{"id":17739,"date":"2007-05-21T13:28:36","date_gmt":"2007-05-21T11:28:36","guid":{"rendered":"https:\/\/www.fondazionebassetti.org\/non-categorizzato\/2007\/05\/reinventing_learning_and_resea_2"},"modified":"2007-05-21T13:28:36","modified_gmt":"2007-05-21T11:28:36","slug":"reinventing_learning_and_resea_2","status":"publish","type":"post","link":"https:\/\/www.fondazionebassetti.org\/en\/cfc\/2007\/05\/reinventing_learning_and_resea_2","title":{"rendered":"Reinventing learning and research?"},"content":{"rendered":"
<\/a><\/p>\n

(In italiano<\/a>)<\/p>\n

Within the framework of the co-operation between Profs. Elias Carayannis<\/a> and Piero Formica<\/a> (respectively from the School of Business at George Washington University, and the International Entrepreneurship Academy at J\u00c3\u00b6nk\u00c3\u00b6ping University) the following manifesto<\/a> ensued, published as Guest Editorial in Industry and Higher Education<\/em> (April 2007). We hereby re-launch it to submit it for comment and feedback from our readers.<\/p>\n

The argument is topical and is in fact also being debated in the Italian media: how to re-invent, in order to better it, university-level teaching and research? How to approach the double issue of the concentration of resources and that of the evaluation of academic performance?<\/p>\n

The thesis of the manifesto is that we should not follow the model of concentrating resources (public but also private) into few, elite centres of reasearch or teaching institutions. We should instead create a ‘co-opetitive’ environment (of competition plus cooperation) amongst diverse knowledge-clusters<\/em> and innovation networks, involving both firms and universities. <\/p>\n

This alternative model is based on a number of premises: firstly the different type of knowledge diffusion in Europe in comparison to elsewhere (particularly the US, home of the “elitist model”), secondly the proliferation in Europe of several small universities, thirdly the fact that in the era of communication technology, the interaction between researchers (as well as between researchers and sponsors) need not be localised, finally the need to invest on an “entrepreneurial academy” and on an “academic firm” in order to build a knowledge-based society and economy.<\/p>\n

The objective is “to promote excellence in different ways”, and the suggested criterion is that “the ‘best’ should be judged in terms of their capability to master the entire knowledge chain: from its creation to the diffusion, conversion and entrepreneurial exploitation of scientific and technological knowledge”. Amongst the proposed reforms there are some that will no doubt raise some criticisms: firstly the liberalization of tuition fees and systems of student recruitment and secondly the abolition of lifelong tenures in order to ” trigger a healthy process of horizontal and vertical mobility for scientists, researchers and teachers”.<\/p>\n

We reproduce the call here, to submit it to the opinions and feedback of our readers, counting on their balanced and experienced judgement. While we hope for a wide spectrum of responses, we simply suggest some of the areas that could be topic of further clarification and debate:
\n– which role freedom of research would play within this model, which we could call “liberism of knowledge”
\n– whether it is in fact fruitful to distinguish between research and teaching
\n– which tools should steer knowledge towards responsible <\/em>tasks and application within this model, or in other words the issue of accountability <\/em>within the relationship between university-territory-society
\n– whether this model is in fact applicable to different disciplinary realms than those of immediate relevance to entrepreneurial interests.<\/p>\n

This Call for Comments<\/em> will be open for three weeks.<\/strong><\/p>\n

Cristina Grasseni<\/em>
\n<\/a><\/p>\n

——————————<\/p>\n

The concentration of resources and academic performance: reinventing learning and research in the 21st century<\/strong>
\nby Profs. Elias Carayannis and Piero Formica<\/em><\/p>\n

