Dear ENT Members:
I would like to call your attention to a call for papers for the 2009 AMLE
Special Issue (see attachment and announcement below, embedded in this
email) on New Developments in Technology Management Education, which will
be co-edited by Phil Phan, Mike Wright, and yours truly.
Best regards,
Don Siegel
Dr. Donald Siegel
Professor and Associate Dean
A. Gary Anderson Graduate School of Management
University of California, Riverside
221 Anderson Hall
Riverside, CA 92521
Tel: (760) 834-0593
Tel: (951) 827-4996
Fax: (951) 827-3970
Fax: (760) 834-0796
e-mail:
donalds@ucr.edu
http://www.agsm.ucr.edu/index2.php?content=faculty/staff/don.html
http://econpapers.repec.org/RAS/psi32.htm
http://ssrn.com/author=33607
Editor-Journal of Technology Transfer
http://www.springer.com/west/home/business?SGWID=4-40517-70-35751012-detailsPage=journal
http://heckmann.ucr.edu/
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Call for Papers
Academy of Management Learning and Education
2009 Special Issue
NEW DEVELOPMENTS IN TECHNOLOGY MANAGEMENT EDUCATION
Guest Editors:
Phillip Phan, Rensselaer Polytechnic Institute
Donald S. Siegel, University of California, Riverside
Mike Wright, University of Nottingham
The teaching of technology management has a long history in business
schools. However, the nature of such education and its focus has changed in
recent years. For example, the emphasis on entrepreneurship, venture
capital, and emerging technologies has reinvigorated the discipline and
brought new issues and new educators to the forefront. The rise of a
knowledge-based economy has also focused greater attention on innovation and
the commercialization of intellectual property. New institutions (e.g.,
incubators and science parks) and new organizational forms (e.g.,
research-based joint ventures, and technology alliances) have emerged that
may have profound effects on technology management education. Non-profit
institutions, most notably, universities and federal laboratories, have
become much more aggressive in protecting and exploiting their intellectual
property. They are also working much more closely with industry and
government.
The involvement of government and non-governmental institutions has led to
growing international recognition of the narrowness of technology education.
This has resulted in the creation of new courses and programs related to
technological entrepreneurship at many universities. Some countries (e.g.
Japan, Singapore, and Ireland) are developing bilingual engineers with
capabilities in technology and business. A concomitant trend is the rapid
growth in knowledge and innovation management as a professional field. In
many countries, national governments have supported these initiatives by
enacting legislation to facilitate public-private research partnerships,
technology transfer from universities to firms (e.g., the Bayh-Dole Act of
1980), and collaborative research. For example, the European Union, China,
and Singapore have established technology-based venture funds to stimulate
the development of technology-based start up companies. Government is also
providing subsidies for research-based joint ventures involving universities
and firms (e.g., the U.S. Commerce Departments Advanced Technology
Program), shared use of expertise and laboratory facilities (e.g., the U.S.
National Science Foundations Industry-University Cooperative Research
Centers), and programs to promote management and entrepreneurship education
among scientists and engineers (e.g. the Science Enterprise Challenge in the
U.K.). Technology managers organizations are also establishing education
programs to professionalize their members (e.g., UNICO and BIOTECHYES in the
U.K.).
The purpose of this special issue is to assess the educational
implications of these trends for business schools. Some research questions,
controversies, and interview topics that contributors might address include,
but are not restricted to, the following:
What is the appropriate mix between theory and practice in the classroom,
with regard to teaching issues pertaining to technology management?
Should technology in the classroom be taught as small t or big T, and
if so, how should the content be introduced and integrated into a
traditional business education?
What are the appropriate pedagogies to teach innovation management and
innovation-related topics?
How can industry/government linkages most effectively be incorporated into
pedagogy and curriculum?
How does university technology transfer affect the propensity of faculty
members to teach, the quality of their instruction, and the curriculum?
How does the rise of technology commercialization affect the culture of
open science, knowledge exchange, and graduate student education?
What is the appropriate way to advance technology-based, entrepreneurship
education on the campuses of comprehensive universities?
What are the educational implications of the rise of collaborative research?
What is the nexus between science/technology-based programs (e.g.,
engineering) on the one hand, and business programs (e.g., entrepreneurship
and general management) on the other?
What are the challenges in fostering spanning between technology-based
schools and business schools that may be required to develop technology
management education?
What are the implications for the recruitment of different types of
faculty in technology and business schools with different career trajectories?
What is the evidence on the types of new initiatives to support technology
management education and their effectiveness? What are the managerial and
policy implications of these initiatives for universities, business schools
and government?
What are the challenges for and how effective are technology management
education programs provided by professional and industry organizations?
What are the implications of recent advances in entrepreneurship education
(e.g., the 2004 AMLE's Special Issue on Entrepreneurship Education) for
research on technology management education?
Submissions should be received by September 1, 2008 and should be
accompanied by an assurance of originality and exclusivity. Two types of
submissions are being solicited: (1) Essays, Dialogues, and Interviews that
focus upon well-thought-out or documented positions and viewpoints concerned
with one of the topical themes; and (2) Research and Review manuscripts
presenting original empirical research and the extension of theory.
Manuscripts must adhere to the Style and Format guide for authors, which
can be found at the AMLE web site at
http://journals.aomonline.org/amle/.
Manuscripts should be submitted to
http://mc.manuscriptcentral.com/amle, and
designated under Manuscript Type as Special Issue-Technology 2009.
Authors are encouraged to discuss ideas for submission with the guest
editors in advance. For further information, please feel free to contact the
special issue editors, Professor Phil Phan at
pphan@rpi.edu, Professor
Donald Siegel at
donalds@ucr.edu, or Professor Mike Wright at
mike.wright@nottingham.ac.uk.
All submissions will be subject to a rigorous double-blind peer review
process, with one or more of the guest editors acting as action editor, and
final approval coming from the journal editor. Invitations to revise and
resubmit will follow initial submissions in approximately 3 months. Final
acceptances will be made by June, 2009.
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Ventures HO!