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Conclusioni : dove vanno le università europee e perché
No full textIn the last 30 years we can detect three major drivers of change in European higher education. The first one is the transition to a ‘mass university’, that is the demand for ‘generalized access’ to higher education. The second is the advent of a ‘knowledge economy’, which implies a growing demand for the socio-economic use of such higher education ‘products’ as high professional skills and research. The third has been the unfolding of the ‘Bologna process’, and more generally of policies of harmonization of the European higher education systems to foster mobility, transparency and comparability. These three drivers of change are often seen to be a consequence of demands by both external and internal actors, which forced all higher education systems to increase their openness to the outside environment and the market, though to varying degrees and in variable ways. As a result, the three poles of the traditional HE governance (the state, the academic communities and the university administrations) became more permeable to a market logic. A greater openness to the market has had a major impact on universities’ missions, priorities, activities and internal balance of power. The three drivers above have reinforced each other in producing this outcome. Within this framework, the chapter discusses two conclusions drawn from the comparative research carried on. First, the opening up of European universities to the market has been led more by governments than by external actors’ demand. Second, the penetration of market relations in universities has been limited and partial. What we observe more often are cooperative relations, or an autonomous attempt by internal actors to anticipate external demand
La terza missione degli accademici italiani
No full textIn Italia ci si è finora scarsamente interrogati sul contributo che gli accademici e le università danno ai processi di innovazione economica e sociale. A questo tema è stata dedicata una ricerca i cui risultati sono presentati in due volumi. In questo primo volume è approfondito il ruolo degli accademici, nel secondo – di prossima pubblicazione col titolo «Università e innovazione. Il contributo degli atenei italiani allo sviluppo regionale» – quello degli atenei come organizzazioni. L’indagine che è al centro del presente volume ha coinvolto circa cinquemila accademici e rappresenta l’impegno di ricerca più consistente e approfondito su tale fenomeno. Argomento centrale è la «terza missione» svolta dai docenti universitari, accanto ai compiti tradizionali costituiti dalla didattica e dalla ricerca. Si tratta di quell’insieme di attività che conducono alla valorizzazione commerciale della ricerca scientifica attraverso i brevetti, la creazione di imprese accademiche (spin-off), la ricerca svolta in collaborazione con le imprese o su commissione di aziende esterne. Ma sono anche considerati altri tipi di attività che caratterizzano l’impegno sociale e «pubblico» degli accademici fuori dalle mura delle università: dalla divulgazione dei risultati raggiunti dalla scienza al contributo alla soluzione di problemi sociali e politici rilevanti. Questo studio mostra dunque una dimensione importante e trascurata del ruolo degli accademici in Italia: una trama di relazioni e attività da conoscere meglio per governarle e valorizzarle efficacemente
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
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