What does U-multirank tell us about knowledge transfer and research?

Dip, Juan Antonio

doi:10.1007/s11192-020-03838-2

Cited by 4 publications

(4 citation statements)

References 45 publications

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“…The paper proposes a small new step forward in the scientific landscape of university assessment of technology transfer and third mission, an assessment that is not easy with the means and indicators that currently exist, as reported by other authors [29,66]. In fact, KT indicators are poorly considered in the most popular global university rankings (the QS World University Rankings, the Academic Ranking of World Universities, and The Times Higher Education) except for U-multirank [32].…”

Section: Discussionmentioning

confidence: 96%

“…UMR is based on a different approach compared with the existing global university rankings. It compares university performances considering different activities that they are engaged in, taking into account the diversity of the higher education sector and the complexity of evaluating educational performance [32,55,56]. UMR has been developed based on a number of design principles, user-driven, multidimensionality, comparability, multilevel nature of higher education, and methodological soundness [57].…”

Section: U-multirank 2020 (Umr)mentioning

confidence: 99%

“…Furthermore, most of the best-known global university rankings completely lack instruments to evaluate KT activities [29,30]. Recently the European Commission [31] has invested a significant effort in producing the U-Multirank (UMR) ranking [32]. It is based on a different approach compared with the existing global university rankings and furthermore it includes a set of indicators focused on KT.…”

Section: Introductionmentioning

confidence: 99%

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Best Practices in Knowledge Transfer: Insights from Top Universities

et al. 2022

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The impact of knowledge transfer induced by universities on economy, society, and culture is widely acknowledged; nevertheless, this aspect is often neglected by university rankings. Here, we considered three of the most popular global university rankings and specific knowledge transfer indicators by U-multirank, a European ranking system launched by the European Commission, in order to answer to the following research question: how do the world top universities, evaluated according to global university rankings, perform from a knowledge transfer point of view? To this aim, the top universities have been compared with the others through the calculation of a Global Performance Indicator in Knowledge Transfer (GPI KT), a hierarchical clustering, and an outlier analysis. The results show that the universities best rated by global rankings do not always perform as well from knowledge transfer point of view. By combining the obtained results, it is possible to state that only 5 universities (Berkeley, Stanford, MIT, Harvard, CALTEC), among the top in the world, exhibit a high-level performance in knowledge transfer activities. For a better understanding of the success factors and best practices in knowledge transfer, a brief description of the 5 cited universities, in terms of organization of technology transfer service, relationship with business, entrepreneurship programs, and, more generally, third mission activities, is provided. A joint reading of the results suggests that the most popular global university rankings probably fail to effectively photograph third mission activities because they can manifest in a variety of forms, due to the intrinsic and intangible nature of third mission variables, which are difficult to quantify with simple and few indicators.

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Section: Discussionmentioning

confidence: 96%

Section: U-multirank 2020 (Umr)mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Best Practices in Knowledge Transfer: Insights from Top Universities

et al. 2022

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“…On the other hand, these studies have a priority focus on science, technology, engineering and mathematics (STEM)-type scientific, technological and mathematical disciplines, while transfer of knowledge in non-STEM disciplines in business contexts is an area scarcely studied (Perkmann et al , 2013; Tho and Trang, 2015). Today, universities have become centers that promote the creation and transfer of knowledge between universities, industries and the government (Paoloni et al , 2019; Shi et al , 2020; Zunda et al , 2020; Dip, 2021). Under the personalization strategy, in-service training students maintain constant interaction with others in the various environments in which they perform (Raza et al , 2018).…”

Section: Introductionmentioning

confidence: 99%

Transfer of knowledge from universities to organizations in the Ecuadorian context

Chica

Hernández

2022

MBE

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Purpose This study aims to examine the influence of absorptive capacity and learning motivation in the process of knowledge acquisition in students of higher education institutions and subsequently evaluate its effect on the transfer of knowledge in the companies where students work, and the possible moderating effect of students’ social skills and the level of work autonomy. Design/methodology/approach The research design is non-experimental, cross-sectional correlational-causal, with a quantitative approach and the data collected are from primary sources. The variables autonomy and social skills are used on the perceptions of students in continuing education in programs related to third- or fourth-level business and administration careers in universities in Ecuador. Findings With the results obtained, it can be concluded that knowledge absorption capacity and learning motivation, as reflective constructs, have a significant effect on knowledge acquisition, and knowledge acquisition has a significant effect on transfer of knowledge, in part-time students, of the administrative area, studying in higher education institutions in Ecuador and working full time. Originality/value This study identifies the significant relationship between the variables of job autonomy and social skills and between the acquisition and transfer of knowledge. In addition, it is evident that the variables of job autonomy and social skills are significantly related.

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