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This paper researches legitimacy creation in a publicly-funded trajectory of innovative technological development. It develops a framework of input, throughput and output legitimacy. The framework is developed based on a review of the literature on the creation of legitimacy in innovative technological development. The framework assists in further exploring the potential of the integrated assessment of the legitimacy of technological innovation trajectories in the public sphere, in terms of (1) public accountability (ensuring input legitimacy); (2) science, technology and innovation policy (ensuring throughput legitimacy); and (3) the potential for the implementation of the technology itself in practical contexts (ensuring output legitimacy). The framework is used to analyze a case study about the publicly-funded development of innovative technology for the retrieval of raw materials from waste water. Theoretically, the value of a more processual approach to the conceptualization of legitimacy becomes apparent. Furthermore, the framework assists in the development of practical recommendations on the ways in which to optimize the legitimacy in an earlier stage in the innovation’s trajectory. However, due attention should also be paid to the role of regulatory arrangements in the optimization of the legitimacy of publicly-funded technological innovation. This is an avenue for further research.
Marlous Blankesteijn; Bart Bossink. Assessing the Legitimacy of Technological Innovation in the Public Sphere: Recovering Raw Materials from Waste Water. Sustainability 2020, 12, 9408 .
AMA StyleMarlous Blankesteijn, Bart Bossink. Assessing the Legitimacy of Technological Innovation in the Public Sphere: Recovering Raw Materials from Waste Water. Sustainability. 2020; 12 (22):9408.
Chicago/Turabian StyleMarlous Blankesteijn; Bart Bossink. 2020. "Assessing the Legitimacy of Technological Innovation in the Public Sphere: Recovering Raw Materials from Waste Water." Sustainability 12, no. 22: 9408.
The organizational world has long recognized action learning (AL) as an invaluable tool for managerial development. However, AL’s popularity among organizations did not translate into its adoption by business schools. A lack of evidence on what competencies AL fosters in students and whether these competencies transfer to practice has limited its wider acceptance. We address this issue by examining the learning outcomes of an undergraduate business program that has been using AL as a central didactical feature for the past 10 years. Based on a qualitative cross-sectional study following five alumni cohorts, results show that AL fosters the development of knowledge (theoretical and practical), skills (communication and collaboration), and attitudes (self-knowledge and self-efficacy); competencies graduates transferred to practice years after completing the program. Although management education has been continually criticized for its inability to provide undergraduates with the competencies necessary for practice, our study shows that AL contributes to narrowing this relevance gap. It also expands our understanding of the effectiveness and impact of AL beyond executive training to include undergraduate education, thus informing and inviting educators to consider AL as an alternative to expand their teaching practices.
Andre Perusso; Peter van der Sijde; Rafael Leal; Marlous Blankesteijn. The Effectiveness and Impact of Action Learning on Business Graduates’ Professional Practice. Journal of Management Education 2020, 45, 177 -205.
AMA StyleAndre Perusso, Peter van der Sijde, Rafael Leal, Marlous Blankesteijn. The Effectiveness and Impact of Action Learning on Business Graduates’ Professional Practice. Journal of Management Education. 2020; 45 (2):177-205.
Chicago/Turabian StyleAndre Perusso; Peter van der Sijde; Rafael Leal; Marlous Blankesteijn. 2020. "The Effectiveness and Impact of Action Learning on Business Graduates’ Professional Practice." Journal of Management Education 45, no. 2: 177-205.
This paper explores the potential of university-industry technology transfer through science-based entrepreneurship education (SBEE). The scientific literature focuses mostly on enabling university-industry technology transfer via university-industry collaboration in research, and not so much in (science) education. The paper identifies four strands of relevant literature for further theorizing SBEE principles to research its contribution to industry-technology transfer: 1. Embedding entrepreneurship education in universities; 2. Balancing theory and practice of entrepreneurship education; 3. Cultivating an entrepreneurial mindset through entrepreneurship education; and 4. Creating spin-offs through entrepreneurship education. One of the main theoretical contributions of this paper is, that SBEE is different from regular entrepreneurship education in its need for being firmly embedded in a science, technology and R&D environment, both within and outside the university. This is important in order to give SBEE students the opportunity to gain experience with handling the hurdles for successful university-industry technology transfer. The main empirical finding is that elements in the program, related to for example the balance between teaching entrepreneurship through theory and experiential learning, are not systematically covered. It means that fundamental questions such as: Can entrepreneurship be indeed taught? Which elements of entrepreneurship can be taught through theory, and which ones must be experienced in practice? are currently left unanswered. Systematic coverage of these questions enables a better exploitation of the possibilities that SBEE offers for university-industry technology transfer.
Marlous Blankesteijn; Bart Bossink; Peter van der Sijde. Science-based entrepreneurship education as a means for university-industry technology transfer. International Entrepreneurship and Management Journal 2020, 17, 779 -808.
AMA StyleMarlous Blankesteijn, Bart Bossink, Peter van der Sijde. Science-based entrepreneurship education as a means for university-industry technology transfer. International Entrepreneurship and Management Journal. 2020; 17 (2):779-808.
Chicago/Turabian StyleMarlous Blankesteijn; Bart Bossink; Peter van der Sijde. 2020. "Science-based entrepreneurship education as a means for university-industry technology transfer." International Entrepreneurship and Management Journal 17, no. 2: 779-808.
