industry and higher education. Initial insights are drawn from two interpretive studies that employed interdisciplinary methods, and guidelines are developed to encourage educators and industry experts to be reflexive about producing knowledge that is needed for managerial decision making. Further insights were also drawn from in- depth interviews with 20 postgraduate students and six research supervisors across different universities. The findings demonstrate how the adoption of interdisciplinary research skills is interconnected with moving research students from a position of being disengaged to being engaged when conducting research, and consequently producing managers that are better equipped to deal with the challenges facing industry in a globalized business environment. The authors argue that by embracing traditional and innovative interdisciplinary research skills in the research methods curricula, future managers are presented with richer information that will help to solve industry-related problems. It is further argued that this will also help to sharpen the skills needed in emerging economies to deal with challenges in the world of work.

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Title: University versus practice: a pilot study to identify skills shortages that exist in first-year trainee accountants in South Africa

Author(s): Henriëtte van Romburgh and Nico van der Merwe

Abstract: This study aims to determine the skills shortages in first-year trainee accountants entering practice in South Africa and to recommend ways to address and overcome those shortages. Questionnaires were administered to registered audit firms in Gauteng Province to gather the perceptions of senior trainees, managers and partners on the skills shortages in first-year trainee accountants. The overall view was that universities did not equip first-year trainees sufficiently with the skills to be successful in practice, especially with regard to professional communication and exposure to computer accounting software packages. It is argued that professional bodies and universities should work together to overcome these skills shortages.

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Title: Universities and innovation in a factor-driven economy: the Egyptian case

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

Abstract: The paper explores the role of universities in innovation in the modern knowledge economy, discusses the Triple Helix model and the entrepreneurial university, and then examines the application of these concepts in Egypt. The study, which specifically addresses the roles of universities in the innovation process in Egypt, is based on a series of in-depth interviews with eighteen Egyptian experts drawn from government, non-governmental organizations (NGOs) and academia. The paper shows that universities do play a role in the innovation process in Egypt, but that more needs to be done. It points to the challenges the universities encounter and calls for an integrated innovation policy that includes higher education. The paper will be of particular relevance to academics and policy makers in Egypt and other factor-driven economies.

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