Contagion and Comovement in Technology Partnerships

2020 ◽  
Author(s):  
Aditya Karanam ◽  
Deepa Mani ◽  
Rajib Lochan Saha
Keyword(s):  
Technology Partnerships

ARBITRATION MECHANISM IN TECHNOLOGY PARTNERSHIPS.

2010 ◽  
Vol 2010 (1) ◽  
pp. 1-6
Author(s):  
DUPLAT VALERIE ◽  
COEURDEROY REGIS ◽  
HAGEDOORN JOHN
Keyword(s):  
Technology Partnerships

scholarly journals An Initial Look at Federal Offices of Research and Technology Applications

2020 ◽  
Vol 125 ◽  
Author(s):  
Nicole Gingrich ◽  
Michael Hall ◽  
Isaac Patterson
Keyword(s):  
Technology Transfer ◽  
Fiscal Year ◽  
Relevant Research ◽  
Vannevar Bush ◽  
Technology Applications ◽  
Technology Partnerships ◽  
Potential Benefits ◽  
Federal Laboratories ◽  
Filing Patent ◽  
Made In

In Science—The Endless Frontier, Vannevar Bush wrote that reaping the potential benefits of science conducted at federal laboratories requires the discoveries made in the laboratories be transferred to society. In federal laboratories, Offices of Research and Technology Applications (ORTAs) are tasked with transferring laboratory-developed technologies to the market, allowing society to reap the benefits provided by scientific investments. In fiscal year 2016, the Technology Partnerships Office of the National Institute of Standards and Technology (NIST) conducted a first-of-its-kind survey of the ORTAs of more than 50 federal laboratories to obtain information on their organization and operation. We present descriptive analyses of the responses to this survey in two topical areas: organizational characteristics and technology transfer characteristics. We disaggregated the data across the dimension of budget size to describe similarities and differences in responses across the budget categories. Among the relationships we observed, we found that ORTAs with larger technology transfer budgets report higher frequencies of conducting internal technology transfer activities, such as patent prosecution (e.g., drafting patents, filing patent applications, and responding to actions from the patent office) and market analysis. Additionally, we provide context to the data by summarizing the relevant research on ORTAs at universities, and we present potential inferences that may be drawn from that body of research and applied to the data on ORTAs at federal laboratories.

Building Educational Technology Partnerships through Participatory Design

2011 ◽  
pp. 410-414
Author(s):  
John M. Carroll
Keyword(s):  
Educational Technology ◽  
Public Schools ◽  
Participatory Design ◽  
New Technologies ◽  
Technology Development ◽  
Classroom Technology ◽  
Montgomery County ◽  
Efficient Technology ◽  
Design Collaboration ◽  
Technology Partnerships

Educational technology provides many examples of how efficient software development and deployment is not enough. Teachers work in a complex and dynamic context in which measurable objectives and underlying values collide on a daily basis. Traditionally, teachers work in isolation from their peers; individual teachers have well-established personal practices and philosophies of education. Teachers have enormous discretion with respect to what goes on in their classrooms, yet are also routinely interrogated by supervisors, by parents and other community members, and by educational bureaucracies. This has led to an abiding tension in the culture of schools: Teachers’ innovative practices are often not adequately acknowledged or valued, and at the same time, teachers often passively resist school reforms that are imposed top-down. Technology is a particularly problematic element in the culture of schools. The isolation and discretion of the teacher’s work environment requires that technology for classroom use be highly appropriate and reliable. Yet it is generally assumed that teachers are to be trained on new technologies, not asked to define what those technologies should be. From the teacher’s standpoint, classroom technology often is itself the problem, not the solution. This culture of technologydevelopment in the schools has been singularly ineffective—film and radio in the 1920s, television in the 1950s, and computer-assisted instruction in the 1980s, among others, have been notable failures (Tyack & Cuban, 1995). An alternative to merely efficient technology development is participatory design, the inclusion of users within a development team such that they actively help in setting design goals and planning prototypes. This approach was pioneered, and has been widely employed, in Europe since the 1970s, and now consists of a well-articulated and differentiated set of engineering methods in use worldwide (Carroll, 2000; Clement & Van den Besselaar, 1993; Muller, 2003; Muller, Haslwanter, & Dayton, 1997; Rosson & Carroll, 2002). In 1994, a design collaboration was formed between Virginia Tech and the public schools of Montgomery County, Virginia. The objective was to develop and investigate a high-quality communications infrastructure to support collaborative science learning. Montgomery County is located in the rural Appalachian region of southwestern Virginia. In March 2000, one of its high schools was listed among the top 100 in the US by Newsweek magazine. However, in others, physics is only offered every other year and to classes of only three to five students. The initial vision was to give students in this diverse and dispersed school district access to peers through networked collaboration. We felt it was critical for the teachers to contribute as collaborators in design analysis, implementation, deployment, testing, and refinement, and as leaders in the development of courseware and classroom activities that would exploit the software. For a classroom-technology partnership to succeed, the university researchers must eventually fade and leave the teachers to maintain and develop its achievements. In the end, the technology-development goals of this project were achieved, though this is not the topic of this paper (Isenhour, Carroll, Neale, Rosson, & Dunlap, 2000).

