00832nas a2200301   4500008004100000022001400041245003600055210003300091260004200124300000800166490000600174653001600180653002700196653001100223653002200234653002000256653002100276653001200297653002100309653002700330653002300357653001600380653002700396653001200423653004000435100001800475856003700493       2018                        eng d  a1927-032100aEditorial: Insights (June 2018)0 aEditorial Insights June 2018  aOttawabTalent First Networkc06/2018  a3-40 v810a3D printing10aadditive manufacturing10aAmazon10aboundary spanning10abusiness models10acivic innovation10aculture10aentrepreneurship10ainnovation integrators10aknowledge transfer10aliving labs10asociotechnical systems10astartup10auniversity–industry collaboration1 aMcPhee, Chris  uhttp://timreview.ca/article/116001692nas 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/116400693nas a2200241   4500008004100000022001400041245003600055210003300091260004200124300000800166490000600174653002900180653001500209653001800224653002100242653003800263653002300301653001900324653001300343653004000356100001800396856003700414       2017                        eng d  a1927-032100aEditorial: Insights (June 2017)0 aEditorial Insights June 2017  aOttawabTalent First Networkc06/2017  a3-40 v710acompetitive intelligence10acreativity10acybersecurity10aentrepreneurship10ainternal communication management10aInternet of Things10aservice design10atraining10auniversity–industry collaboration1 aMcPhee, Chris  uhttp://timreview.ca/article/107902119nas 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/112402229nas a2200253   4500008004100000022001400041245012500055210007100180260004200251300001000293490000600303520137500309653003101684653002601715653003301741653001701774653004001791100002101831700001901852700001701871700002401888700002601912856003701938       2017                        eng d  a1927-032100aA University–Industry Collaborative Entrepreneurship Education Program as a Trading Zone: The Case of Osaka University0 aUniversity–Industry Collaborative Entrepreneurship Education Pro  aOttawabTalent First Networkc06/2017  a38-490 v73 aTwo complementary problems are that busy practitioners find it difficult to access academic knowledge and university students lack practical experience. University–industry collaborative education is a potential solution for both of these problems by bringing together theoretical insights from universities and experiential know-how from industry. However, university–industry collaborative education has not been sufficiently studied to offer clear frameworks and mechanisms to foster effective knowledge exchanges between these two groups. In this article, we propose the metaphor of a “trading zone” as a potential analytical framework for implementing this method of education. Applying this framework to the analysis of a university–industry collaborative education program, this study proposes that the exchange of knowledge between students and practitioners is the essential learning experience and that it is made more meaningful by the heterogeneity between students and practitioners. The shared language provided by the program and those who deliver it make the exchanges efficient, and the temporary and extraordinary nature of the program accelerate those exchanges. Here, we analyze the case of Osaka University in Japan to illustrate the framework and develop associated propositions to encourage further study and validation of the framework.10aentrepreneurship education10aexperiential learning10atechnology commercialization10atrading zone10auniversity–industry collaboration1 aNakagawa, Koichi1 aTakata, Megumi1 aKato, Kosuke1 aMatsuyuki, Terumasa1 aMatsuhashi, Toshihiko  uhttp://timreview.ca/article/1083