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RESUMEN: Introducción: los centros de emprendimiento y las incubadoras de empresas desempeñan un papel fundamental en el impulso de la competitividad, el surgimiento de nuevas actividades y el autoempleo, promoviendo así la cohesión social en los países. Por tanto, esta investigación tiene como objetivo identificar las principales incubadoras de empresas y centros de emprendimiento en Ecuador, y conocer sus principales aportes al ecosistema emprendedor. Metodología: este estudio se enmarca dentro de la investigación cualitativa, adoptando un enfoque exploratorio-descriptivo. Mediante la recolección de información desde fuentes secundarias, se logró identificar las incubadoras de empresas ecuatorianas, su filiación con organizaciones públicas y privadas, sus principales actividades, su impacto y capacidades. Resultados: a escala nacional, se identificaron 28 centros de emprendimiento, tanto públicos como privados, dedicados en su mayoría a orientar a los emprendedores en el desarrollo de sus modelos de negocio, ya sea en sus etapas iniciales o en la fase de expansión, mediante asesoría y capacitación en diferentes ámbitos e incluso financiamiento. Conclusiones: si bien se evidencia una estrecha colaboración entre la academia y el sector privado, los esfuerzos actuales priorizan la promoción del espíritu emprendedor más que la implementación práctica de las ideas, la capitalización de los proyectos o la solución de problemas concretos en el campo industrial o social. Por tanto, es necesario equilibrar estos esfuerzos para asegurar que las iniciativas emprendedoras no solo se promuevan, sino que también se concreten y generen un impacto real. ABSTRACT: Introduction: Entrepreneurship centers and business incubators play a crucial role in fostering competitiveness, the emergence of new activities, and self-employment, thereby promoting social cohesion within countries. This research aims to identify the main business incubators and entrepreneurship centers in Ecuador and to assess their key contributions to the entrepreneurial ecosystem. Methodology: This study adopts a qualitative research approach, employing an exploratory-descriptive methodology. Through the collection of data from secondary sources, the study identifies Ecuadorian business incubators, their affiliations with public and private organizations, their primary activities, impacts, and capacities. Results: Nationwide, 28 entrepreneurship centers, both public and private, were identified. The majority are dedicated to guiding entrepreneurs in developing their business models, whether in the initial stages or during expansion, through advisory services, training in various fields, and even financing. Conclusions: While there is evident close collaboration between academia and the private sector, current efforts prioritize promoting the entrepreneurial spirit over the practical implementation of ideas, project capitalization, or addressing specific industrial or social challenges. Therefore, it is necessary to balance these efforts to ensure that entrepreneurial initiatives are not only encouraged but also realized and generate a tangible impact.

Building a resilient society is key to preparing for disasters beyond the planned scale. To achieve this, it is necessary to create a clear common understanding of what "resilient" disaster management means and to consider concrete methods to accelerate its social implementation. However, few opportunities have occurred to have these discussions with diverse stakeholders. Therefore, a panel discussion was held to consider the type of cooperation required to build a resilient society. Each speaker provided information from various perspectives, including emergency information, disaster prevention education, and scientific knowledge on the mechanism of tsunamis, and their impact on ecosystems. Based on the above, the panel discussion confirmed the need for various elements such as infrastructure, information, rules, and social structure. In particular, it is necessary to develop consistency with existing safety standards for disaster prevention using ecosystems. It was suggested that, in addition to the practice of education, cooperation with the media, which keeps up-to-date information on a long-term basis, is indispensable for raising awareness of disaster prevention. This panel discussion emphasized that disaster reduction is a difficult field for companies to enter and commercialize, however, it was emphasized that it is indispensable worldwide. [ABSTRACT FROM AUTHOR]

Summary: Cyber‐physical systems (CPSs) are increasing in developmental complexity. Several emerging technologies, such as Model‐based engineering, DevOps, and Artificial intelligence, are expected to alleviate the associated complexity by introducing more advanced capabilities. The AIDOaRt research project investigates how the aforementioned technologies can assist in developing complex CPSs in various industrial use cases. In this paper, we discuss the experiences of industry and academia collaborating to improve the development of complex CPSs through the experiences in the research project. In particular, the paper presents the results of two working groups that examined the challenges of developing complex CPSs from an industrial and academic perspective when considering the previously mentioned technologies. We present five identified challenge areas from developing complex CPSs and discuss them from the perspective of industry and academia: data, modeling, requirements engineering, continuous software and system engineering, as well as intelligence and automation. Furthermore, we highlight practical experience in collaboration from the project via two explicit use cases and connect them to the challenge areas. Finally, we discuss some lessons learned through the collaborations, which might foster future collaborative efforts. [ABSTRACT FROM AUTHOR]

