From Project Management to Process Management Effectively Organising Transdisciplinary Projects

Moschitz, Heidrun

doi:10.14512/gaia.22.3.19

Cited by 4 publications

(3 citation statements)

References 3 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Hence again, the role of humanities and social sciences, as well as the ability of scientists and researchers coming from different fields to cooperate for multidisciplinary goals, is crucial for the success of the process of knowledge circulation with and for society. In addition, the results of previous research carried out at the EU level (for instance, the outcomes of the FOODLINKS 13 and SOLINSA 14 projects) within the framework of knowledge exchange highlight the relevance of "creative management", conceived as the management of a group process, as opposed to the management of simple tasks (Moschitz, 2013), in the process of knowledge exchange. To summarise, the SKIN Project proposes several means for universities to exchange knowledge with outside partners, consistent with the knowledge exchange approach (Table 3).…”

Section: University Knowledge Exchange and The Skin Projectmentioning

confidence: 99%

“…To summarise, the SKIN Project proposes several means for universities to exchange knowledge with outside partners, consistent with the knowledge exchange approach (Table 3). To this extent, empirical results already available (Moschitz, 2013;Herzon et al, 2014) demonstrate that the creative management of interactive processes has positive impacts in the process of knowledge exchange, also suggesting some critical steps for addressing the new role of researchers in knowledge exchange processes through the creative management of interactive processes, such as the importance of (i) cleared and shared objectives, (ii) mutual trust, (iii) planning time, (iv) leadership and facilitation, (v) empowerment and (vi) co-creation.…”

Section: University Knowledge Exchange and The Skin Projectmentioning

confidence: 99%

See 1 more Smart Citation

University knowledge exchange and the SKIN Project

Sara

Contò

2016

Research on Education and Media

View full text Add to dashboard Cite

In this article, we present a rationale for investigating the role and contributions of universities to growth and sustainable development within the framework of the Europe 2020 Strategy (EU2020). To this extent, the literature suggests that the contemporary universities’ mission in the knowledge society relies on their capacity to promote knowledge exchange. This allows expansion of the degree of intervention of universities in society and broadening of the institutional and policy frameworks within which they operate, opening to a wider range of possible contributions of social science and humanities to the EU2020 objectives, which are not limited to education and research policies.\ud We present the Short supply chain Knowledge and Innovation Network (SKIN) project (H2020-2016)1 as an example of a systemic approach to university-business-society dialogue, based on the role of universities as “knowledge hubs” (Yusuf, 2008) and aimed at promoting knowledge exchange and multi-actor cooperation. One of the main challenges of the project relies on the capacities of the involved actors to cooperate and, thus, on the mechanisms activated in order to ensure such collaboration. To this extent, the role of humanities and social sciences, in particular multidisciplinary and participatory research, is crucial for the success of the process of knowledge circulation within and for society

show abstract

Section: University Knowledge Exchange and The Skin Projectmentioning

confidence: 99%

Section: University Knowledge Exchange and The Skin Projectmentioning

confidence: 99%

University knowledge exchange and the SKIN Project

Sara

Contò

2016

Research on Education and Media

View full text Add to dashboard Cite

show abstract

“…Damit fasst dieser Beitrag die Ergebnisse der mehr als zehnjährigen Arbeit der saguf-Arbeitsgruppe Wissensaustausch zwischen Forschung und Praxis zusammen (Fry et al 2008, 2011, Zingerli et al 2009, Moschitz 2013 (Fry et al 2008). Diese Reflexion kann zum Beispiel durch eine Metaphernanalyse gefördert werden (Kueffer und Larson 2014).…”

unclassified