The more money governments put into elite universities, the better those institutions will perform, with the associated benefits for the national R&D system, and the more likely it is that their academics’ work will be published in highly reputed journals. This is a cherished tenet of most European public educational and research policies, which are currently under attack.
\nYet, the strategy of concentrating public money on the ‘citadel’ of a few select academic institutions for the dual purpose of education and research (as is done, for example, in Germany, Sweden and the UK) is highly questionable. What matters far more is the creation of a free and ‘co-opetitive’ environment which, through the interrelated forces of competition and cooperation, will spur all universities – not just the most prestigious – to innovative excellence across all aspects of their activities. In Europe, this is the much-needed environment – not one that complies with the standards of the US-style elite universities.
\nThere are various reasons for this proposition. Size is not always an advantage: this is now clearly understood in the private sector. Nimble and more flexible structures, less subject to the pressures of well-established incumbent interests, carry great advantages. Moreover, in the ‘gloCalizing’ (globalizing and localizing) knowledge economy and society, the ideas and knowledge marketplace is not divided into towns and regions but into affinity groups that derive from a high propensity to sociability and are structured by knowledge creation, diffusion and use modalities (in other words, ‘knowledge-ducts’ along which flow ‘knowledge nuggets’ such as innovation networks and knowledge clusters – see Carayannis and Gonzalez, 2003).
\nFrom this perspective, as Kim et al (2006) point out, the prestige and authority of the traditional mainstay of academic institutions will be eroded by the reduced importance of physical access to productive research colleagues now that the decline in communication costs has changed the formerly localized nature of research interaction. In Europe, on the other hand, the proliferation of second-rate research universities has raised the lid on the quality of education and the fragmentation of research.
\nWe therefore propose that universities, university-related institutions and firms should join together in innovation networks and knowledge clusters (see Formica, 2003; Carayannis and Campbell, 2006). Even if the division of labour and the functional specialization of organizations persist with regard to the type of R&D activity, universities, university-related institutions and firms can nevertheless carry out basic and applied research and experimental development. The concept of the ‘entrepreneurial university’ captures the need to link university research more closely with the R&D market activities of the firm. Just as important as the entrepreneurial university, however, is the concept of the ‘academic firm’, which represents the complementary business organization and strategy vis-\u00e0-vis the entrepreneurial university.
\nThe complementary and mutually reinforcing roles of academic firms and entrepreneurial universities are crucial for advanced knowledge-based economies and societies – and they should be at the heart of any strategy to reinvent learning and research in the 21st century. Despite the significant functional differences between universities and firms, there is the potential for productive overlap between entrepreneurial universities and academic firms, thanks to the fact that such organizations can engage more easily in university-business research networks.
\nWe must ensure that the crisis in both US and European higher education institutions is turned into an opportunity. From the European perspective,
\nproper incentives and reward mechanisms conducive to pluralism – an environment that allows for excellence in different ways – are critically needed. Such a policy will liberate universities from their traditional relationships and restrictions and make them more competitive.
\nNational governments should deploy public resources in accordance with three key strategies: increasing the independence of universities, introducing more competition between universities, and channelling funds to departments that excel in multiple ways. As for the last criterion, the ‘best’ should be judged in terms of their capability to master the entire knowledge chain: from creation to the diffusion, conversion and entrepreneurial exploitation of scientific and technological knowledge (Formica, 2006).
\nThe knowledge chain has profound implications for higher education institutions and business schools. Much is lacking with regard to their capabilities to cooperate with companies in creating knowledge and becoming part of knowledge streams, and this is especially the case for the old incumbents. In the knowledge space in which we are embedded, universities that master the knowledge chain will be the cradles of knowledge-intensive entrepreneurship.
\nTo stimulate competition between universities, national governments should liberate them from the rigid regime of tuition fees and student recruitment. Each university should have the right to specialize as it chooses, fix its own fees for tuition and select its own students. Quality control and measurement are needed, but not in ways that stifle differentiation, innovation and renewal. To achieve a state of successful competition, the lifelong tenure of professors must also be ended. This would trigger a healthy process of horizontal and vertical mobility for scientists, researchers and teachers.
\nNo less important is the mobility of scholars and highly educated and talented young students and graduates. ‘Brain circulation’ (mobility in a physical sense that stimulates face-to-face communication) and ‘brain waves’ (mobility in a virtual sense that takes advantage of new open space technologies) are the basic ingredients for combining competition with cooperation. Universities should embrace the creation of a co-opetitive transcultural and transdisciplinary context of mobility and integration, as opposed to a competitive multicultural context of emigration and separation.
\nResponsibility for all this rests on the shoulders of those responsible for changing the academic foundations on which human capital was built in the age of the machine. New foundations are needed for an innovative learning environment that will epitomize the knowledge city of the 21st century renaissance. Here, academics will indeed become entrepreneurs of the mind, in the business of ‘growing’ people intellectually, culturally and spiritually.
\nKnowledge and skills will be encouraged, the love of learning and an inquiring mind will be fostered, and creativity and imagination will be emphasized. And a digitally-connected collective intelligence will maximize the creative collaboration of ‘knowledge nomads’, who will come together in dense groups of scientists, researchers, graduates, students and entrepreneurs to address issues that concern them and compel them.<\/p>\n

