This open access book is unique in its contents. No other title in the book market has tackled this important subject. It introduces innovation as a way of practice for world-class universities. It, then, discusses the criteria for being innovative in the academic world. The book selects some of the top innovative world-class universities to study the factors that qualified them to be innovative, so that any other university can follow their steps to become innovative. The final chapter of the book presents some recommendations in this regard.

This book provides an analysis of university missions over time and space. It starts out by presenting a governance framework focusing on the demands on universities set by regulators, market actors and scrutinizers. It examines organizational structures, population development, the fundamental tasks of universities, and internal governance structures. Next, the book offers a discussion of the idea and role of universities in society, exploring concepts such as autonomy and universality, and the university as a transformative institute. The next four chapters deal with the development of universities from medieval times, through the Renaissance, towards the research universities in the nineteenth century in Europe and the United States. The following five chapters analyse recent developments of increasing external demands manifested through evaluations, accreditations and rankings, which in turn have had effects on the organization of universities. Topics discussed include markets, managers, globalization, consumer models and competition. The book concludes by a discussion and analysis of the future challenges of universities.

Today, universities around the world find themselves going beyond the traditional roles of research and teaching to drive the development of local economies through collaborations with industry. At a time when regions with universities are seeking best practices among their peers, Shiri M. Breznitz argues against the notion that one university's successful technology transfer model can be easily transported to another. Rather, the impact that a university can have on its local economy must be understood in terms of its idiosyncratic internal mechanisms, as well as the state and regional markets within which it operates. To illustrate her argument, Breznitz undertakes a comparative analysis of two universities, Yale and Cambridge, and the different outcomes of their attempts at technology commercialization in biotech. By contrasting these two universities—their unique policies, organizational structure, institutional culture, and location within distinct national polities—she makes a powerful case for the idea that technology transfer is dependent on highly variable historical and environmental factors. Breznitz highlights key features to weigh and engage in developing future university and economic development policies that are tailor-made for their contexts.

Innovation has been a major engine of American economic and societal progress. It has increased per capita income more than sevenfold since the 19th century, has added three decades to the average lifespan, has revolutionized the way we communicate and share information, and has made the United States the strongest military power in the world. Without its historical leadership in innovation, the United States would be a very different country than it is today. Trends in the Innovation Ecosystem is the summary of two workshops hosted by the Committee on Science, Engineering, and Public Policy (COSEPUP) of the National Academy of Sciences, National Academy of Engineering, and Institute of Medicine in February and May, 2013. Experts from industry, academia, and finance met to discuss the challenges involved in innovation pathways. Both workshops focused on the interactions between research universities and industry and the concept of innovation as a "culture" as opposed to an operational method. The goal was to gain a better understanding of what key factors contributed to successful innovations in the past, how today's environment might necessitate changes in strategy, and what changes are likely to occur in the future in the context of a global innovation ecosystem. This report discusses the state of innovation in America, obstacles to both innovation and to reaping the benefits of innovation, and ways of overcoming those obstacles.

Describes the philosophy, mission, function, objectives, structures and service to culture and professions of the university as an institution.

Based on extensive research at eight universities - Harvard, Yale, Columbia, Johns Hopkins, Chicago, Stanford, Michigan, and California at Berkeley - Reuben examines the aims of university reformers in the context of nineteenth-century ideas about truth. She argues that these educators tried to apply new scientific standards to moral education, but that their modernization efforts ultimately failed.

Local, state, and national economies are facing unprecedented levels of international competition. The current fiscal crisis has hampered the ability of many governments in the developed world to directly facilitate economic growth. At the same time, many governments in the developing world are investing significant new resources into local infrastructure and industry development initiatives. At the heart of the current economic transformation lie our colleges and universities. Through their roles in education, innovation, knowledge transfer, and community engagement, these institutions are working toward spurring economic growth and prosperity. This book brings together leading scholars from a variety of disciplines to assess how universities and colleges exert impact on economic growth. The contributors consider various methodologies, metrics, and data sources that may be used to gauge the performance of diverse higher education institutions in improving economic outcomes in the United States and around the world. Also presented are new typologies of economic development activities and related state policies that are designed to improve understanding of such initiatives and generate new energy and focus for an international community of scholars and practitioners working to formulate new models for how public universities and colleges may lead economic development in their states and communities while still performing their traditional educational functions. Universities and Colleges as Economic Drivers is meant to cultivate greater understanding among elected officials, business representatives, policymakers, and other concerned parties about the central roles universities and colleges play in national, state, and local economies.

The rise of neo-nationalism is having a profound and troubling impact on leading national universities and the societies they serve. This is the first comparative study of how today's right-wing populist movements and authoritarian governments are threatening higher education. Universities have long been at the forefront of both national development and global integration. But the political and policy world in which they operate is undergoing a transition, one that is reflective of a significant change in domestic politics and international relations: a populist turn inward among a key group of nation-states, often led by demagogues, that includes China and Hong Kong, Turkey, Hungary, Russia, Brazil, the United Kingdom, and the United States. In many parts of the world, the COVID-19 pandemic provided an opportunity for populists and autocrats to further consolidate their power. Within right-wing political ecosystems, universities, in effect, offer the proverbial canary in the coal mine—a clear window into the extent of civil liberties and the political environment and trajectory of nation-states. In Neo-nationalism and Universities, John Aubrey Douglass provides the first significant examination of the rise of neo-nationalism and its impact on the missions, activities, behaviors, and productivity of leading national universities. Douglass presents a major comparative exploration of the role of national politics and norms in shaping the role of universities in nation-states—and vice versa. He also explores when universities are societal leaders or followers: When they are agents of social and economic change, or simply agents reinforcing and supporting an existing social and political order. In a series of case studies, Douglass and contributors examine troubling trends that threaten the societal role of universities, including attacks on civil liberties, free speech, and the validity of science; the firing and jailing of academics; anti-immigrant rhetoric; and restrictions on visas with consequences for the mobility of academic talent. The book also offers recommendations to preserve the autonomy and academic freedom of universities and their constituents. Neo-nationalism and Universities is written for a broad public readership interested and concerned about the rise of nationalist movements, illiberal democracies, and autocratic leaders. Contributors: José Augusto Guilhon Albuquerque, Elizabeth Balbachevsky, Thomas Brunotte, Igor Chirikov, Igor Fedyukin, Karin Fischer, Wilhelm Krull, Brendan O'Malley, Bryan E. Penprase, Marijk van der Wende

This book examines the experience of 11 universities in nine countries around the world that have grappled with the challenge of building successful research institutions in difficult circumstances and outlines key lessons of from this experience.