This paper outlines a practical pedagogical framework for integrating AI-driven analytics into marketing education, tailored to equip students for the fast-evolving industry. Central to this approach is an iterative model that adapts teaching strategies to keep pace with technological advancements and industry demands. The framework emphasizes practical application, steering curriculum development towards the inclusion of AI tools like machine learning and predictive analytics, and crafting experiential learning opportunities. A focused examination of current teaching methods reveals gaps and introduces actionable solutions for fostering analytical skills essential for the AI-enhanced marketing landscape. The model not only advocates for a balance between theory and practice but also addresses challenges such as resource accessibility and the necessity of ethical considerations in AI education. By promoting interdisciplinary collaboration and continual curriculum refreshment, the paper positions the model as an essential blueprint for nurturing future marketing professionals capable of leveraging AI analytics for strategic decision-making. The conclusion calls for academia-industry partnerships to further enrich marketing education and underscores the importance of this framework in preparing students for successful careers in AI-driven marketing. [ABSTRACT FROM AUTHOR]

Material science is an important interdisciplinary field that combines ideas from physics, chemistry and engineering to provide advancements in technology, healthcare and environmental sustainability. This paper explores the changing environment of educational tactics and teaching methods in the field. The primary obstacles encompass the incorporation of swiftly progressing knowledge into educational programs, tackling the scarcity of specialist instructors, and harmonizing theoretical instruction with practical and experiential learning. Moreover, the multidisciplinary character of material science necessitates the use of comprehensive teaching methods that encompass numerous traditional fields of study, often resulting in the need for substantial curriculum restructuring. This review analyzes existing educational techniques, showcases exemplary practices from prominent institutions, and investigates groundbreaking solutions designed to educate the upcoming generation of material scientists with the essential tools and knowledge to tackle global concerns. It highlights the urgent requirement for flexible and proactive strategies to promote strong talent pipelines in material science education. [ABSTRACT FROM AUTHOR]

This paper reveals the learning that the participating students learned through industry-academia collaboration through the creation of a small space designed and constructed by the students, and the implementation system that made this possible. This initiative provided the students with a great deal of learning that they would not have been able to obtain in a regular class. The reason is that the real estate company, architectural design office, and university shared a common direction and were able to build an implementation system centered on student design and construction. [ABSTRACT FROM AUTHOR]

Although new ways of engineering education have been discussed in response to changing social conditions, methods of educating corporate engineers for the purpose of new value creation capabilities through social sciences and humanities-engineering co-creation have not been sufficiently examined. In this study, we hypothesized four elements for co-creation by social sciences and humanitiesengineering as education for corporate engineers and verified them through two workshops of industry-academia collaboration. The effectiveness of these four elements was confirmed as a result of the idea generation in the two workshops attended by researchers in the field of social sciences and humanities and corporate engineers, in which both parties collaborated through brainstorming and forced idea generation methods. [ABSTRACT FROM AUTHOR]

Artificial Intelligence (AI) is one of the most momentous technologies of our time. Thus, it is of major importance to know which stakeholders influence AI research. Besides researchers at universities and colleges, researchers in companies have hardly been considered in this context. In this article, we consider how the influence of companies on AI research can be made measurable on the basis of scientific publishing activities. We compare academic- and company-authored AI publications published in the last decade and use scientometric data from multiple scholarly databases to look for differences across these groups and to disclose the top contributing organizations. While the vast majority of publications is still produced by academia, we find that the citation count an individual publication receives is significantly higher when it is (co–)authored by a company. Furthermore, using a variety of altmetric indicators, we notice that publications with company participation receive considerably more attention online. Finally, we place our analysis results in a broader context and present targeted recommendations to safeguard a harmonious balance between academia and industry in the realm of AI research. [ABSTRACT FROM AUTHOR]

