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2013 | OriginalPaper | Buchkapitel

12. Hirschman Mobility, Governance and Loyalty in Europe’s Top Research Universities

verfasst von : Edward M. Bergman

Erschienen in: Cooperation, Clusters, and Knowledge Transfer

Verlag: Springer Berlin Heidelberg

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Abstract

The emergence of Europe’s knowledge economy has been slower than expected, if one takes the USA as a baseline, particularly in terms of anticipated knowledge productivity and related economic growth. But knowledge diffusion has also expanded more slowly than hoped. Many factors have been advanced as responsible, ranging from the incomplete integration of existing and new EU member economies to the ongoing reorganisation of traditional regimes of higher education throughout Europe.

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Vorheriges Kapitel The Role of Academic Spin-Off Founders’ Motivation in the Hungarian Biotechnology Sector

Nächstes Kapitel Action-Based Education in Academic Entrepreneurship: A New Role of the Student?

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Recent papers have explored the specific role of mobile “star scientists” concerning the spread of knowledge in Europe to firms and regions (Maier et al. 2007; Trippl and Maier 2010; Schiller and Diez 2010).

See Appendix I.

French universities presented a serious technical problem: their web pages do not list their academic faculty members and researchers by discipline nor do their web pages supply e-mail addresses necessary to conduct a web survey. As an alternative, we searched the ISI Web of Science to locate and then select academics at a given French university who had previously published in journals of a given discipline. Author data provided on the publications listed in the Web of Science sometimes included e-mail addresses or further information that permitted additional online search to obtain usable e-mail addresses. A subsequent survey of Finnish commercialisation efforts followed a similar procedure (Tahvanainen and Nikulainen 2011).

Chemical engineering was found to be sparsely distributed in the overall sample and among respondents (4 %), while Physics (28 %) and Biological Sciences (25 %) are profusely and diversely represented in nearly all Shanghai-ranked universities, sometimes in multiple academic units at the same university. On the other hand, academic units of Computer Science (18 %), Economics (13 %) and History (12 %) are more evenly distributed across universities and among our respondents.

The complete set of dependent and independent variables can be found in Appendix II.

We focus exclusively on prospective inter-university mobility, not ex post mobility or mobility to other research positions (public research centres, industry R&D, etc.), non-university administrative posts or to self-employed/entrepreneurial positions. Of the 1,708 academics who responded to this question, 75.4 % indicated potential mobility to another university.

In this cited study (CHEPS 2006), university administrators were the principal respondents. In addition to the influence of university academic staff, answers to the same questions were also collected concerning the relative influence of Ministries of Higher Education, University Leadership, Business and Industry Leaders and Regional Authorities. More basic questions about university governance and autonomy, which many consider of greater importance, have been raised by Aghion, Dewatripont, Hoxby, Mas-Colell and Sapir (2009).

Respondents could also select “Not Relevant or Don’t Know”, which were recoded as missing values in this frequency distribution, representing the remaining percentages.

Likert-scaled responses to publication totals provide a rough measure of academic productivity, an exploratory ordered-logit model (not shown here) of which indicates clearly that among sample respondents, previous mobility in other institutions or countries exerts a strong and positive influence on academic productivity, which corresponds to recent findings of Kim et al. (2006). The productivity benefits sought through various EC and other European measures to stimulate mobility therefore appear to be well founded, offering further support for efforts to understand better the factors that underlay academic mobility.

“In research universities, teaching load is also important. It's quasi-impossible to both do cutting-edge research and be an excellent teacher when the teaching load of a professor is close to 200 h per year”, from interview “Innovative universities must attract top researchers” with Professor Jean-Claude Latombe, EurActiv, 9 April 2009; http://www.euractiv.com/en/science/latombe-innovative-universities-attract-top-researchers/article-181199.

Collinearity problems eliminated some Hirschman loyalty variables.

Austrian, British, Dutch, French, German, Italian, Swedish and Swiss universities show positive effects.

Twenty-seven unique destination combinations were selected by respondents, which were reduced to three that permit our model to focus on the ERA. For details, see Appendix I.

Reduced teaching loads were barely insignificant, which warrants mention.

We have also learned what is relatively unimportant in retaining academics within the ERA: (1) reduced administrative burdens, (2) better working conditions, (3) improved quality of life for family and (4) career promotion.

These are important conditions for all destinations, but differences among them do not appear to affect choice of destination alternatives. Destination choices are also unaffected by (1) language preferences, (2) improved social benefits and (3) less publication pressure, which are all far less important everywhere and might therefore be safely ignored while focusing policy attention on the more important conditions.

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Titel: Hirschman Mobility, Governance and Loyalty in Europe’s Top Research Universities
verfasst von: Edward M. Bergman
Verlag: Springer Berlin Heidelberg
Buch: Cooperation, Clusters, and Knowledge Transfer
Print ISBN: 978-3-642-33193-0

Electronic ISBN: 978-3-642-33194-7

Copyright-Jahr: 2013
DOI: https://doi.org/10.1007/978-3-642-33194-7_12

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