Elias Carayannis<\/a> and Piero Formica<\/a><\/em><\/strong> (published as Guest Editorial in Industry and Higher Education<\/em> – April 2007)<\/p>\n

References<\/strong><\/p>\n

Carayannis, Elias G., and Campbell, David F.J., eds,<\/strong> (2006), Knowledge Creation, Diffusion and Use in Innovation Networks and Knowledge Clusters: a Comparative Systems Approach across the United States, Europe and Asia<\/em>, Praeger, Westport, CN.
\nCarayannis, Elias G., and Gonzalez, Edgar<\/strong> (2003), ‘Creativity and innovation=competitiveness? When, how, and why’, in Shavinina, Larisa V., ed, The International Handbook on Innovation<\/em>, Pergamon, Amsterdam, pp 587-606, especially at 593.
\nFormica, Piero<\/strong> (2003), Industry and Knowledge Clusters: Principles, Practices, Policy<\/em>, Tartu University Press, Tartu.
\nFormica, Piero<\/strong> (2006), ‘Knowledge-relevant economic policy: analyzing knowledge policymaking in managed- and free-market economies’, in Amidon, Debra, Formica, Piero, and Mercier-Laurent, Eunika, eds, Knowledge Policy: Principles, Practices and Policies<\/em>, Tartu University Press, Tartu.
\nKim, E. Han, Morse, Adair, and Zingales, Luigi<\/strong> (2006), ‘Are elite universities losing their competitive edge?’, Working Paper 12245, http:\/\/www.nber.org\/papers\/w12245, National Bureau of Economic Research, Cambridge, MA.
\n<\/p>\n

<\/a><\/p>\n

(In English<\/a>)<\/p>\n

Nell’ambito della cooperazione tra due istituti di ricerca sulla imprenditorialit\u00e0 (la George Washington University, USA e la Jonkoping University, Svezia) \u00e8 nato il seguente manifesto<\/a> a firma di Elias Carayannis<\/a> e Piero Formica<\/a> , che, dopo essere stato pubblicato da Guest Editorial in Industry and Higher Education<\/em> (Aprile 2007), rilanciamo per sottoporlo ai commenti dei nostri lettori.<\/p>\n

Il tema come si vede \u00e8 di grande attualit\u00e0 e viene dibattuto proprio in questi giorni anche sui media italiani: come si pu\u00f2 re-inventare, per favorirla, la didattica e la ricerca universitaria, come affrontare la questione della concentrazione della risorse e quella della valutazione della performance accademica?<\/p>\n

La tesi dei due co-firmatari \u00e8 che, lungi dal seguire il modello “elitario” della concentrazione delle risorse (pubbliche, ma anche degli investimenti privati) su pochi centri di eccellenza della didattica e della ricerca, si dovrebbe investire sulla creazione di un ambiente diffuso di “co-opetizione” (competizione pi\u00f9 cooperazione) tra molti e diversi knowledge-clusters<\/em> e reti di innovazione, che vedano quali protagonisti universit\u00e0 e aziende. <\/p>\n

Il punto di partenza di questo modello \u00e8 la constatazione di un diverso grado di diffusione della conoscenza sul territorio europeo, con la proliferazione in particolare di molte piccole universit\u00e0, del superamento della localizzazione dell’interazione tra ricercatori (come tra ricercatori e sponsors) nell’et\u00e0 della comunicazione, e la necessit\u00e0, ai fini della costruzione di una societ\u00e0 e una economia della conoscenza, di una “universit\u00e0 imprenditoriale” cos\u00ec come della sua controparte, un'”azienda accademica”.<\/p>\n

