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The need to advance in the understanding of the processes associated with knowledge creation and diffusion is becoming critical for policy‐making and for management. This understanding was emphasized during the First International Conference on Technology, Policy and Innovation, based on which a research agenda is developed to inform policy‐making and management decisions in the emerging knowledge‐based economy. Three main directions for research are proposed: the development of a better conceptual understanding of the mechanisms that make knowledge so relevant nowadays; the construction of indicators associated with the immaterial aspects of the knowledge‐based economy; and the study of the opportunities and threats faced by developing nations.

During the last two decades, there has been increasing emphasis on higher education institutions as agents promoting and advancing sustainability. This chapter addresses how sustainability is integrated into management education at higher education institutions. It is based on a systematic literature review that teases out governance, education, research, outreach and campus operations (GEROCO) as key elements for embedding sustainability in management education. In addition, it identifies the important role of having an overall governing strategic direction that serves to anchor sustainability. The chapter highlights that sustainability and responsible management education initiatives are interconnected and are complex to embed through the university system.

The purpose of this paper is to discuss the implementation and developments of the Bologna Process in the Higher Education Institutions (HEIs) as a new paradigm of the European system of higher education, in general, and of the Portuguese system, in particular.

The paper uses firstly, higher education system statistics; secondly, Government and European Union documents; and thirdly, academic papers that conceptual frame the issues under discussion.

Portuguese HEIs are engaged in the Bologna process, but it shows some contradictions within the higher education system. One of these contradictions is the restructuring of the degrees and cycles had led to the apparently destruction of the binary system (universities and polytechnics) which existed in for more than 30 years. Another contradiction is carry out common European priorities and, at the same time, maintaining the national culture, language, education systems and HEIs autonomy. Although, the system promotes the cooperation between HEIs and increases the research, the innovation and the sustainable development, at a national level, as well as, an international level.

HEIs need to promote the strategic function of higher education and it demands a constant adaptation of the conceptual field, especially, in the social, economic and technological perspectives. These perspectives will assurance the enhancement and the preservation of quality of teaching/learning. These will improve the education for sustainable development that it develops higher growth and better educational performance.

Provides empirical evidence about the social dimension of the higher education system and analyse the Bologna Process in the HEIs.

The surging demand for higher education in Africa for expedited socio-economic growth and global sustainable development demands customising gains made elsewhere for local benefit through quality provision. This study contributes to local and international discourses on the refinement of results-based university learning content determination on the lines of the Bologna Process, and advocates the development of situationally relevant curricula for successful national advancement in Zimbabwe.

The qualitative study uses records and documentary analysis, interviews and meetings with key participants involved in shaping academic processes at one of the country's young and fragile universities. The introspective research approach enabled the cumulative experiential and reflective contributions of participants to shape both the dialogue and follow-up action on the adoption of minimum bodies of knowledge in university curriculum reform.

Participants celebrated efforts to pit harmonisation alongside autonomy in academic discourses, and suggested improvements on the mechanisms to define policy and operational frameworks for diversely-oriented academic establishments. They lauded and interrogated the discourse around minimum bodies of knowledge, calling for further critical research and analysis for defining clarity on its harmonisation function.

This paper traverses the rapidly expanding Zimbabwe higher education system's endeavours to regulate mandates and operations, in pursuit of relevance, quality and excellence and examines stakeholder efforts at determining streamlined university curricula. It contributes uniquely to collective regulation of multiple institutions towards quality academic agendas that underpin the life-long competences of the institutions' graduates.

A three‐dimensional computer simulation of a combustion chamber used in the glass production industry is presented. A numerical solution technique is used to solve the governing time‐averaged partial differential equation and the physical modelling for turbulence, combustion and thermal radiation. A two‐equation turbulence model is employed along with a combustion model based on a fast kinetics statistical approach. A radiation model is used along with the Hottel mixed grey gas model. To solve the governing differential equations an implicit technique of finite‐difference kind is applied. The economy of the computations is very considerably enhanced by the separate calculation of the burner and bulk glass combustion chamber regions, in a manner which takes account of the differing physical nature of their flows. The burner outlet region is calculated with an axisymmetric model. Such two‐dimensional calculations allowed a good resolution of the burner outlet, and provide the inlet conditions for the three‐dimensional calculations of the glass furnace. The prediction procedure is applied to an industrial glass furnace, which operates with oxy‐fuel conditions. Measurements of mean gas temperature and concentrations were performed at different locations in the furnace. The calculated flame length, temperature field and concentrations are with satisfactory agreement with the measured ones.