In recent years, there has been a growing interest in education for sustainable development (ESD). Although several national and international agencies, e.g., the UN or UNESCO, have promoted its deployment in higher education institutions, educators are still facing problems with how to articulate this type of education within the curriculum, allowing students to develop their technical and labor competencies, and soft skills as well. In this way, this study describes a methodology with Project-Based Learning in renewable and sustainable energies through the development of an electrical vehicle (EV) known as EOLO. This initiative arose from an industry-academia collaboration to develop the first Colombian EV with the support of solar and wind energy sources. Twelve engineering students participated in the development of the vehicle through a set of capstone projects over a year and a half with the support of two tutors (professors) and two engineers (technical staff) of the project. Additionally, two versions of EOLO with vertical and horizontal axis wind turbines were made with the cooperation of the students. The results evidence that the methodology helped to engage students, promoted meaningfully and situated learning through real-world problems in renewable energies, and fostered motivation and peer collaboration. Nonetheless, aspects such as the improvement of the communications channels, the revision of the complexity of the projects, the sense of community to achieve a common goal, or the tutoring and monitoring processes should be strengthened for further initiatives and/or active learning methodologies. In this sense, some challenges and recommendations that can help to develop methodologies that combine ESD and engineering are provided based on the experience in this study. [ABSTRACT FROM AUTHOR]

We describe a collaboration between Marelli and Università degli Studi di Milano that allowed the latter to add a course on «Architectures for Big Data» in its Master programme of Computer Science, with the aim of providing a teaching approach characterized by an intertwined exposition of discipline, methodology and practical tools. We were motivated by the need of filling, at least in part, the gap between the expectation of employers and the competences acquired by students. Indeed, several big-data-related tools and patterns of widespread use in working environments are seldom taught in the academic context. The course also allowed to expose students to company-related processes and topics. So far, the course has been taught for two editions, and a third one is currently ongoing. Using both a quantitative and a qualitative approach, we show that students appreciated this new form of learning activities, in terms of enrollments, exam marks, and activated external theses. We also exploited the received feedback in order to slightly modify the content and the structure of the course.

Although research on green innovation has increased dramatically in recent years, little is known about the system mechanisms for the innovation. Grounded in the resource dependency theory (RDT) and national innovation system (NIS) literature, this study examines the ecosystem in promoting green innovation from both theoretical and empirical perspectives. This study constructs a Nash-Cournot equilibrium to address the effects of national green innovation systems on corporate green innovation. Using data of 2136 A-share listed enterprises, 31 provincial-level R&D data, and 329 prefectural-level government annual work reports in China, this study finds that corporate collaboration, government subsidies, regional university R&D intensity, long-term credit, and government attention enhance the number of green innovation patents and patent diversity. Government attention strengthens the positive effects of corporate R&D cooperation, government subsidies, R&D intensity of regional research institutions, and long-term credit on the number of green innovation patents. [ABSTRACT FROM AUTHOR]

Education plays an important role in the holistic development of an individual. Better quality of life, more job opportunities, higher earning potential and growth of the economy are all linked to a good quality of education. Education is a very effective tool in creating skilled manpower. The employment ability of a student improves drastically when given exposure to trends in the industry and also when a student gets the chance to interact and collaborate with industry experts. Such an interaction prepares the student to face real world problems. World over, it has been observed by experts in the industry and scholars in academic circles that there is a gap between what the industry needs and what is taught in the universities. It is imperative that the current education system is scrutinized for further improvisation. As far as India is concerned, the National Education Policy (NEP) 2020 provides a framework for a plethora of reforms, some of which are linked to better employability. The policy provides for relevant changes in the education system which is conducive to encouraging Industry-Academy collaboration. The present study first gives a comprehensive overview of Industry-Academia collaboration in the context of India. Past endeavours in the pursuit of this collaboration - both on part of the public and private sectors, are discussed extensively in the study. How NEP is providing a channel to bridge the gap between academia and industry is also deliberated upon. [ABSTRACT FROM AUTHOR]

Industry-academia collaboration (IAC) has long been a source of discussion in various ways. A vital first step toward closing the gap is fostering alumni engagement in industry and academia. Industry-academia collaborations are like earth and water, and they live in harmony. They cannot exist apart from one another. The collaborative effort between industry and academia promotes improvement and innovation in technology and innovative research and enables the university to be more relevant to the industry. This article proposes a collaborative approach based on alumni influences and uses secondary data on the influences of alumni in engineering to enrich the collaboration between industry and academia. The industry and academia utilize the alumni's potential to facilitate communication and offer their students and staff facilities. The research findings can be used by policymakers to innovate in the field of engineering and to strengthen the partnership between industry and academia in society. The model enables academia and industry to utilize the alumni strengths in enriching the collaboration; it also enhances academic research output, recruitment, fundraising, marketing, product promotion, and internship opportunities for students via alumni active participation. We propose some significant agendas for future work. [ABSTRACT FROM AUTHOR]