K-20 Technology Partnerships in a Rural Community

2009 ◽  
pp. 620-632
Author(s):  
Linda R. Lisowski ◽  
Claudia C. Twiford ◽  
Joseph A. Lisowski ◽  
Quintin Q. Davis ◽  
Rebecca F. Kirtley
Keyword(s):  
Public Schools ◽  
Rural Community ◽  
21St Century ◽  
21St Century Learning ◽  
Lessons Learned ◽  
Roles And Responsibilities ◽  
Use Of Technology ◽  
Technology Partnerships ◽  
And Mathematics ◽  
K 12

Public schools need to address issues of 21st century literacy, which go beyond reading and mathematics to include teamwork and technological proficiency. The authors have worked collaboratively to develop K-20 technology partnerships that provide 21st century learning to benefit all stakeholders. In this chapter, the authors discuss three of these partnerships and the benefits and barriers associated with them. Lessons learned included the need for: 1) immediately available technological and pedagogical support; 2) formalized roles and responsibilities between K-12 and university partners; 3) personnel who can take over a role or responsibility in emergencies; and 4) opportunities to plan ahead together. The authors hope that their lessons learned can inform other K-20 collaborations as they develop innovative 21st century partnerships through the use of technology.

Collaboration and technology for more sustainable and responsible tourism marketing

2021 ◽  
Author(s):  
Antónia Correia ◽  
Alain Decrop
Keyword(s):  
Natural Disasters ◽  
Current Situation ◽  
International Tourism ◽  
Tourism Marketing ◽  
The Poor ◽  
The World ◽  
Technology Partnerships ◽  
Globalized World ◽  
The Impact ◽  
Tourism Arrivals

Vulnerable is how we are nowadays. In fact, the impact of the Covid-19 pandemic is neither time limited nor spatially contained. But like many other natural disasters, the pandemic brought calamities and inequalities (Shklar, 1990), threatens the environment and raises a problem of precarity that is no longer limited to the poor and dependent as contagion patterns have no boundaries (Forester & McKibbon, 2020). So even more than revealing the vulnerability wealthy countries are facing, the pandemic forces us to recognize our progressively more interdependent lives in a globalized world and the responsibility to safeguard the planet. Economies all over the world were hindered by Covid-19 but tourism was completely devasted by this pandemic. In the first five months of 2020, international tourism arrivals decreased by more than half and some $320 billion dollars in exports from tourism were lost. Overall, some 120 million direct jobs in tourism are at risk (WTO, 2020). The current situation recalls emergency status for countries that depend on tourism and for minorities that may find in tourism a driver to social integration, empowerment and income. The Covid-19 crisis offers opportunities to rebuild tourism in a safe, equitable and sustainable way. To that end technology, partnerships and sustainable and responsible practices are strategic.

Trust in Technology Partnerships

2005 ◽  
pp. 2897-2901
Author(s):  
Kirsimarja Blomqvist
Keyword(s):  
Knowledge Creation ◽  
Technological Development ◽  
Core Competencies ◽  
Knowledge Bases ◽  
Technological Knowledge ◽  
Technology Partnerships ◽  
Cumulative Learning ◽  
Trust In Technology ◽  
Learning Focused ◽  
Critical Resources

Technology partnerships are seen as a key element both in knowledge creation for technological development itself and in leveraging the value of technological knowledge (Bidault & Cummings, 1994; Teece, 1987; Ford, 1998). Complementary knowledge is generally regarded as a source for competitiveness (Doz & Hamel, 1998; Powell, 1998; Nahapiet & Ghoshal, 2000). Potentially, the focus on core competencies enables relatively stronger competitiveness (cumulative learning, focused use of critical resources) and ability to gain synergistic benefits and scale by leveraging different knowledge bases and networks (Miles, 2000; Blomqvist, 2002).

Building Educational Technology Partnerships Through Participatory Design

2011 ◽  
pp. 88-115 ◽  
Author(s):  
John M. Carroll ◽  
George Chin Jr. ◽  
Mary Beth Rosson ◽  
Dennis C. Neale ◽  
Daniel R. Dunlap ◽  
...  
Keyword(s):  
High School ◽  
Middle School ◽  
Educational Technology ◽  
Public School ◽  
Collaborative Learning ◽  
Participatory Design ◽  
Public School Teachers ◽  
High School Physics ◽  
Technology Partnerships

Over more than five years, we worked with a group of public school teachers to define, develop, and assess network-based support for collaborative learning in middle school physical science and high school physics. From the outset, we committed to a participatory design approach, in part to explore what issues and possibilities arise when participatory design is pursued more extensively. The nature of our interactions, and in particular the nature of the roles played by the teachers, did change significantly through the course of the project. We suggest that there may be a long-term developmental unfolding of roles and relationships in participatory design.

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