The academia–industry relationship: igniting innovation in engineering schools
Abstract In several regions, but particularly in Latin-America, one of the greatest priorities not only for families but also for governments is the education of young generations. For any country in a knowledge-based economy, an educated youth and labor force backed by robust technological infrastr...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Morales-Avalos, José Ramón [verfasserIn] Heredia-Escorza, Yolanda [verfasserIn] |
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| Format: |
E-Artikel |
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| Sprache: |
Englisch |
| Erschienen: |
2019 |
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| Schlagwörter: |
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| Übergeordnetes Werk: |
Enthalten in: International journal on interactive design and manufacturing - Paris : Springer, 2007, 13(2019), 4 vom: 06. Juni, Seite 1297-1312 |
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| Übergeordnetes Werk: |
volume:13 ; year:2019 ; number:4 ; day:06 ; month:06 ; pages:1297-1312 |
| Links: |
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| DOI / URN: |
10.1007/s12008-019-00581-8 |
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| Katalog-ID: |
SPR024079995 |
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| 520 | |a Abstract In several regions, but particularly in Latin-America, one of the greatest priorities not only for families but also for governments is the education of young generations. For any country in a knowledge-based economy, an educated youth and labor force backed by robust technological infrastructure could be the passageway to social and economic progress. We live today in a globalized and competitive world, where, for new generations of young people, popular skills such as reading, writing, and arithmetic won’t be enough to succeed. Those will continue being critical skills, but they will not be sufficient. In this present century, new competencies are going to be vital factors that divide students between those who are ready to face more challenging environments in life from those who are not. At this point, the complex relationship between academia and industry is a social and institutional phenomenon guided by strategies. This relationship has evolved in diverse ways, where the industry sometimes collaborates with the academic communities in strategic efforts to support talent development for the good of both. One specific example, structured by the $ Intel^{®} $ Guadalajara Design Center in Mexico, is the “Innovation Labs Network,” which has the goal to ignite student creativity and innovation through the development of required competencies to impact the local ecosystems directly in the different states where those institutions and labs are located. | ||
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10.1007/s12008-019-00581-8 doi (DE-627)SPR024079995 (SPR)s12008-019-00581-8-e DE-627 ger DE-627 rakwb eng 690 ASE Morales-Avalos, José Ramón verfasserin aut The academia–industry relationship: igniting innovation in engineering schools 2019 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract In several regions, but particularly in Latin-America, one of the greatest priorities not only for families but also for governments is the education of young generations. For any country in a knowledge-based economy, an educated youth and labor force backed by robust technological infrastructure could be the passageway to social and economic progress. We live today in a globalized and competitive world, where, for new generations of young people, popular skills such as reading, writing, and arithmetic won’t be enough to succeed. Those will continue being critical skills, but they will not be sufficient. In this present century, new competencies are going to be vital factors that divide students between those who are ready to face more challenging environments in life from those who are not. At this point, the complex relationship between academia and industry is a social and institutional phenomenon guided by strategies. This relationship has evolved in diverse ways, where the industry sometimes collaborates with the academic communities in strategic efforts to support talent development for the good of both. One specific example, structured by the $ Intel^{®} $ Guadalajara Design Center in Mexico, is the “Innovation Labs Network,” which has the goal to ignite student creativity and innovation through the development of required competencies to impact the local ecosystems directly in the different states where those institutions and labs are located. Academia (dpeaa)DE-He213 Educational innovation (dpeaa)DE-He213 Industry (dpeaa)DE-He213 Innovation (dpeaa)DE-He213 Innovation Labs (dpeaa)DE-He213 Intel (dpeaa)DE-He213 Mexico (dpeaa)DE-He213 Heredia-Escorza, Yolanda verfasserin aut Enthalten in International journal on interactive design and manufacturing Paris : Springer, 2007 13(2019), 4 vom: 06. Juni, Seite 1297-1312 (DE-627)546503195 (DE-600)2390733-2 1955-2505 nnns volume:13 year:2019 number:4 day:06 month:06 pages:1297-1312 https://dx.doi.org/10.1007/s12008-019-00581-8 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 13 2019 4 06 06 1297-1312 |