This paper presents the experiences and outcomes of teaching an elective course Multicore Architecture and Programming (MCAP) with an automotive industry-(Bosch Global Software Solutions, Bangalore, (BGSW). The practices and outcomes of the course for two different batches with two different modes of delivery, the online and physical mode are discussed. MCAP is a course which deals with higher levels of embedded systems concepts; hence for an effective learning and also to impart industry experiences, we adapted a co-design, co-delivery and coassessment with industry. The course is designed involving core concepts of MCAP, hands-on sessions, and also industry use cases. The delivery of the course is planned with both regular lectures by instructors and industry experts. The assessment was done for the hands-on sessions, higher cognitive level assignments and through end semester exams. The assignments were designed with the help of industry to assess higher cognitive level learning. The delivery and assessment happened in online for the first batch and in physical for the second batch. The outcomes of the course for both the batches were convincing, with the students readiness of having skills applied to embedded industry and concept learning. The students showed a lot of interest and enthusiasm to learn throughout the course, and this resulted in most of the students getting placed in automotive/embedded industry. Few students with interest further continued in the same area and have taken higher semester projects, internships and placements in the same area which aided them to choose their career ahead. [ABSTRACT FROM AUTHOR]

Abstract In Industry-Academia Collaborations (IAC) both academic, scientific research results and industrial practitioner findings and experiences are produced. Both types of knowledge should be gathered, codified, and disseminated efficiently and effectively. This paper investigates a recent (2014–2017) large-scale IAC R&D&I program case (Need for Speed, N4S) from a learning perspective. It was one of the programs in the Finnish SHOK (Strategic Centres of Science, Technology, and Innovation) system. The theoretical bases are in innovation management, knowledge management, and higher education (university) pedagogy. In the future, IAC projects should be more and more commonplace since major innovations are hardly ever done in isolation, not even by the largest companies. Both intra-organizational and inter-organizational learning networks are increasingly critical success factors. Collaborative learning capabilities will thus be required more often from all the participating parties. Efficient and effective knowledge creation and sharing are underpinning future core competencies. In this paper, we present and evaluate a collaboratively created and publicly shared digital knowledge repository called “Treasure Chest” produced during our case program. The starting point was a jointly created Strategic Research and Innovation Agenda (SRIA), which defined the main research themes and listed motivating research questions to begin with—i.e., intended learning outcomes (ILO). During the 4-year program, our collaborative industry-academia (I-A) learning process produced a range of theoretical and empirical results, which were iteratively collected and packaged into the Treasure Chest repository. Outstandingly, it contained, in addition to traditional research documents, narratives of the industrial learning experiences and more than 100 actionable knowledge items. In conclusion, our vision of the future is that such transparently shared, ambitious, and versatile outcome goals with a continuous integrative collection of the results are keys to effective networked I-A collaboration and learning. In that way, the N4S largely avoided the general problem of often conflicting motives between industrial firms seeking answers and applied solutions to their immediate practical problems and academic researchers aiming at more generalizable knowledge creation and high-quality scientific publications.

• A bespoke industry–academia research and training partnership. • Employees and other graduates study towards higher degrees within industry settings. • Combined academia/industry supervision on >220 postgraduate projects in Chemistry, Biology, DMPK, and Biopharmaceuticals. • Appreciable business and academic partner research and knowledge exchange benefits resulting from complementary expertise. • Academia- and industry-ready graduates of benefit to the wider healthcare sector. A global biopharma company, GSK, and the University of Strathclyde have developed an expansive and transformative research and training partnership originating in chemistry-aligned disciplines, with subsequent extensive expansion across further areas of the company. This has opened unique approaches for the delivery of collaborative research innovations while also enhancing the professional development and learning of GSK personnel, in addition to other embedded researchers and collaborating scientists, on a pathway towards more rapid and efficient discovery of new medicines. [ABSTRACT FROM AUTHOR]