UK higher education has faced an unprecedented period of change due to multiple UK governmental policies over a short period – coupled with demographic change and the vote to leave the European Union. This pressures universities to meet third mission aims by engaging effectively with society and business, generating income in the process to address reduced funding. Support from the UK Government includes over 20 years of funding for universities to develop entrepreneurial structures and processes, termed entrepreneurial architecture (EA). While the government regularly collects data on funds generated through third mission activities, less is known about how EA is perceived by those inside the university. The purpose of this paper is to meet that gap by exploring the perspectives of those employed specifically as part of EA implementation, as knowledge exchange intermediaries.

The study takes a phenomenological approach to achieve deeper insights into those routines and norms resulting from the application of EA. This is a purposeful sample with what is reported to be an under-researched group (Hayter, 2016); those employed as internal knowledge intermediaries across 15 universities (two from each). These university employees are specifically charged with business engagement, knowledge exchange and research commercialization; their contracts are funded and designed as a part of the EA rather than for research or teaching. An initial pilot comprising four semi-structured interviews indicated suitable themes. This was followed up through a set of three interviews over 18 months with each participant and a mapping of EA components at each institution.

Despite EA strategies, the picture emerging was that universities had embedded physical components to a greater or lesser degree without effective social architecture, shown by conflicts between stated and actual routines and norms and by consistent barriers to third mission work. Power and perceived power were critical as participants felt their own worth and status was embedded in their senior manager’s status and power, with practical difficulties for them when he or she lost ground due to internal politics.

The benefits of this study method and sample include deep insights into the perspectives of an under-reported group. The purposeful sample might be usefully expanded to include other countries, other staff or to look in depth at one institution. It is a qualitative study so brings with it the richness, insights and the potential lack of easy generalizability such an approach provides.

In designing organizations to achieve third mission aims, EA is important. Even where the structures, strategies, systems, leadership and culture appear to be in place; however, the resulting routines and norms may act against organizational aims. Those designing and redesigning their institutions might look at the experience suggested here to understand how important it is to embed social architecture to ensure effective actions. Measuring cultures and having this as part of institutional targets might also support better results.

Governments in the UK have invested resources and funding and produced policy documents related to the third mission for over 20 years. However, the persistent gap in universities delivering on policy third mission aims is well documented. For this to change, universities will need to ensure their EA is founded on strong underlying supportive cultures. Knowledge sharing with business and community is unlikely when it does not happen in-house.

The study adds new knowledge about how EA is expressed at individual university level. The findings show the need for more research to understand those routines and norms which shape third mission progress in UK universities and how power relations impact in this context, given the pivotal role of the power exerted by the senior manager.

The purpose of this paper is to conduct a literature review in order to understand the relationship that exists between international academic mobility (IAM) and innovation and its impact on the countries of origin, country of destination and the countries of origin and destination simultaneously of academics.

After analysing 36 articles selected from 15 top journals by way of a systematic review of the literature, the authors located 20 variables, including five related to innovation with a positive, negative or null impact on the countries.

The five innovation proxies identified were: highly qualified human capital”, “attractive research and working conditions”, “patent filing”, “publications” and “research networks”, all related to Science, Technology and Innovation. The results highlight the evidence that the different dimensions of innovation have a differentiated impact on the countries of origin and destination and in both at the same time.

Knowing the types of innovation that IAM generates enables governments to invest in scientific, technological, economic and social development to choose the best measures for attracting and retaining academics. For the industry, technological catch-up and highly skilled labour means enhancing competitiveness and capacity building, growth in Research and Development (R&D), the creation of new products, patent filing, increased investments and the expansion of internationalisation.

This paper shows that the association between IAM and innovation is differentiated for the countries. Both countries involved in the association receive a positive impact in the publications and research networks. The main impact to countries of origin is the increase of highly qualified human capital. On the other hand, the benefits for the countries of destination concern patent filing, working conditions and an attractive research environment.

In this chapter, we consider the tensions that arise at the intersection of various organizational units (i.e., academic departments, research centers, and administrative areas) and actors (i.e., professors, graduate students, investors, and secular entrepreneurs) that are commonly involved with academic entrepreneurship and the exploration of the entrepreneurial dimensions of science. Using the premises of organizational boundary spanning (e.g., Aldrich & Herker, 1977; Thompson, 1967; Tushman & Scanlan, 1981), we organize our discussion around the role of university entrepreneurship and innovation centers in facilitating and mediating the interorganizational transactions that most often underpin academic entrepreneurship. Specifically, we illustrate and discuss the role university entrepreneurship and innovation centers play in (1) managing the various agendas and expectations of stakeholders within and outside of the academy, (2) providing clarity of purpose to the entrepreneurial endeavor, (3) clarifying ownership rights throughout the entrepreneurial process, and 4) maximizing the potential of individuals to contribute to venture success.