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1. Local Engagement with the Global Knowledge Economy: The Politics of University Partnerships.

Author

Mintrom, Michael

Subjects
*UNIVERSITIES & colleges, *ECONOMIC development, *GLOBALIZATION
Abstract

In the globalizing economy, knowledge generation can catalyze local, regional, and national economic development. Governments everywhere face pressures to adapt to this new environment, and universities are recognized as strategic resources. This paper assesses changes in the ideas and actions of stakeholders concerning the role of universities in the United States, the United Kingdom, New Zealand, Canada, and Australia, focusing on universities operating in a dynamic sub-region in each country. Attention is given to how different levels of government promote or inhibit innovative actions by universities and the organizations they partner with to commercialize research. Efforts to create regional knowledge economies effectively linked to the global marketplace are shown to have generated a range of tensions and dilemmas. The findings presented here highlight themes likely to feature in future debates over policy design and governance arrangements for universities and other strategic public and quasi-public organizations. ..PAT.-Unpublished Manuscript [ABSTRACT FROM AUTHOR]

Published
2007

2. Transferability of practitioner-focused civil engineering capstone design courses: An analysis for a US and New Zealand approach.

Author

Milke, M. W., Paul, M. J., and Koorey, G. F.

Subjects
*CIVIL engineering education, *HIGHER education, *CAPSTONE courses, *ENGINEERING design education in universities & colleges, *COLLEGE curriculum, *UNIVERSITIES & colleges
Abstract

If any engineering courses are unlikely to be transferable between Australasian and overseas universities, one could argue that civil engineering capstone design courses with a strong practical engineering focus would be the least likely. This analysis considers two capstone design courses in the US and New Zealand. The analysis examines the approaches each university has taken to improve design education through simulating professional practice. The two approaches are superficially very different with different course structure and course requirements. In addition the emphasis on site and project, and the consequent dependence on country-specific matters related to regulation and codes, would lead one to expect low transferability. Closer analysis shows that the learning objectives of the courses are relatively similar and that the relationship between site and design are key for both. The challenges faced by the two approaches have much in common, reflecting similar student experiences, and so high transferability. The paper provides details on learning objectives and challenges faced at the two programs to aid others who wish to analyse capstone design experiences across multiple universities. The conclusion is that transferability between these two design experiences is high. The implication is that, through similar forces for educational change in both countries, internationalisation of engineering education is high. [ABSTRACT FROM AUTHOR]

Published
2015
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