Experiential learning theory states that reflection is just as important to learning as action. However, business educators often overlook reflection in their experiential learning activities, especially when it’s understood as a dialogue process. Drawing on reflective learning theory, we explored the case of an undergraduate business programme that has been combining experiential learning with three different reflective learning mechanisms for the past ten years. Results show that: (1) reflective dialogue is central for ensuring that impressions from experience translate into better-defined learning outcomes, (2) this dialogue process greatly benefits from a closely guided process, and (3) different reflection mechanisms contribute differently to the learning process. Considering how fast experiential learning has popularised in business schools, this study alerts educators to the importance of combining their experiential learning activities with a guided process of reflection. Otherwise, educators risk students extracting meagre, wrong or misleading impressions from their experience.
André Perusso; Marlous Blankesteijn; Rafael Leal. The contribution of reflective learning to experiential learning in business education. Assessment & Evaluation in Higher Education 2019, 45, 1 -15.
AMA StyleAndré Perusso, Marlous Blankesteijn, Rafael Leal. The contribution of reflective learning to experiential learning in business education. Assessment & Evaluation in Higher Education. 2019; 45 (7):1-15.
Chicago/Turabian StyleAndré Perusso; Marlous Blankesteijn; Rafael Leal. 2019. "The contribution of reflective learning to experiential learning in business education." Assessment & Evaluation in Higher Education 45, no. 7: 1-15.
This paper develops insight into the way in which twenty-first century universities worldwide have performed in the changing world and challenges that they have undergone, in order to address the ever-changing demands of the global knowledge-based economy within the innovative ecosystem. It firstly reviews current theory and practice on entrepreneurial universities. It also analyses the current dispersion of science outside academia, via laws, policies and processes of marketization more broadly. It addresses governance issues which are relevant for both researchers and policy makers, and lastly, sketches the contours of a new research and policy agenda for entrepreneurial universities via reformulating their “third task”. The issues and questions on this agenda provide focal points in discussions and policy debates on the current state and governance of the ‘entrepreneurial’ university. They reflect the importance of (1) rethinking the relation between publicly funded universities cooperating with private parties, (2) the kind of professionals delivered to society by universities, (3) the role of universities as entrepreneurs in innovation ecosystems, (4) the relation between societal relevance and commercial relevance of research, (5) implications of increased dispersion of research activities outside academia, and (6) the independence of academics cooperating with private partners in research projects.
Marlous Blankesteijn; Chanphirun Sam; Peter Van Der Sijde. Understanding the Governance of the Engaged and Entrepreneurial University in the Twenty-First Century: Towards a New Research and Policy Agenda. Developing Engaged and Entrepreneurial Universities 2019, 43 -53.
AMA StyleMarlous Blankesteijn, Chanphirun Sam, Peter Van Der Sijde. Understanding the Governance of the Engaged and Entrepreneurial University in the Twenty-First Century: Towards a New Research and Policy Agenda. Developing Engaged and Entrepreneurial Universities. 2019; ():43-53.
Chicago/Turabian StyleMarlous Blankesteijn; Chanphirun Sam; Peter Van Der Sijde. 2019. "Understanding the Governance of the Engaged and Entrepreneurial University in the Twenty-First Century: Towards a New Research and Policy Agenda." Developing Engaged and Entrepreneurial Universities , no. : 43-53.
The research question of this paper is: Which lessons for enabling a full scale recovery of phosphorus from waste water can be drawn from 1. an analysis of the changes in the organization of R&D for phosphorus (P) 2. together with analysis of paradigmatic changes in scientific knowledge on P? In what way can these lessons inform scientists and (innovation) policy makers to stimulate a transition towards full scale P recovery from waste water? The paper draws upon a longitudinal case study of water management in the Netherlands and how it has dealt in science and policy with P, since approximately 1960 until now. It discusses and analyzes paradigm shifts in science and changes in the underlying organization of R&D on P. It ends with additional lessons on the most optimal organization of research and innovation infrastructures for the full scale recovery of P. Challenges relate to 1. The lack of a market for phosphate in Europe, 2. the lack of experience of water managers in commercializing their findings and products 3. the lack of democratic legitimacy of regional water authorities 4. limitations put on the activities of water managers due to legislation and regulatory frameworks.
Marlous Blankesteijn. From measuring to removing to recovering phosphorus in water management in the Netherlands: Challenges for science-based innovation. Science of The Total Environment 2019, 666, 801 -811.
AMA StyleMarlous Blankesteijn. From measuring to removing to recovering phosphorus in water management in the Netherlands: Challenges for science-based innovation. Science of The Total Environment. 2019; 666 ():801-811.
Chicago/Turabian StyleMarlous Blankesteijn. 2019. "From measuring to removing to recovering phosphorus in water management in the Netherlands: Challenges for science-based innovation." Science of The Total Environment 666, no. : 801-811.
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Marlous Blankesteijn; Frank De Jong; Bart Bossink. Closed-open innovation strategy for autonomous vehicle development. International Journal of Automotive Technology and Management 2019, 19, 74 .
AMA StyleMarlous Blankesteijn, Frank De Jong, Bart Bossink. Closed-open innovation strategy for autonomous vehicle development. International Journal of Automotive Technology and Management. 2019; 19 (1/2):74.
Chicago/Turabian StyleMarlous Blankesteijn; Frank De Jong; Bart Bossink. 2019. "Closed-open innovation strategy for autonomous vehicle development." International Journal of Automotive Technology and Management 19, no. 1/2: 74.