On the one hand, at the meta-level, the overall processes of the knowledge networks must be investigated. Furthermore, it is determined by the output of the knowledge node as the knowledge flows.
The origin of a significant competitive advantage for companies lies in their ability to create new knowledge and integrate it into their operations. This is particularly relevant in the increasingly dynamic, volatile environments in which organizations currently operate (Teece, Pisano & Shuen, 1997; . Grant, 1998). Part of the new knowledge acquired by companies is not generated within them, but comes from external sources, such as consulting organizations, independent professional services and universities.
In the last few years, it has been observed that universities are heavily involved in introducing innovations into the administrative processes of companies. On the one hand, companies' interest in learning and continuous improvement, motivated by an atmosphere of increasing competitiveness, and on the other, the efforts of universities to further promote the dissemination of their research results in the business world. First, the findings of empirical research conducted by the academic media will naturally and necessarily be considered as an important source of knowledge innovation for the company.
In reality, however, business practice has little to do with academia and its research contributions (Pfeffer & Fong, 2002). It takes many years (or never) before the knowledge innovations generated at universities are integrated into business operations. There appears to be a huge gap between universities and companies, making it difficult for companies to adopt innovations from academia (Starkey & Tempest, 2005).
Due to this gap, cooperation projects between universities and companies have been launched, the main objective of which is to direct and integrate academic research into business practice, thus creating appropriate channels to create a flow of innovations originating from academic research between academic institutions. and the business world. This chapter provides an exploratory study that identifies some important elements that facilitate or hinder the creation of knowledge in a private Mexican university, and how this knowledge is disseminated and used in firms. In the next section, he presents a conceptual model in which some channels for the dissemination of knowledge are proposed and some practical implications are highlighted.
This chapter aims to make a contribution to the academic literature, as little research has been conducted analyzing knowledge transfer between universities and enterprises in developing economies.
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- Knowledge generation and Dissemination
- the absence of Knowledge transfer
- Determining factors in the university-firm partnership
- Building Bridges: university- firm partnership projects
- Mexico –education systems The Mexican education system has some original
- an empirical View in Mexico The professors interviewed in the study indicated
- Reward system and performance evaluation
- education with applied Research orientation
- the Role of the advisory Board How can we reduce the existing gap between the
At another level of dissemination, and in the face of a new social need, the university has focused on research and dissemination of the findings of such research. The receiver of knowledge has been analyzed in terms of absorptive capacity by Cohen. The trust of the person who adopts new knowledge in the source of the innovation in question is very important for the successful completion of the adoption (Davenport & Prusak, 2001).
Trust between members of an organization is one of the outcomes of organizational culture. However, it is important to emphasize that trust is shaped by the socio-cultural factors of the organization's location. Another discrepancy lies in an equally important point concerning the nature of the research.
The determining factors in the dissemination of the knowledge of the university and its acceptance by the company can be summarized and classified as 1) Characteristics of the source;. In light of the rapid transformations that society has undergone in recent decades, the role of the university has been gradually redefined worldwide. To better understand the phenomenon in which academic research in public administration influences the adoption process of an innovation in business, Figure 1.
Therefore, it is important to analyze whether bachelor's and master's programs incorporate the results of the business economics research that the university itself carries out. It is not easy to apply new knowledge generated by theoretical research in each of the consulting cases. Ten or fifteen of the articles published in The Economist or in The Wall Street Journal.
Business schools are committed to educating the managers and practitioners of the future. In this way, future managers will recognize the value and usefulness of academic research in business practice. We should not forget the role of the university in modern society, as a knowledge generator and disseminator.
It is a matter of being willing to redefine the ways in which academia recognizes the merits of its members. In fact, the socialization of scientists in Mexico and Latin American countries takes place in unfavorable conditions compared to the conditions that prevail, for example, in the United States and European countries. The challenge remains in Mexico, where scientists and researchers are still not recognized in their society.
In 1985, Mexico established the National Research System (SNI) to raise the salaries of researchers in Mexico to prevent "brain drain" (CONACYT). In these cases, sometimes with the support of government agencies, it was possible to combine the research resources of academia with the company's efforts to develop practical industrial applications. Nevertheless, this situation raises other issues worth analyzing, such as the nature and ultimate goals of university research and the raison d'être of this institution itself.
Whether the university should conduct research on what the market demands or, on the contrary, should continue with its own research interests, regardless of its impact on the company, is a topic worth discussing. In addition to the above-mentioned cooperation projects, the impact of the university on society in general and on companies in particular, resulting from traditional channels of academic knowledge distribution, should be addressed. Through teaching-learning activities, the university contributes to the preparation of human resources that will enrich the labor market.
Continuing education and consulting are resources designed to provide businesses with new knowledge through professional training and decision-making consulting. The evidence shown by this study, limited to a purely Mexican context, suggests that the new knowledge generated in academic research is not absorbed into the dissemination channels used by the university mentioned in the previous section. In the field of business administration, practical professional experience, mass distribution media such as magazines and books, and textbooks are the main sources of knowledge.
To close the gap in the relationship between university and business, the study of the effectiveness of traditional and obvious knowledge dissemination mechanisms is relevant. It has also been the aim of the current research to determine the variables involved in the phenomena, in order to develop a more comprehensive study. The aim of the proposal is to gain relevance for Business Schools in the world of business, in a way that organizations can also enter the academic world.
It is a strategy to build prestige and practical relevance for the research conducted in the university. Therefore, it is not surprising that in the last decade and a half a new field of research in management has been developed, known as 'knowledge management' (KM). However, we must be cautious in interpreting our results due to the limited sample size.
It is important to note that CVF is also used as a guideline for change and so another dimension is important: the dimension of dynamics that separates quadrants based on speed (how fast?) and scope (how much?) of the action required for change from one to the other. New knowledge created in the knowledge generation process must be stored for later use as organizational memory. Unfortunately, 'the mere possession of potentially valuable knowledge somewhere within an organization does not necessarily mean that other parts of the organization benefit from this knowledge' (Szulanski, 2000, p.10).
The organization can adopt it from external sources (often structured knowledge) or it can create it internally with information from the external environment and then interpret it "in the context of the firm's existing knowledge to create new knowledge that becomes basis for action" De Long & Fahey, 2000, p. 123). These statements again confirm that organizational culture and KM processes are seen as critical to the success of an HE institution in the globalized higher education market. By allocating 100 points to these four alternatives, we can assess which type of organizational culture according to the CVF is present in the organization.
After checking all the returned questionnaires, we eliminated 1 questionnaire from organizational culture assessment as some data were missing in the first part. These full-time academic staff have more personal interest in and commitment to the long-term success of the organization than others and are therefore more likely to be interested in knowledge management processes and thus also in the results of our study. In the case of HEI1, we can see that we have a fairly even distribution of employees who use.
