1 / 14

Knowledge Transfer >

Knowledge Transfer >. What is knowledge transfer? Some background and definitions Ms Brooke Young, Economics & Commerce Why knowledge transfer is important in a university context Dr Ross Coller, Science What we can do to facilitate knowledge transfer, what is our role?

lacota-pacheco
Download Presentation

Knowledge Transfer >

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Knowledge Transfer> What is knowledge transfer? Some background and definitions Ms Brooke Young, Economics & Commerce Why knowledge transfer is important in a university context Dr Ross Coller, Science What we can do to facilitate knowledge transfer, what is our role? Ms Teresa Tjia, School of Graduate Studies

  2. What is knowledge transfer? Background> We are what we think. All that we are arises with our thoughts. With our thoughts, we make the world. Buddha, founder of Buddhism Inaugural Conference: Knowledge Transfer and Engagement: Examining higher education’s contribution to the knowledge economy

  3. Knowledge transfer – some definitions>

  4. University of Melbourne’s definition > Knowledge transfer is a direct, two-way interaction between the University and its external communities, involving the development, exchange and application of knowledge and expertise for mutual benefit. University of Melbourne, Growing Esteem Strategic Plan 2006

  5. Criteria? - Development of knowledge - Exchange of knowledge - Application of knowledge Knowledge transfer: Some examples> Making medical curriculum available to an overseas partner Commercialising research International student exchange Young alumni function held at accounting firm Fundraising for a new building Expert comment in the media Conferences Concert or art exhibition KPMG and University of Melbourne jointly develop and deliver short course on treasury management Lectures on campus for VCE students and their teachers

  6. Knowledge Transfer Process> • Research • - Knowledge generation • Publish • - Peer review as quality check • Develop • - End user materials • Disseminate • - Teaching, conferences, workshops • Evaluate • - Adoption, impact

  7. Knowledge Transfer Process > Relationship building Information flow (2 way) Market Orientation Material Flows($, contracts, seminar) Opportunity recognition

  8. Knowledge Transfer Drivers> • The meaning of a University? • Our values, culture and history • Benefits to society • Relevance • Reduced government funding • International numbers flat • Reputation • Increasing competition • Development of ranking

  9. Are we doing it already? > Role of academic staff and departments • Third strand of activity – research, teaching and/or public engagement • Planned, strategic and recognised: complements research & teaching activities, skills sets of staff, and evaluated • Change of mindset for all activities: research and teaching

  10. New Areas? > • Addressing questions faced by the community • - Applied research and consultancies • Public discourse and media presence • Serving on external boards • An expectation of students

  11. Knowledge Transfer: Good practice examples> What does your university do in this area? What are the barriers (challenges)? What can it do more of(opportunities)?

  12. Resourcing Knowledge Transfer> ‘Can universities expect support for their ‘third mission’ activities?’ Knowledge Transfer & Engagement Forum June 2006 Government, Community, Philanthropy, Internal funds?

  13. Measuring outcomes> How do we evaluate the outcomes – putting tangible values on intangibles Quantitative: media presence; projects/funding; active students and staff Qualitative: staff, student and community attitudes; graduate attributes; increased relevance; goodwill and respect; being close to ‘customers’

  14. Questions? > Brooke Young, byoung@unimelb.edu.au Ross Coller, r.coller@unimelb.edu.au Teresa Tjia, t.tjia@unimelb.edu.au

More Related