@article {1160,
	title = {Editorial: Insights (June 2018)},
	journal = {Technology Innovation Management Review},
	volume = {8},
	year = {2018},
	month = {06/2018},
	pages = {3-4},
	publisher = {Talent First Network},
	address = {Ottawa},
	keywords = {3D printing, additive manufacturing, Amazon, boundary spanning, business models, civic innovation, culture, entrepreneurship, innovation integrators, knowledge transfer, living labs, sociotechnical systems, startup, university{\textendash}industry collaboration},
	issn = {1927-0321},
	doi = {http://doi.org/10.22215/timreview/1160},
	url = {http://timreview.ca/article/1160},
	author = {Chris McPhee}
}
@article {1164,
	title = {How Doctoral Students and Graduates Can Facilitate Boundary Spanning between Academia and Industry},
	journal = {Technology Innovation Management Review},
	volume = {8},
	year = {2018},
	month = {06/2018},
	pages = {48-54},
	publisher = {Talent First Network},
	address = {Ottawa},
	abstract = {The 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{\textendash}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. },
	keywords = {academic engagement, doctoral education, industrial engagement, knowledge transfer, university{\textendash}industry collaboration},
	issn = {1927-0321},
	doi = {http://doi.org/10.22215/timreview/1164},
	url = {http://timreview.ca/article/1164},
	author = {Leena Kunttu and Essi Huttu and Yrj{\"o} Neuvo}
}
@article {1079,
	title = {Editorial: Insights (June 2017)},
	journal = {Technology Innovation Management Review},
	volume = {7},
	year = {2017},
	month = {06/2017},
	pages = {3-4},
	publisher = {Talent First Network},
	address = {Ottawa},
	keywords = {competitive intelligence, creativity, cybersecurity, entrepreneurship, internal communication management, Internet of Things, service design, training, university{\textendash}industry collaboration},
	issn = {1927-0321},
	doi = {http://doi.org/10.22215/timreview/1079},
	url = {http://timreview.ca/article/1079},
	author = {Chris McPhee}
}
@article {1124,
	title = {Educational Involvement in Innovative University{\textendash}Industry Collaboration},
	journal = {Technology Innovation Management Review},
	volume = {7},
	year = {2017},
	month = {12/2017},
	pages = {14-22},
	publisher = {Talent First Network},
	address = {Ottawa},
	abstract = {The 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{\textendash}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{\textendash}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{\textendash}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{\textendash}industry relationships.},
	keywords = {academic involvement, educational involvement, innovation, knowledge transfer, university{\textendash}industry collaboration},
	issn = {1927-0321},
	doi = {http://doi.org/10.22215/timreview/1124},
	url = {http://timreview.ca/article/1124},
	author = {Leena Kunttu}
}
@article {1083,
	title = {A University{\textendash}Industry Collaborative Entrepreneurship Education Program as a Trading Zone: The Case of Osaka University},
	journal = {Technology Innovation Management Review},
	volume = {7},
	year = {2017},
	month = {06/2017},
	pages = {38-49},
	publisher = {Talent First Network},
	address = {Ottawa},
	abstract = {Two complementary problems are that busy practitioners find it difficult to access academic knowledge and university students lack practical experience. University{\textendash}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{\textendash}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 {\textquotedblleft}trading zone{\textquotedblright} as a potential analytical framework for implementing this method of education. Applying this framework to the analysis of a university{\textendash}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.},
	keywords = {entrepreneurship education, experiential learning, technology commercialization, trading zone, university{\textendash}industry collaboration},
	issn = {1927-0321},
	doi = {http://doi.org/10.22215/timreview/1083},
	url = {http://timreview.ca/article/1083},
	author = {Koichi Nakagawa and Megumi Takata and Kosuke Kato and Terumasa Matsuyuki and Toshihiko Matsuhashi}
}
