This paper explores activities undertaken by Science Parks to attract talent for their tenants. Despite the importance of accessing talent, there are very few studies focusing on this research area. The data in this investigation comes from seven cases studies on talent attraction activities carried out by three Science Parks in Sweden. We show that the parks conduct many different activities to attract talent including headhunting key personnel for start-ups, organising establishment platforms for foreign companies, and facilitating the exchange of knowledge and talent with higher education institutions. Science Parks house companies of different sizes, ages, and business orientations and therefore, park managers should be sensitive to the real needs of tenant firms when performing talent attraction activities.
Cadorin Eduardo, Magnus Klofsten, Alberto Albahari and Henry Etzkowitz
This research shows how port authorities in a triple helix context can contribute to strategic innovation with reduction of Levelized Cost of Energy in nearshore wind park ecosystems. The empirical qualitative case study was conducted from September 2017 to June 2018 with a port and a nearshore wind park owner and a logistic business actor operating on land and one operating at sea. Individual interviews and three joint network meetings provided data for the research.
The findings reveal that port authorities in triple helix contexts can contribute to strategic innovation through use of the cross-disciplinary trinity of ‘organization’, ‘business model innovation’ and ‘financial cash flow’ to address value creation on project ecosystem level. The findings are summarized in a model for overview on the shift in interest and the basic understanding of flow. It is shown that the triple helix discussions provide a meaningful frame to achieve strategic innovation for competitive advantage of renewable wind energy ecosystem.Keywordsstrategic innovation – ecosystems – renewable energy – offshore wind parks
Education and Democracy
Science is open and endless. But we have to act just in time. Democracy solves the problem by replacing substantial but endless discourses with a formal decision. Democracy can succeed only if the individual citizen is educated (›gebildet‹). A democratic society thus presupposes the objectivity and morality of all citizens. But how are citizens willing to act morally?
Zur Begründung einer nicht-affirmativen Allgemeinen Didaktik
›Bildung‹, Teaching and Respect. On the Justification of a Non-Affirmative General Didactics
In this article, I will first show that non-affirmative didactics offer a specific account of teaching. From this point of view, teaching is described with regard to the purpose of ›Bildung‹, i.e. the development of the ability to judge for oneself in the relationship with resistant objects. I will then develop a justication of non-affirmative general didactics with regard to the notion of pedagogical respect which can be specified by the principles of self-determination, ›Bildsamkeit‹ and dialog.
Zur Emergenz eines pädagogischen Deutungsmusters am Beispiel von Locke’s »Gedanken über Erziehung« (1693/2011)
The Normal Child. Reflections on »Some Thoughts Concerning Education« (Locke 1693/2011) and the Emergence of a Pedagogical Pattern of Interpretation
When perceiving children and supporting them, constructions of normality play an important role in various pedagogical contexts. Taking this in reference, the paper discusses the emergence of normality as a pedagogical pattern of interpretation. Thereby, the paper refers to Locke’s »Thoughts Concerning Education« as a concept of education, in which specific elements of normality are developed and are linked to pedagogical meanings.
Dieter Nittel and Nikolaus Meyer
Formation of the Pedagogically Organised System of Lifelong Learning: From the Disbandment of Normative Systems to the New Normality?
The authors link the thesis of the successive disbandment of normative systems in the educational system to a very specific perspective. More precisely: to a specific notion of unity and wholeness. The argumentation begins with Habermas’ critique of the communication-theoretical concept of systems. This social philosopher is indirectly recognised as the ›godfather‹ of the presented theoretical understanding of the system. The concept of a pedagogically organised system of lifelong learning will then be defined, and the real historical consequences will be indicated.