01692nas a2200229   4500008004100000022001400041245010300055210006900158260004200227300001000269490000600279520095300285653002401238653002301262653002601285653002301311653004001334100001801374700001601392700001701408856003701425       2018                        eng d  a1927-032100aHow Doctoral Students and Graduates Can Facilitate Boundary Spanning between Academia and Industry0 aHow Doctoral Students and Graduates Can Facilitate Boundary Span  aOttawabTalent First Networkc06/2018  a48-540 v83 aThe mobility of scientific competences from universities to industrial firms enables firms to absorb and utilize the knowledge developed in academia. However, too few young doctors are currently employed in industry, despite the fact that they could transfer and integrate valuable academic knowledge for industrial purposes and facilitate its utilization towards commercial ends. In this article, we investigate the role of doctoral students and graduates as academic boundary spanners by presenting three joint programs between universities and industrial players that facilitate and promote the industrial involvement of doctoral students and graduates. The cases highlight the meaning of university–industry collaboration in doctoral education and present practical examples of how industrial firms may facilitate the transfer of academic knowledge to industry through jointly organized doctoral education and postdoctoral mobility programs. 10aacademic engagement10adoctoral education10aindustrial engagement10aknowledge transfer10auniversity–industry collaboration1 aKunttu, Leena1 aHuttu, Essi1 aNeuvo, Yrjö  uhttp://timreview.ca/article/116402119nas a2200205   4500008004100000022001400041245007800055210007100133260004200204300001000246490000600256520146500262653002501727653002801752653001501780653002301795653004001818100001801858856003701876       2017                        eng d  a1927-032100aEducational Involvement in Innovative University–Industry Collaboration0 aEducational Involvement in Innovative University–Industry Collab  aOttawabTalent First Networkc12/2017  a14-220 v73 aThe positive link between university research and industrial innovation has been widely recognized among academics and industrial practitioners. A remarkable volume of previous research emphasizes the importance of the transfer of academic knowledge into the industrial domain. In this sense, it is surprising that the role of university education is an almost neglected topic in the research concerning university–industry collaboration, despite education and the creation of knowledge being a primary goal of universities and providing great potential in terms of improving competences. This study presents a case study that analyzes educational involvement in nine long-term university–industry relationships. In all the cases, the research collaboration between industrial firm and university research group is directly associated with close educational involvement. The aim of the case analysis is to understand mechanisms and practices of educational collaboration that facilitate relational learning and innovation development in university–industry relationships. The forms of educational involvement studied in this article include student projects, thesis projects, jointly organized courses, and tailored degree courses. The findings of the study reveal a number of educational collaboration practices that may facilitate relational learning, creation of new knowledge, as well as innovation development in university–industry relationships.10aacademic involvement10aeducational involvement10ainnovation10aknowledge transfer10auniversity–industry collaboration1 aKunttu, Leena  uhttp://timreview.ca/article/1124