Se l’obiettivo dichiarato \u00e8 quello di promuovere l’eccellenza nella diversit\u00e0, il criterio suggerito per misurare tale eccellenza \u00e8 “la capacit\u00e0 di gestire l’intera catena della conoscenza dalla creazione alla diffusione, conversione e sfruttamento imprenditoriale della conoscenza scientifica e tecnologica”.<\/p>\n

Tra gli strumenti proposti ce ne sono alcuni che sicuramente faranno discutere, come quello della liberalizzazione delle rette e dei criteri di reclutamento degli studenti, o quello della abolizione degli ingaggi a tempo indeterminato a favore “di un salutare processo di mobilit\u00e0 verticale e orizzontale di scienziati, ricercatori e docenti”.<\/p>\n

Ci rimettiamo alle opinioni e ai giudizi dei lettori per dare un feedback ragionato ed equilibrato rispetto a questa proposta, suggerendo solo alcune aree di possibile ulteriore chiarimento e approfondimento:
\n– il ruolo della libert\u00e0 della ricerca all’interno di questo modello che potremmo chiamare di di “liberismo della conoscenza”
\n– l’opportunit\u00e0 o meno di tenere distinte le aree della ricerca da quella della didattica
\n– gli strumenti con cui, all’interno di questo modello, sarebbe possibile o meno indirizzare il sapere verso compiti e applicazioni responsabili<\/em>, cio\u00e8 in altre parole la questione della accountability nell’auspicato rapporto universit\u00e0 – territorio – societ\u00e0
\n– la possibilit\u00e0 o meno di applicare questo modello, tout-court<\/em>, anche ad ambiti disciplinari disparati della didattica e della ricerca, oltre a quelli di immediata rilevanza per gli interessi imprenditoriali.<\/p>\n

Questo Call for Comments<\/em> rimarr\u00e0 aperto per tre settimane dalla data del lancio.<\/strong><\/p>\n

Cristina Grasseni<\/em>
\n<\/a><\/p>\n

——————————<\/p>\n

La concentrazione delle risorse e le prestazioni accademiche: reinventare l’apprendimento e la ricerca nel ventunesimo secolo<\/strong>
\nby Profs. Elias Carayannis and Piero Formica<\/em><\/p>\n

