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61. 4.1.4. Approaches
(4 Cross Case Analysis/4.1. Cross Case Study Analysis)
...elly, 2005)) and serves as feedback channel thereby balancing/reinforcing feedback loops (Ibid). All researched universities have setup dedicated entities for the exploitation of these opportunities. ...

62. 4.1.3. Web Data
(4 Cross Case Analysis/4.1. Cross Case Study Analysis)
...organisation, is requested the least.     Figure 4.1 - Daily Page Views of Universities’ Websites in percent To complement the analysis of the dai...

63. 4.1.2. Strategy and Practise in the case of Internet based innovation Appropriation
(4 Cross Case Analysis/4.1. Cross Case Study Analysis)
... of possible knowledge entrepreneurship [i]. Before the various approaches implemented at the examined universities are described, the universities’ web activities are contrasted and an...

64. 4.1.1. Formally contrasting Setting & Typology
(4 Cross Case Analysis/4.1. Cross Case Study Analysis)
In this section the investigated universities are contrasted by looking at some key indicators. As can be observed when looking at table 1, the investigated universities are substantially different

65. 3.4.11. Analysis and Conclusion
(3 Case-Studies/3.4. Case-Study UOC)
... kind of organization and therefore it is facing problems that have a distinctly different character than other universities. Because of the technical nature of the university, it is logical that the ...

66. 3.4.10. Unique Strange Attractors
(3 Case-Studies/3.4. Case-Study UOC)
...across the organization. As mentioned above, a team comprised of experts from almost all public Catalonian universities, and under the leadership of UOC’s IT managers, is working on the dev...

67. 3.4.9. Rival Explanations
(3 Case-Studies/3.4. Case-Study UOC)
...; 3.4.9.1.    National Context For the latter part of the 20th century Spain and Spanish universities have played a catch-up role within the European community (WorldFactBook, 2...

68. 3.4.6. Knowledge Entrepreneurship
(3 Case-Studies/3.4. Case-Study UOC)
...logy consultancy firms.   3.4.6.3.    New Project Support As in most other universities  no defined process for the initiation of a new project exists. Instea...

69. 3.4.5. Condition
(3 Case-Studies/3.4. Case-Study UOC)
...ldquo;list of things that were to be avoided,” which contained the following point: “In traditional universities I needed three years to reach something due to all the obstacles which one ...

70. 3.4.4. IT Setting
(3 Case-Studies/3.4. Case-Study UOC)
...s now taking shape in the form of a UOC led project to develop an free software based campus for all Catalonian universities. The project is substantially financed by the Catalonian government, which ...

71. 3.4.3. Setting & Typology
(3 Case-Studies/3.4. Case-Study UOC)
...s not play out in academic decisions, the UOC’s students are on average much older than students at other universities. 3.4.3.2.    Location In the case of the UOC, tw...

72. 3.4.2. History
(3 Case-Studies/3.4. Case-Study UOC)
..., and the two collaborated effectively to give genesis to what would become one of the most successful distance universities. The decision to base the university’s pedagogy on internet based com...

73. 3.4.1. Overview
(3 Case-Studies/3.4. Case-Study UOC)
...rial ventures into the private education business, UOC decided to form a political alliance with other regional universities to solicit local government funding for the development of a new campus. It...

74. 3.3.12. Unique Strange Attractors
(3 Case-Studies/3.3._Case–Study_UPC)
...   UPCnet Innovation Team What can be named a centre of excellence, not only among the investigated universities, has been found at the IT service provider spin-off UPCnet The company has ...

75. 3.3.11. Rival Explanations
(3 Case-Studies/3.3._Case–Study_UPC)
3.3.11.1.    National Context For the latter part of the 20th century, Spain and Spanish universities have played a catch-up role within the European community (WorldFactBook, 2007)

76. 3.3.9. Internet Use
(3 Case-Studies/3.3._Case–Study_UPC)
... 3.3.9.1.    e-Learning Tools Integration (Technology) The UPC was one of the first universities in the world to introduce a computer based enrolment system in 1984. This s...

77. 3.3.8. Knowledge Entrepreneurship
(3 Case-Studies/3.3._Case–Study_UPC)
...sk Tolerance Like in the LSE and the FU, the first and popular response when asked about risk taking was that universities do not take risks (UPC administration 18). One understanding that is very m...

78. 3.3.7. Condition
(3 Case-Studies/3.3._Case–Study_UPC)
...t should not be left out is the matrix arrangement of its educational structure. It is “common to Spanish universities” and it “is supposed to ensure flexibility and avoid redundancy...

79. 3.3.6. Economic Entrepreneurship Setting
(3 Case-Studies/3.3._Case–Study_UPC)
...actices and hence the responsible parties have amended some practices "to fit the profile of other Spanish universities in less industrialised areas" (Warden, 2000). This roles has been assu...

80. 3.3.4. Typology
(3 Case-Studies/3.3._Case–Study_UPC)
...nt on regional government funding, but it is also leading the process of developing a funding-mix among Spanish universities.  The money coming from the Generalitat represents half the university...

81. 3.3.3. Setting
(3 Case-Studies/3.3._Case–Study_UPC)
...ne or two years (average) measured against the time officially outlined for their course completion. As Spanish universities are not allowed to select their students, the crucible of setting an intell...

82. 3.3.2. History
(3 Case-Studies/3.3._Case–Study_UPC)
...law reform enacted during this period was a milestone in improving the Spanish university system, as it allowed universities to determine control over assessment procedures, teaching methods, and rese...

83. 3.3.1. Overview
(3 Case-Studies/3.3._Case–Study_UPC)
...ix” paradigm,  stressing the importance of effective interrelations between government, industry and universities (Etzkowitz, 2002; Etzkowitz & Leydesdorff, 1997).  By pursuing thi...

84. 3.2.11. Analysis and conclusion
(3 Case-Studies/3.2. Case-Study FU Berlin)
...rm as there is an ‘either we make it or we are out of business mindset that is implicitly roaming in many universities. In contrast to the British and the Catalan system, Germany has setup a &ld...

85. 3.2.10. Unique Strange Attractors
(3 Case-Studies/3.2. Case-Study FU Berlin)
... (ibid) the tutor model was an educational and institutional success and has subsequently been adopted by other universities in West-Germany. However, nowhere did the tutors manage to install themselv...

86. 3.2.9. Rival Explanations
(3 Case-Studies/3.2. Case-Study FU Berlin)
..., has caused a general trend for de-constructing the once famous welfare state, including the state funding for universities. Germany’s politicians have embarked on the controversial quest to in...

87. 3.2.8. FU Position (Institutional Results)
(3 Case-Studies/3.2. Case-Study FU Berlin)
...itutions (Dowe, 2001) In the International University Website Ranking the FU reaches the first place for German universities and the 82nd internationally, also the 4icu  platform ranking of websi...

88. 3.2.6. Knowledge Entrepreneurship
(3 Case-Studies/3.2. Case-Study FU Berlin)
...t and administration 46) as it was the widely understood that the FU would either be selected amongst the elite universities or that it would have to endure yet another painful shrinking phase (FU adm...

89. 3.2.5. Condition
(3 Case-Studies/3.2. Case-Study FU Berlin)
...ministration (FU administration 32).  3.2.5.2.    Governance In Germany, public universities have a ‘normalized’ [i] governance structure with an Academic S...

90. 3.2.2. History
(3 Case-Studies/3.2. Case-Study FU Berlin)
...tanding that they had to fight for political autonomy for their political benchmarks. In 1993, all three Berlin universities setup a joint structural planning committee to negotiate and coordinate the...