We describe a collaboration between Marelli and Università degli Studi di Milano that allowed the latter to add a course on «Architectures for Big Data» in its Master programme of Computer Science, with the aim of providing a teaching approach characterized by an intertwined exposition of discipline, methodology and practical tools. We were motivated by the need of filling, at least in part, the gap between the expectation of employers and the competences acquired by students. Indeed, several big-data-related tools and patterns of widespread use in working environments are seldom taught in the academic context. The course also allowed to expose students to company-related processes and topics. So far, the course has been taught for two editions, and a third one is currently ongoing. Using both a quantitative and a qualitative approach, we show that students appreciated this new form of learning activities, in terms of enrollments, exam marks, and activated external theses. We also exploited the received feedback in order to slightly modify the content and the structure of the course. [ABSTRACT FROM AUTHOR]

Increasing the impact of software engineering research in the software industry and the society at large has long been a concern of high priority for the software engineering community. The problem of two cultures, research conducted in a vacuum (disconnected from the real world), or misaligned time horizons are just some of the many complex challenges standing in the way of successful industry–academia collaborations. This article reports on the experience of research collaboration and knowledge co-creation between industry and academia in software engineering as a way to bridge the research–practice collaboration gap. Our experience spans 14 years of collaboration between researchers in software engineering and the European and Norwegian software and IT industry. Using the participant observation and interview methods, we have collected and afterwards analyzed an extensive record of qualitative data. Drawing upon the findings made and the experience gained, we provide a set of 14 patterns and 14 anti-patterns for industry–academia collaborations, aimed to support other researchers and practitioners in establishing and running research collaboration projects in software engineering. [ABSTRACT FROM AUTHOR]

In Industry-Academia Collaborations (IAC) both academic, scientific research results and industrial practitioner findings and experiences are produced. Both types of knowledge should be gathered, codified, and disseminated efficiently and effectively. This paper investigates a recent (2014–2017) large-scale IAC R&D&I program case (Need for Speed, N4S) from a learning perspective. It was one of the programs in the Finnish SHOK (Strategic Centres of Science, Technology, and Innovation) system. The theoretical bases are in innovation management, knowledge management, and higher education (university) pedagogy. In the future, IAC projects should be more and more commonplace since major innovations are hardly ever done in isolation, not even by the largest companies. Both intra-organizational and inter-organizational learning networks are increasingly critical success factors. Collaborative learning capabilities will thus be required more often from all the participating parties. Efficient and effective knowledge creation and sharing are underpinning future core competencies. In this paper, we present and evaluate a collaboratively created and publicly shared digital knowledge repository called "Treasure Chest" produced during our case program. The starting point was a jointly created Strategic Research and Innovation Agenda (SRIA), which defined the main research themes and listed motivating research questions to begin with—i.e., intended learning outcomes (ILO). During the 4-year program, our collaborative industry-academia (I-A) learning process produced a range of theoretical and empirical results, which were iteratively collected and packaged into the Treasure Chest repository. Outstandingly, it contained, in addition to traditional research documents, narratives of the industrial learning experiences and more than 100 actionable knowledge items. In conclusion, our vision of the future is that such transparently shared, ambitious, and versatile outcome goals with a continuous integrative collection of the results are keys to effective networked I-A collaboration and learning. In that way, the N4S largely avoided the general problem of often conflicting motives between industrial firms seeking answers and applied solutions to their immediate practical problems and academic researchers aiming at more generalizable knowledge creation and high-quality scientific publications. [ABSTRACT FROM AUTHOR]

This study investigated the perceptions of hospitality industry professionals and faculty on their involvement in industry--academia collaboration. This quantitative survey sampled 568 International Council on Hotel, Restaurant, and Institutional Education (ICHRIE) members and 2,366 hospitality industry professionals. A total of 264 participants' responses were analyzed. A survey was developed to measure perceptions of respondents' involvement in industry--academia collaboration. The scale was determined to have a high level of reliability, as determined by a Cronbach's alpha, of 0.857. It was found there were statistically significant differences in perceptions of involvement in industry--academia collaboration between faculty and industry. The findings indicated faculty could benefit from improved communication with the hospitality industry. Faculty should engage industry in different settings, from advisory boards to professional associations. [ABSTRACT FROM AUTHOR]

Increased competition and globalization motivate us to join forces to enhance the impact of the research conducted. Collaboration between organizations with different views can, however, be difficult to manage and needs awareness and skills to meet different expectations. This article will consider both a mutual industrial and academic perspective into the development of action research and, in six research project cases, empirically explore how the impact can be enhanced by considering certain key factors in the research process. How the phases of problem formulation, methodology, and results are managed is critical for the success of a collaboration and, thereby, its impact. Counter-productive forces that could dilute the progress over time need to be considered given that combining practical relevance and scientific rigour comes with challenges.