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10.1007/s12008-019-00581-8 doi (DE-627)SPR024079995 (SPR)s12008-019-00581-8-e DE-627 ger DE-627 rakwb eng 690 ASE Morales-Avalos, José Ramón verfasserin aut The academia–industry relationship: igniting innovation in engineering schools 2019 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract In several regions, but particularly in Latin-America, one of the greatest priorities not only for families but also for governments is the education of young generations. For any country in a knowledge-based economy, an educated youth and labor force backed by robust technological infrastructure could be the passageway to social and economic progress. We live today in a globalized and competitive world, where, for new generations of young people, popular skills such as reading, writing, and arithmetic won’t be enough to succeed. Those will continue being critical skills, but they will not be sufficient. In this present century, new competencies are going to be vital factors that divide students between those who are ready to face more challenging environments in life from those who are not. At this point, the complex relationship between academia and industry is a social and institutional phenomenon guided by strategies. This relationship has evolved in diverse ways, where the industry sometimes collaborates with the academic communities in strategic efforts to support talent development for the good of both. One specific example, structured by the $ Intel^{®} $ Guadalajara Design Center in Mexico, is the “Innovation Labs Network,” which has the goal to ignite student creativity and innovation through the development of required competencies to impact the local ecosystems directly in the different states where those institutions and labs are located. Academia (dpeaa)DE-He213 Educational innovation (dpeaa)DE-He213 Industry (dpeaa)DE-He213 Innovation (dpeaa)DE-He213 Innovation Labs (dpeaa)DE-He213 Intel (dpeaa)DE-He213 Mexico (dpeaa)DE-He213 Heredia-Escorza, Yolanda verfasserin aut Enthalten in International journal on interactive design and manufacturing Paris : Springer, 2007 13(2019), 4 vom: 06. Juni, Seite 1297-1312 (DE-627)546503195 (DE-600)2390733-2 1955-2505 nnns volume:13 year:2019 number:4 day:06 month:06 pages:1297-1312 https://dx.doi.org/10.1007/s12008-019-00581-8 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 13 2019 4 06 06 1297-1312 |
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10.1007/s12008-019-00581-8 doi (DE-627)SPR024079995 (SPR)s12008-019-00581-8-e DE-627 ger DE-627 rakwb eng 690 ASE Morales-Avalos, José Ramón verfasserin aut The academia–industry relationship: igniting innovation in engineering schools 2019 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract In several regions, but particularly in Latin-America, one of the greatest priorities not only for families but also for governments is the education of young generations. For any country in a knowledge-based economy, an educated youth and labor force backed by robust technological infrastructure could be the passageway to social and economic progress. We live today in a globalized and competitive world, where, for new generations of young people, popular skills such as reading, writing, and arithmetic won’t be enough to succeed. Those will continue being critical skills, but they will not be sufficient. In this present century, new competencies are going to be vital factors that divide students between those who are ready to face more challenging environments in life from those who are not. At this point, the complex relationship between academia and industry is a social and institutional phenomenon guided by strategies. This relationship has evolved in diverse ways, where the industry sometimes collaborates with the academic communities in strategic efforts to support talent development for the good of both. One specific example, structured by the $ Intel^{®} $ Guadalajara Design Center in Mexico, is the “Innovation Labs Network,” which has the goal to ignite student creativity and innovation through the development of required competencies to impact the local ecosystems directly in the different states where those institutions and labs are located. Academia (dpeaa)DE-He213 Educational innovation (dpeaa)DE-He213 Industry (dpeaa)DE-He213 Innovation (dpeaa)DE-He213 Innovation Labs (dpeaa)DE-He213 Intel (dpeaa)DE-He213 Mexico (dpeaa)DE-He213 Heredia-Escorza, Yolanda verfasserin aut Enthalten in International journal on interactive design and manufacturing Paris : Springer, 2007 13(2019), 4 vom: 06. Juni, Seite 1297-1312 (DE-627)546503195 (DE-600)2390733-2 1955-2505 nnns volume:13 year:2019 number:4 day:06 month:06 pages:1297-1312 https://dx.doi.org/10.1007/s12008-019-00581-8 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 13 2019 4 06 06 1297-1312 |
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10.1007/s12008-019-00581-8 doi (DE-627)SPR024079995 (SPR)s12008-019-00581-8-e DE-627 ger DE-627 rakwb eng 690 ASE Morales-Avalos, José Ramón verfasserin aut The academia–industry relationship: igniting innovation in engineering schools 2019 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract In several regions, but particularly in Latin-America, one of the greatest priorities not only for families but also for governments is the education of young generations. For any country in a knowledge-based economy, an educated youth and labor force backed by robust technological infrastructure could be the passageway to social and economic progress. We live today in a globalized and competitive world, where, for new generations of young people, popular skills such as reading, writing, and arithmetic won’t be enough to succeed. Those will continue being critical skills, but they will not be sufficient. In this present century, new competencies are going to be vital factors that divide students between those who are ready to face more challenging environments in life from those who are not. At this point, the complex relationship between academia and industry is a social and institutional phenomenon guided by strategies. This relationship has evolved in diverse ways, where the industry sometimes collaborates with the academic communities in strategic efforts to support talent development for the good of both. One specific example, structured by the $ Intel^{®} $ Guadalajara Design Center in Mexico, is the “Innovation Labs Network,” which has the goal to ignite student creativity and innovation through the development of required competencies to impact the local ecosystems directly in the different states where those institutions and labs are located. Academia (dpeaa)DE-He213 Educational innovation (dpeaa)DE-He213 Industry (dpeaa)DE-He213 Innovation (dpeaa)DE-He213 Innovation Labs (dpeaa)DE-He213 Intel (dpeaa)DE-He213 Mexico (dpeaa)DE-He213 Heredia-Escorza, Yolanda verfasserin aut Enthalten in International journal on interactive design and manufacturing Paris : Springer, 2007 13(2019), 4 vom: 06. Juni, Seite 1297-1312 (DE-627)546503195 (DE-600)2390733-2 1955-2505 nnns volume:13 year:2019 number:4 day:06 month:06 pages:1297-1312 https://dx.doi.org/10.1007/s12008-019-00581-8 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 13 2019 4 06 06 1297-1312 |