Per quanto denaro i governi investano nelle universit\u00e0 di eccellenza, il miglior risultato che queste produrranno, con i relativi investimenti per il sistema nazionale di R&S, sar\u00e0 la pubblicazione del lavoro degli studiosi in importanti riviste. Questo \u00e8 un obiettivo ricercato dalla maggior parte delle politiche educative e di ricerca in Europa, le quali sono oggi messe in discussione. Tuttavia, la strategia di concentrazione del denaro pubblico sulle “cittadelle” di alcune, selezionate, istituzioni accademiche con il doppio scopo dell’educazione e della ricerca (come avviene, ad esempio, in Germania, in Svezia e nel Regno Unito) \u00e8 molto discutibile.
\nCi\u00f2 che \u00e8 pi\u00f9 importante \u00e8 la creazione di un ambiente libero e “co-opetitivo” che, attraverso le forze collegate della competizione e della cooperazione, stimoler\u00e0 tutte le universit\u00e0 – non solo le pi\u00f9 prestigiose – all’eccellenza innovativa attraverso tutti gli aspetti delle loro attivit\u00e0.
\nIn Europa, questo \u00e8 l’ambiente pi\u00f9 necessario, non quello che aderisce agli standard delle universit\u00e0 d’\u00e9lite di stile americano.
\nCi sono vari motivi per questa proposta. La dimensione non \u00e8 sempre un vantaggio: questo ora \u00e8 capito chiaramente nel settore privato. Le strutture agili e pi\u00f9 flessibili, meno soggette alle pressioni degli interessi, portano molti vantaggi.
\nInoltre, nell’economia e nella societ\u00e0 della conoscenza “glocalizzanti” (globalizzanti e localizzanti), le idee e il mercato del sapere non sono divisi in citt\u00e0 e regioni, bens\u00ec in gruppi di affinit\u00e0 che derivano da un’alta propensione alla sociabilit\u00e0 e sono strutturati dalle modalit\u00e0 di creazione, diffusione e uso del sapere (in altre parole, “condutture del sapere” nelle quali scorrono perle di conoscenza, come reti di innovazione e meccanismi di conoscenza; vedi Carayannis e Gonzalez, 2003).
\nDa questa prospettiva, come Kim et alii (2006) hanno sottolineato, il prestigio e l’autorit\u00e0 del tradizionale sostegno delle istituzioni accademiche sar\u00e0 eroso dalla riduzione dell’importanza dell’incontro in presenza coi colleghi di ricerca, ora che la riduzione dei costi delle comunicazioni ha cambiato il precedente modo localizzato di interagire durante la ricerca. In Europa, d’altra parte, la proliferazione di universit\u00e0 di ricerca di serie B ha sollevato il problema della qualit\u00e0 dell’educazione e della frammentazione della ricerca.
\nNoi proponiamo quindi che le universit\u00e0, le istituzioni universitarie e le aziende si uniscano in reti di innovazione e di conoscenza (vedi Formica, 2003; Carayannis e Campbell, 2006). Anche se la divisione del lavoro e la specializzazione funzionale delle organizzazioni persistono, in rapporto al tipo di attivit\u00e0 di R&S, le universit\u00e0, le istituzioni universitarie e le aziende possono comunque portare avanti la ricerca di base e applicata, e lo sviluppo sperimentale. Il concetto di “universit\u00e0 imprenditoriale” impone di collegare pi\u00f9 strettamente la ricerca universitaria con le attivit\u00e0 di ricerca e sviluppo dell’azienda.
\nTuttavia, tanto importante quanto l’universit\u00e0 imprenditoriale, \u00e8 il concetto di “azianda accademica” che costituisce la strategia e l’organizzazione commerciale complementare rispetto all’universit\u00e0 imprenditoriale.
\nI ruoli complementari e reciprocamente rinforzanti delle aziende accademiche e delle universit\u00e0 imprenditoriali sono cruciali per le economie e le societ\u00e0 avanzate e basate sulla conoscenza; essi devono stare al centro di qualsiasi strategia mirante a reinventare l’apprendimento e la ricerca nel XXI secolo. Malgrado differenze funzionali significative esistenti fra universit\u00e0 e aziende, esiste il potenziale per una sovrapposizione produttiva fra universit\u00e0 imprenditoriali e aziende accademiche, grazie al fatto che tali organizzazioni possono agganciarsi pi\u00f9 facilmente alle reti di ricerca di universit\u00e0 e impresa.
\nDobbiamo assicurarci che la crisi delle istituzioni di alta formazione sia negli Stati Uniti sia in Europa sia trasformata in un’occasione. Dalla prospettiva europea, incentivi adeguati e meccanismi di ricompensa tendenti al pluralismo – un ambiente che permetta l’eccellenza in vie diverse – sono assolutamente necessari.
\nUna politica di questo tipo liberer\u00e0 le universit\u00e0 dalle loro relazioni tradizionali e dalle tradizionali restrizioni e le render\u00e0 pi\u00f9 competitive.
\nI governi nazionali devono elargire risorse pubbliche in conformit\u00e0 con tre strategie chiave: incrementando l’indipendenza delle universit\u00e0, introducendo pi\u00f9 concorrenza fra le universit\u00e0 e incanalando fondi ai dipartimenti che eccellono in diversi modi. Per quanto riguarda l’ultimo punto, il migliore deve essere giudicato in termini della sua capacit\u00e0 di possedere l’intera catena de sapere: dalla creazione alla diffusione, conversione e sfruttamento imprenditoriale del sapere scientifico e tecnologico (Formica, 2006). La catena del sapere ha profonde implicazioni per le istituzioni di alta formazione e le scuole di business.
\nManca molto alla loro possibilit\u00e0 da cooperare con le aziende per creare sapere e per diventare parte dei flussi di sapere e questo \u00e8 specialmente il caso dei titolari anziani. Nello spazio del sapere nel quale siamo collocati, le universit\u00e0 che acquistano padronanza della catena del sapere saranno la culla dell’imprenditoria ad alto tasso di conoscenza. Per stimolare la competizione fra le universit\u00e0, i governi nazionali dovrebbero liberarle dal rigido regime delle tasse e dal reclutamento dell’allievo attraverso le tasse scolastiche. Ogni universit\u00e0 dovrebbe avere il diritto di specializzarsi mentre sceglie, di fissare le proprie tasse e di selezionare i propri allievi. Il controllo delle qualit\u00e0 e la misurazione sono necessari, ma non nel senso di soffocare la differenziazione, l’innovazione e il rinnovamento.
\nPer raggiungere uno stato di competizione e successo, il posto a vita dei professori deve terminare. Ci\u00f2 innescherebbe un sano processo di mobilit\u00e0 orizzontale e verticale per gli scienziati, i ricercatori e gli insegnanti. Non meno importante \u00e8 la mobilit\u00e0 degli studiosi, degli studenti e dei giovani laureati di talento e specializzati. La “circolazione dei cervelli” (mobilit\u00e0 in un senso fisico che stimola la comunicazione faccia a faccia) e le “onde di cervello” (mobilit\u00e0 in un senso virtuale che trae vantaggio dalle nuove tecnologie open-space) sono gli ingredienti fondamentali per combinare la competizione con la cooperazione. Le universit\u00e0 dovrebbero abbracciare la creazione di contesti di mobilit\u00e0 e di creazione co-opetitivi, transculturali e transdisciplinari, in opposizione a un contesto competititvo multiculturale di emigrazione e di separazione.
\nLa responsabilit\u00e0 di tutto questo poggia sulle spalle di coloro che sono responsabili del cambiamento delle basi dell’accademia su cui il capitale umano \u00e8 stato costruito nell’et\u00e0 delle macchine. Nuove fondamenta sono necessarie per un ambiente di apprendimento innovativo che rappresenter\u00e0 la citt\u00e0 del sapere della rinascita del XXI secolo. Qui, gli accademici diventeranno effettivamente imprenditori della mente, nella questione di far crescere la gente intellettualmente, culturalmente e spiritualmente. La conoscenza e le abilit\u00e0 saranno incoraggiate, l’amore per l’apprendimento e una mente curiosa saranno promosse, e sar\u00e0 dato risalto a creativit\u00e0 e immaginazione. E un’intelligenza collettiva connessa digitalmente incoragger\u00e0 la collaborazione creativa di “nomadi della conoscenza” che si raggrupperanno in insiemi densi di scienziati, ricercatori, laureati, studenti e imprenditori per affrontare i problemi che li riguardano e si impongono loro.<\/p>\n

