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  • A critical review of the feasibility of the concept of the knowledge triangle (KT) as a basis for policy is presented. The research shows a gap between policy discourses and academic research. KT appears as a policy driven concept with superficial plausibility, however, has not been much analysed and evaluated. As a concept for policy making the KT seems complex and poorly understood. Few concrete approaches of the KT were observable (the European Institute of Innovation & Technology EIT and the more conceptual European Association of Institutions in Higher Education EURASHE concept). The analysis provides an analytical framework and proceeds by looking at the three two- way-relationships included, and then tries to draw extrapolations towards the three-way relationship indicated by the KT. A focus is the ‘Third Mission’ of universities, that has various, and partly contradictory meanings. A basic challenge is that the concept requires a turn from the ongoing differentiation process in higher education towards (re)-integration. (xsd:string)
?:citation
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?:dateModified
  • 2017 (xsd:gyear)
?:datePublished
  • 2017 (xsd:gyear)
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  • true (xsd:boolean)
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?:inLanguage
  • en (xsd:string)
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?:name
  • Higher education institutions and knowledge triangle: improving the interaction between education, research and innovation (xsd:string)
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?:publicationType
  • Forschungsbericht (xsd:string)
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  • GESIS-SSOAR (xsd:string)
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?:urn
  • urn:nbn:de:0168-ssoar-52068-9 ()
?:volumeNumber
  • 118 (xsd:string)