This handbook looks to provide academics and students with a comprehensive and holistic understanding of the phenomenon of innovation. Innovation spans a number of fields within the social sciences and humanities: Management, Economics, Geography, Sociology, Politics, Psychology, and History. Consequently, the rapidly increasing body of literature on innovation is characterized by a multitude of perspectives based on, or cutting across, existing disciplines and specializations. Scholars of innovation can come from such diverse starting points that much of this literature can be missed, and so constructive dialogues missed. The editors of The Oxford Handbook of Innovation have carefully selected and designed twenty-one contributions from leading academic experts within their particular field, each focusing on a specific aspect of innovation. These have been organized into four main sections, the first of which looks at the creation of innovations, with particular focus on firms and networks. Section Two provides an account of the wider systematic setting influencing innovation and the role of institutions and organizations in this context. Section Three explores some of the diversity in the working of innovation over time and across different sectors of the economy, and Section Four focuses on the consequences of innovation with respect to economic growth, international competitiveness, and employment. An introductory overview, concluding remarks, and guide to further reading for each chapter, make this handbook a key introduction and vital reference work for researchers, academics, and advanced students of innovation. Contributors to this volume - Jan Fagerberg, University of Oslo William Lazonick, INSEAD Walter W. Powell, Stanford University Keith Pavitt, SPRU Alice Lam, Brunel University Keith Smith, INTECH Charles Edquist, Linkoping David Mowery, University of California, Berkeley Mary O'Sullivan, INSEAD Ove Granstrand, Chalmers Bjorn Asheim, University of Lund Rajneesh Narula, Copenhagen Business School Antonello Zanfei, Urbino Kristine Bruland, University of Oslo Franco Malerba, University of Bocconi Nick Von Tunzelmann, SPRU Ian Miles, University of Manchester Bronwyn Hall, University of California, Berkeley Bart Verspagen , ECIS Francisco Louca, ISEG Manuel M. Godinho, ISEG Richard R. Nelson, Mario Pianta, Urbino Bengt-Ake Lundvall, Aalborg

The Oxford Handbook of Innovation

Industry funding and university professors' research performance

Sources of the Self

Two related studies are reported in this article. The first aimed to analyse how academic discipline is related to university teachers’ approaches to teaching. The second explored the effects of teaching context on approaches to teaching. The participants of the first study were 204 teachers from the University of Helsinki and the Helsinki School of Economics and Business Administration and 136 teachers from the University of Oxford and Oxford Brookes University who returned university teaching inventories. Thus, altogether there were 340 teachers from a variety of disciplines in Finland and the UK. The second study involved only the Finnish sample. The results showed that there was systematic variation in both student‐ and teacher‐focused dimensions of approaches to teaching across disciplines and across teaching contexts. These results confirm the relational nature of teachers’ approaches to teaching and illustrate the need, in using inventories such as the Approaches to Teaching Inventory, to be explic...

How approaches to teaching are affected by discipline and teaching context

The aim of the paper is to integrate notions of the improvement of student learning through a focus on the concept of engagement, and adds to that broader discussion through a recent empirical study of the perceptions of students gathered through a case study in a UK university. It is proposed that student engagement lies on a continuum from disengaged to engaged, and also exists at a number of levels within which the same student may exhibit different degrees of engagement. We argue that if the built‐in alienating influences within higher education are to be countered, multi‐faceted engagement is required. Learners, we conclude, are more likely to engage if they in turn are supported by teaching staff who engage with: students, with the subject, and with the teaching process, and furthermore that the classroom teacher requires support in achieving this.

The role of engagement in inspiring teaching and learning

During recent years universities have engagedincreasingly in academic capitalism as aresponse to the decrease in budget funding andthe external push towards entrepreneurialactivities. This paper explores on the microlevel what impacts the changing fundingpatterns have on university research, how thechanges are responded to in different researchunits, and how researchers experience them.Based on focused interviews with seniorresearchers in three different types ofresearch settings in Finland, the paper arguesthat engaging in academic capitalism iseveryday reality in all units but takes adiversity of forms depending on how close ordistant the field is from the market. Inaddition the disciplinary and institutionalcultures shape the process of adaptation to thechanging environmental conditions. It isconcluded that increasing market-orientationdoes not displace traditional academicpractices, values and ideals as researchers tryto accommodate them to entrepreneurialactivities. However, especially due to thegrowth and intensification of project work onshort-term contracts, achieving a balancebetween the two value-sets is at present feltto be increasingly difficult, thus generating avariety of tensions in the daily work of theresearchers and even endangering the quality ofresearch.

Entangled in academic capitalism? A case-study on changing ideals and practices of university research

Based on qualitative data gathered in one Finnishuniversity, the article examines disciplinary culturesof four study fields: computer science, libraryscience and informatics, public administration, andsociology and social psychology. It is suggested thatthe core of each discipline can be conceptualized asa moral order that defines the basic beliefs, valuesand norms of the local culture. Following this frameof reference, the analysis of students' accountsdemonstrates essential differences regarding how thevirtues and vices of studying are understood and whatkinds of social identities are constructed indifferent fields. The implications of the results forthe quality assessment and the development ofuniversity teaching are discussed.

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Disciplinary cultures and the moral order of studying - A case-study of four Finnish university departments

This article explores the diversity of time perspectives in academic work. The background of the study stems from recent changes in university management and funding, which impose new demands for academic work, including its temporal order. Drawing on focused interviews with 52 academics, we discern four core time perspectives according to which academics experience their work: scheduled time, timeless time, contracted time and personal time. Scheduled time refers to the accelerating pace of work, timeless time to transcending time through immersion in work, contracted time to short-term employment with limited future prospects and finally, personal time to one's temporality and the role of work in it. In addition, we discuss the relationships between the different time perspectives, focusing on dilemmas and tensions between them.

Conflicting Time Perspectives in Academic Work

This article sets out to explore how academics make sense of the current transformations of higher education and what kinds of academic identities are thereby constructed. Based on a narrative analysis of 42 interviews with Finnish academics, nine narratives are discerned, each providing a different answer as to what it means to be an academic in the present-day university. Narratives of resistance, loss, administrative work overload and job insecurity are embedded in a regressive storyline, describing deterioration of academic work and one's standing. In a sharp contrast, narratives of success, mobility and change agency rely on a progressive storyline which sees the current changes in a positive light. Between these opposites, narratives of work–life balance and bystander follow stable storylines, involving a neutral stance toward university transformations. The paper concludes that academic identities have become increasingly diversified and polarized due to the managerial and structural changes in hig...

The construction of academic identity in the changes of Finnish higher education

This article argues that one of the core narratives within the present-day university is a nostalgic story line. Drawing on focused interviews with 23 senior researchers in three academic environments in Finland, the article shows that although the nostalgic plot structure cuts across the data, it has different contents in each of the three settings, thus emphasizing the internal diversity in academic life. However, in all cases nostalgic yearning refers to the loss of academic freedom and autonomy in work. The article concludes that nostalgia does not describe the actual past but rather the problems and tensions of the present. It is an idealization of the past, the function of which is to clarify the values and morals of the organization, which in turn can help to come to terms with the conflicting pressures of the current situation.

Oili-Helena Ylijoki

Papers

Entangled in academic capitalism? A case-study on changing ideals and practices of university research

Disciplinary cultures and the moral order of studying - A case-study of four Finnish university departments

Conflicting Time Perspectives in Academic Work

The construction of academic identity in the changes of Finnish higher education

Academic nostalgia: A narrative approach to academic work