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Universities as Engines of Economic Development

Making Knowledge Exchange Work

  • Edward Crawley
  • John Hegarty
  • Kristina Edström
  • Juan Cristobal Garcia Sanchez
Book

Table of contents

  1. Front Matter
    Pages i-xxxii
  2. Edward Crawley, John Hegarty, Kristina Edström, Juan Cristobal Garcia Sanchez
    Pages 1-19
  3. Edward Crawley, John Hegarty, Kristina Edström, Juan Cristobal Garcia Sanchez
    Pages 21-45
  4. Edward Crawley, John Hegarty, Kristina Edström, Juan Cristobal Garcia Sanchez
    Pages 47-99
  5. Edward Crawley, John Hegarty, Kristina Edström, Juan Cristobal Garcia Sanchez
    Pages 101-140
  6. Edward Crawley, John Hegarty, Kristina Edström, Juan Cristobal Garcia Sanchez
    Pages 141-176
  7. Edward Crawley, John Hegarty, Kristina Edström, Juan Cristobal Garcia Sanchez
    Pages 177-200
  8. Edward Crawley, John Hegarty, Kristina Edström, Juan Cristobal Garcia Sanchez
    Pages 201-238
  9. Edward Crawley, John Hegarty, Kristina Edström, Juan Cristobal Garcia Sanchez
    Pages 239-260
  10. Edward Crawley, John Hegarty, Kristina Edström, Juan Cristobal Garcia Sanchez
    Pages 261-273
  11. Edward Crawley, John Hegarty, Kristina Edström, Juan Cristobal Garcia Sanchez
    Pages 275-292
  12. Back Matter
    Pages 293-312

About this book

Introduction

This book describes patterns of behavior, which collectively allow universities to exchange knowledge more effectively with industry, accelerate innovation and eventually contribute to economic growth and development. These are based on the effective practices of MIT and other universities the authors have benchmarked, building on the practices that MIT has exported in its international institution building projects conducted since 2000.  The authors provide guidance that is globally applicable, but must be locally adapted. The approach is first to describe the context in which universities act as engines of economic development, and then present a set of effective practices in four domains: education, research, innovation, and supporting practices. Each of these domains has six to nine practices, and each practice is presented in a similar template, with an abstract, a rationale and description, and one or two mini-case studies. Each domain is summarized by an integrative case study.

  • Focuses on a globally adaptable set of effective practices, complemented by case studies, that can enhance universities’ contribution to economic development, based on an integrated view of education, research and innovation;
  • Presents effective practices and broader insights that come from real global experience, spelled out in templates and explained by cases;
  • Includes tangible resources for university leaders, policy makers and funders on how to proceed.

Keywords

A University for the 21st Century The Innovative University Establishing World Class Universities Rethinking Engineering Education How universities drive economic growth

Authors and affiliations

  • Edward Crawley
    • 1
  • John Hegarty
    • 2
  • Kristina Edström
    • 3
  • Juan Cristobal Garcia Sanchez
    • 4
  1. 1.Massachusetts Institute of TechnologyCambridgeUSA
  2. 2.Trinity College DublinDublinIreland
  3. 3.KTH Royal Institute of TechnologyStockholmSweden
  4. 4.Massachusetts Institute of TechnologyCambridgeUSA

Bibliographic information

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