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Morales-Avalos, José Ramón |
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The academia–industry relationship: igniting innovation in engineering schools |
| abstract |
Abstract In several regions, but particularly in Latin-America, one of the greatest priorities not only for families but also for governments is the education of young generations. For any country in a knowledge-based economy, an educated youth and labor force backed by robust technological infrastructure could be the passageway to social and economic progress. We live today in a globalized and competitive world, where, for new generations of young people, popular skills such as reading, writing, and arithmetic won’t be enough to succeed. Those will continue being critical skills, but they will not be sufficient. In this present century, new competencies are going to be vital factors that divide students between those who are ready to face more challenging environments in life from those who are not. At this point, the complex relationship between academia and industry is a social and institutional phenomenon guided by strategies. This relationship has evolved in diverse ways, where the industry sometimes collaborates with the academic communities in strategic efforts to support talent development for the good of both. One specific example, structured by the $ Intel^{®} $ Guadalajara Design Center in Mexico, is the “Innovation Labs Network,” which has the goal to ignite student creativity and innovation through the development of required competencies to impact the local ecosystems directly in the different states where those institutions and labs are located. |
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Abstract In several regions, but particularly in Latin-America, one of the greatest priorities not only for families but also for governments is the education of young generations. For any country in a knowledge-based economy, an educated youth and labor force backed by robust technological infrastructure could be the passageway to social and economic progress. We live today in a globalized and competitive world, where, for new generations of young people, popular skills such as reading, writing, and arithmetic won’t be enough to succeed. Those will continue being critical skills, but they will not be sufficient. In this present century, new competencies are going to be vital factors that divide students between those who are ready to face more challenging environments in life from those who are not. At this point, the complex relationship between academia and industry is a social and institutional phenomenon guided by strategies. This relationship has evolved in diverse ways, where the industry sometimes collaborates with the academic communities in strategic efforts to support talent development for the good of both. One specific example, structured by the $ Intel^{®} $ Guadalajara Design Center in Mexico, is the “Innovation Labs Network,” which has the goal to ignite student creativity and innovation through the development of required competencies to impact the local ecosystems directly in the different states where those institutions and labs are located. |
| abstract_unstemmed |
Abstract In several regions, but particularly in Latin-America, one of the greatest priorities not only for families but also for governments is the education of young generations. For any country in a knowledge-based economy, an educated youth and labor force backed by robust technological infrastructure could be the passageway to social and economic progress. We live today in a globalized and competitive world, where, for new generations of young people, popular skills such as reading, writing, and arithmetic won’t be enough to succeed. Those will continue being critical skills, but they will not be sufficient. In this present century, new competencies are going to be vital factors that divide students between those who are ready to face more challenging environments in life from those who are not. At this point, the complex relationship between academia and industry is a social and institutional phenomenon guided by strategies. This relationship has evolved in diverse ways, where the industry sometimes collaborates with the academic communities in strategic efforts to support talent development for the good of both. One specific example, structured by the $ Intel^{®} $ Guadalajara Design Center in Mexico, is the “Innovation Labs Network,” which has the goal to ignite student creativity and innovation through the development of required competencies to impact the local ecosystems directly in the different states where those institutions and labs are located. |
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| title_short |
The academia–industry relationship: igniting innovation in engineering schools |
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https://dx.doi.org/10.1007/s12008-019-00581-8 |
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Heredia-Escorza, Yolanda |
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| doi_str |
10.1007/s12008-019-00581-8 |
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2024-07-03T23:21:11.898Z |
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| score |
7.4010687 |