There is abundant evidence that research collaboration has become the norm in every field of scientific and technical research. We provide a critical overview of the literature on research collaboration, focusing particularly on individual-level collaborations among university researchers, but we also give attention to university researchers’ collaborations with researchers in other sectors, including industry. We consider collaborations aimed chiefly at expanding the base of knowledge (knowledge-focused collaborations) as well as ones focused on production of economic value and wealth (property-focused collaborations), the latter including most academic entrepreneurship research collaborations. To help organize our review we develop a framework for analysis, one that considers attributes of collaborators, collaborative process and organization characteristics as the affect collaboration choices and outcomes. In addition, we develop and use a “Propositional Table for Research Collaboration Literature,” presented as an “Appendix” to this study. We conclude with some suggestions for possible improvement in research on collaboration including: (1) more attention to multiple levels of analysis and the interactions among them; (2) more careful measurement of impacts as opposed to outputs; (3) more studies on ‘malpractice’ in collaboration, including exploitation; (4) increased attention to collaborators’ motives and the social psychology of collaborative teams.

pdf/research-collaboration-in-universities-and-academic-utpatmyrc4.pdf

Research collaboration in universities and academic entrepreneurship: the-state-of-the-art

The not-invented-here syndrome (NIH) describes a negative attitude toward knowledge (ideas, technologies) derived from an external source. Even though it is one of the most cited constructs in the ...

Opening the Black Box of “Not Invented Here”: Attitudes, Decision Biases, and Behavioral Consequences

Since artificial intelligence (AI) is finding its way into more and more areas of everyday life, improving the AI skills of non-experts is important and will become even more relevant in the future. While it is necessary that children learn about the possibilities of AI at an early age, adults in higher education and beyond should also have at least a basic understanding of AI (i.e., AI literacy) to be able to interact effectively with the technology. To evaluate the current state of the literature on AI literacy in higher and adult education, a scoping literature review was conducted with the objective of identifying thematic foci and recent research trends. Ten research databases were searched and out of 902 initial records, 30 studies were identified using predefined eligibility criteria, whereof the content was evaluated in the review. The results indicated that research in this area is still in its infancy and needs refinement in terms of how to define AI literacy in adult education as well as what content should be taught to non-experts. Lastly, several recommendations for research and practice are derived from the results. 

Artificial intelligence literacy in higher and adult education: A scoping literature review

/pdf/inspired-and-appreciated-by-the-group-the-social-identity-egrywacnpz.pdf

Inspired and appreciated by the group: The social identity approach to creativity

Containing the Not-Invented-Here Syndrome in external knowledge absorption and open innovation: The role of indirect countermeasures

Today’s society is often claimed to be the “knowledge society”. Knowledge transfer plays a pivotal role in the whole economic system, influencing innovation management in its very core. This study deals with one of the barriers that might hamper knowledge transfer: The Not-Invented-Here Syndrome (NIH). Until now, this phenomenon was mainly analyzed in an industrial context. However, as the universities play an increasingly important role in the knowledge society, the time seems ripe to analyze this barrier of knowledge transfer in an academic context. This paper examines the influence of the research discipline, the scientific output, the attitude towards basic science and the project experience on NIH by analyzing a sample of 166 Austrian professors from the fields of physics and engineering. While we cannot find a significant impact of the first two aspects, we can demonstrate that the latter two do have a significant influence on NIH. Summing up, this study supports results from the existing literature on NIH and sheds light on new aspects providing deeper insights into the comprehension of this complex phenomenon.

Knowledge transfer in academia: an exploratory study on the Not-Invented-Here Syndrome

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Knowledge transfer in academia: an exploratory study on the Not-Invented-Here Syndrome