Elias Carayannis<\/a> and Piero Formica<\/a><\/em><\/strong> (pubblicato in Industry and Higher Education<\/em> – Guest Editorial – April 2007)
\nTraduzione dall’inglese.<\/em><\/p>\n


\nRiferimenti bibliografici<\/strong><\/p>\n

Carayannis, Elias G., and Campbell, David F.J., eds,<\/strong> (2006), Knowledge Creation, Diffusion and Use in Innovation Networks and Knowledge Clusters: a Comparative Systems Approach across the United States, Europe and Asia<\/em>, Praeger, Westport, CN.
\nCarayannis, Elias G., and Gonzalez, Edgar<\/strong> (2003), ‘Creativity and innovation=competitiveness? When, how, and why’, in Shavinina, Larisa V., ed, The International Handbook on Innovation<\/em>, Pergamon, Amsterdam, pp 587-606, especially at 593.
\nFormica, Piero<\/strong> (2003), Industry and Knowledge Clusters: Principles, Practices, Policy<\/em>, Tartu University Press, Tartu.
\nFormica, Piero<\/strong> (2006), ‘Knowledge-relevant economic policy: analyzing knowledge policymaking in managed- and free-market economies’, in Amidon, Debra, Formica, Piero, and Mercier-Laurent, Eunika, eds, Knowledge Policy: Principles, Practices and Policies<\/em>, Tartu University Press, Tartu.
\nKim, E. Han, Morse, Adair, and Zingales, Luigi<\/strong> (2006), ‘Are elite universities losing their competitive edge?’, Working Paper 12245, http:\/\/www.nber.org\/papers\/w12245, National Bureau of Economic Research, Cambridge, MA.\n<\/div>\n

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