Osaka University and Komatsu Ltd. started a joint research project in 2006 as an industry-academia collaboration activity, and Komatsu established a cooperative research center on Osaka University campus in 2015. The center has conducted joint research to solve the problems of companies as well as independent research on remote and autonomous construction machinery. Since 2017, it has been working on "HENNA" construction equipment ("HENNA" in Japanese means "novel and innovative with unconventional thinking") as a new research idea that combines the academic nature of Osaka University with the corporate nature of Komatsu. These research initiatives and the concept of the Cooperative Research Center (2017–present) are presented here. [ABSTRACT FROM AUTHOR]

In recent years, the number of Japanese universities that recognize internships as eligible for credit approval has been increasing, with many students participating in such programs. Additionally, the internships of university students studying sport and physical education are undergoing major revisions due to structural changes in the sport industry and other social developments. The aim of this study is to acquire the knowledge necessary for the internship programs for these university students specializing sport and physical education by verifying the effect of redesigned program in Department of Sport in a university for health and welfare. For this purpose, we tracked the process of redesigning internship programs, and extracted the perspectives required for the process of redesigning programs. Afterwards, the effect of redesigned program was clarified, taking into account the number of companies students participated, procedures selected by them, the area in which companies were located, and the main industries the companies belonged to. The findings in this study are as follows. First, the perspectives to be required when redesigning internship programs were social trends about higher education, the philosophy and policies of universities, economic trends, and needs of students. Second, proactive learning of students can be brought out by devising these programs. The results of the analysis regarding the efforts of students in the case study revealed that each student tends to choose internships in more companies, from more diverse regions and industries than before the redesigned program. Third, internship programs can play an important role in career support for students and in establishing new systems of industry-academia collaboration. To use this study as an example, the university has become possible to get various types of cooperation from the companies that student participated. On the other hand, improving the passive efforts of some students is essential. In addition, it is necessary to discuss about more effective program for student athletes. Furthermore, universities, faculties, and departments setting up internship programs have to respond flexibly to rapid economic fluctuations. At the same time, it is very important for them to clarify the unique competencies of the students studying sport and physical education. [ABSTRACT FROM AUTHOR]

For research in the fields of engineering asset management (EAM) and system health, relevant data resides in the information systems of the asset owners, typically industrial corporations or government bodies. For academics to access EAM data sets for research purposes can be a difficult and time-consuming task. To facilitate a more consistent approach toward releasing asset-related data, we have developed a data risk assessment tool (DRAT). This tool evaluates and suggests controls to manage, risks associated with the release of EAM datasets to academic entities for research purposes. Factors considered in developing the tool include issues such as where accountability for approval sits in organizations, what affects an individual manager’s willingness to approve release, and how trust between universities and industry can be established and damaged. This paper describes the design of the DRAT tool and demonstrates its use on case studies provided by EAM owners for past research projects. The DRAT tool is currently being used to manage the data release process in a government-industry-university research partnership.

The need for “industry-academia knowledge transfer (IAKT)” and close collaboration in Colombia has been recognised as critical to innovation, while in the United Kingdom (UK) an IAKT model has been successfully deployed in the UK benefitting both stakeholders. As a result in Colombia, an IAKT model does not exist to guide these two key stakeholder groups. The methodology used is based on the analysis of the data collected directly from the aquatic renewable energy (ARE) industry and academia in the Orkney islands (Scotland). In addition, literature available in the public domain was used and analysed. Having this information, a knowledge-education model is proposed for the Colombian context. The IAKT model curriculum was based on ARE course topics and validated in a preliminary phase with UCC undergraduate engineering students from different disciplines. The results were very promising in terms of the skills developed by the students, not only technical but also in communication skills, teamwork, critical thinking and so on.

This study investigated the perceptions of hospitality industry professionals and faculty on the relevancy of hospitality management curriculum. The problem investigated the importance of hospitality management content areas meeting the needs of current and anticipated demands for the skills and knowledge of workers in the hospitality industry. The researcher sampled 568 ICHRIE members and 2,366 hospitality industry professionals. A total of 264 participants' responses were analyzed. A survey was developed to measure two underlying themes. It was found that only six of the 33 hospitality management content areas and three of the 18 ACPHA content areas were statistically significantly different. Faculty overall had a higher positive impression of most of the concepts than industry and so faculty should review their curriculum with input from industry. [ABSTRACT FROM AUTHOR]