UK Higher Education Institutions and the Third Stream Agenda

Autor/inn/en	Clough, Stephen; Bagley, Carl A.
Titel	UK Higher Education Institutions and the Third Stream Agenda
Quelle	In: Policy Futures in Education, 10 (2012) 2, S.178-190 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1478-2103
DOI	10.2304/pfie.2012.10.2.178
Schlagwörter	Higher Education; Educational Finance; Foreign Countries; Government Role; Program Implementation; Politics of Education; Adoption (Ideas); Commercialization; Educational Policy; Research and Development; Technology Transfer; Qualitative Research; Case Studies; Interviews; Institutional Characteristics; School Business Relationship; United Kingdom + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Bildungsfonds; Ausland; Educational policy; Bildungspolitik; Ideas; Ideenfindung; Politics of education; Forschung und Entwicklung; Technologietransfer; Qualitative Forschung; Case study; Fallstudie; Case Study; Interviewing; Interviewtechnik; Großbritannien
Abstract	This article focuses upon the adoption and implementation of United Kingdom government support for third stream business-facing activities in UK higher education institutions (HEIs). The article, concerned with income generation and the creation and application of knowledge beyond the confines of the academy, draws on policy literature and qualitative data from research conducted in three contrasting HEIs. It reflects critically on the policy embrace of the third stream agenda in the UK, to suggest that despite increased UK government funding and policy pronouncements in support of such activities, the take-up and operationalisation at institutional level remains variable and piecemeal. (As Provided).
Anmerkungen	Symposium Journals. P.O. Box 204, Didcot, Oxford, OX11 9ZQ, UK. Tel: +44-1235-818-062; Fax: +44-1235-817-275; e-mail: subscriptions@symposium-journals.co.uk; Web site: http://www.wwwords.co.uk/pfie
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10