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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.
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
  • 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 Paul Jones
    Coventry University, UK
  • 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
    Research Centre for Business Clusters, Networks and Economic Development (BCNED), London, 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

December 2015 ISSUE (VOL 29, NO 6)

517 Calendar

518 Index to Volume 29, 2015


Title: Where do graduates develop their enterprise skills? The value of the contribution of the HEI context

Author(s): Deema Refai and John Thompson

Abstract: This paper reports on an investigation into the value of the contribution of the higher education institution (HEI) context in developing graduates’ enterprise skills. The study was an exploration of where graduates develop enterprise skills, examining the impact of the higher education and employment contexts on the development of these skills. The paper draws on a qualitative study in which interviews were conducted with pharmacy academics and employers. The results show that an ability to demonstrate skills in one context does not necessarily indicate an ability to demonstrate them in another, because the development and demonstration of enterprise skills are influenced by the contexts in which they are developed and demonstrated. The study adds value by highlighting the significant role of both the HE and employment contexts in developing enterprise skills, while emphasizing that these skills become more transferable through exposure to more contexts.

Read the full article here

Title: Making sense of learning: insights from an experientially-based undergraduate entrepreneurship programme

Author(s): Tony Blackwood, Anna Round, Lee Pugalis and Lucy Hatt

Abstract: Entrepreneurial learning is complex, reflecting the distinctive dispositions of entrepreneurs (including nascent entrepreneurs at an early stage in their entrepreneurial life course). The surge in entrepreneurship education programmes over recent decades and the attendant increase in scholarship have often contributed to this convoluted field. Consequently, universally applicable articulations of entrepreneurship education can be problematic, especially demarcating between more formal and less formal learning experiences that are not necessarily confined to traditional educational institutions. The authors explore the ways in which nascent entrepreneurs experience and articulate their own ‘learning’ and development during the first year of a specific three-year experientially-based programme. Drawing attention to their deployment of sense-making narratives, the paper presents key findings that have implications for theory and practice.

Read the full article here

Title: Integrating employability into degree programmes using consultancy projects as a form of enterprise

Author(s): Simon O’Leary

Abstract: This paper reports on an assessment of how enterprise initiatives develop graduate employability attributes, exploring the use of client consultancy projects as a platform for such enterprise provision in higher education. The study was based on reviews of recent literature and an appraisal of an institutional initiative using live projects as an alternative to the more traditional final dissertation. Enterprise initiatives exist in many forms and the final semester postgraduate students in this research are shown to enhance their understanding of client needs, their individual confidence and their team-working abilities. After five years of the programme, and with 60% of students choosing the consultancy project option, the study is offered as a platform for other higher education institutions to use as a basis for enhancing graduate employability and the student experience. It is argued that enterprise activities, in addition to enhancing the student experience, are also of substantial value to higher education institutions themselves and their associated funding bodies.

Read the full article here

Title: Strategies for creating new venture legitimacy

Author(s): Tomas Karlsson and Karen Williams Middleton

Abstract: New ventures, being heavily subjected to liabilities of newness, are seen to engage in legitimacy strategies to overcome these liabilities. Building on an adapted theoretical framework of organizational legitimacy, self-reported weekly diaries of twelve entrepreneurs were analysed to identify strategies used by new ventures to create legitimacy. New ventures appear to prefer pragmatically related strategies over moral and cognitive ones, and adopt malleability with respect to moral strategies. The novelty of the venture technology increases the focus on conformity strategies, whereas more established technologies use manipulative strategies to gain legitimacy. New ventures also appear to engage strongly in moral selection strategies in terms of goal formulation.

Read the full article here

Title: Leveraging effectual means through business plan competition participation

Author(s): Kayleigh Watson, Pauric McGowan and Paul Smith

Abstract: This paper explores whether the business plan competition (BPC), as a classically causational mechanism for extracurricular entrepreneurship education, can facilitate the development of the means that underpin an effectual approach to new venture creation. In-depth, open-ended qualitative interviews were conducted with participants in a regional university-based extracurricular BPC before, immediately after and six months after the competition. The BPC was found to facilitate the means that could be used to adopt an effectual approach. The competition afforded valuable networking opportunities and collaborative contacts with regard to ‘who they know’; and it enhanced ‘what they know’ through enabling the acquisition, development and application of key competencies. Participants were able to gain and project a confident sense of ‘who they are’ in terms of their venture, changing their perception of the venture from a student project to a credible and viable business prospect. There were strong indications that these acquired means endured in the six months following participation. The implication is that education in which a business plan is dominant need not automatically impede the promotion of an effectual approach.

Read the full article here

Title: Measuring the impact of enterprise education and entrepreneurship support in higher education: can routinely collected data be of use?

Author(s): Kelly Smith

Abstract: Policy makers and others charged with driving economic growth often assume a link between entrepreneurship education and business start-up. However, there is little by way of supporting literature in this regard, with few studies exploring impact measures that relate to actual venture creation. This paper considers two routinely collected data sets in the UK that directly relate to graduate self-employment and business start-up over a five-year period – the Higher Education– Business and Community Interaction survey (HE–BCI), and the survey of Destinations of Leavers of Higher Education (DLHE) – and explores whether the data can be used to assess impact. There is some evidence that HE–BCI may be affected by changes in data collection requirements, but it remains the most complete, extensive and useful longitudinal dataset on graduate business start-up. DHLE would appear to be the best source of data for measuring the impact of both enterprise education and start-up support initiatives at an institutional level.

Read the full article here

Title: Exploring ‘successful’ outcomes of entrepreneurship education: a follow-up study

Author(s): Laura Galloway, Isla Kapasi and Geoff Whittam

Abstract: During 2005–2006 entrepreneurship students in several UK universities completed a survey about their background and career intentions. This paper reports, eight years on, on a follow-up study with ten of these participants, with the aim of exploring the students’ intentions and subsequent actions since graduating. Using a qualitative methodology, the authors examined whether those who were measured as likely to be entrepreneurial are entrepreneurs; and whether the participants consider that their entrepreneurship education experience was valuable. The study finds that career experiences and outcomes are highly idiosyncratic and do not seem to correspond closely to original intentions, regardless of original ambitions. The authors suggest that career destinations are complex in a dynamic graduate employment context, and that entrepreneurship education has a contribution to make for graduates, irrespective of whether or not they become entrepreneurs. The paper identifies a weakness in entrepreneurship education research in its over-reliance on agency-based approaches and its assumption that outcomes are measured in the binary terms of ‘entrepreneur’ or ‘not entrepreneur’. The authors recommend methodological development in the field to capture more appropriately the rich and nuanced relationship between entrepreneurship education and graduate careers. This should lead to a more robust understanding on which to base information for delivery and practice.

Read the full article here

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