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dc.contributor.convenorThe Australasian Association for Engineering Educationen_AU
dc.contributor.authorStewart, Rodneyen_US
dc.contributor.authorPanuwatwanich, Kriengsaken_US
dc.contributor.editorColin Kestell, Steven Grainger, John Cheungen_US
dc.date.accessioned2017-04-24T12:28:07Z
dc.date.available2017-04-24T12:28:07Z
dc.date.issued2009en_US
dc.date.modified2010-08-20T06:26:42Z
dc.identifier.refurihttp://www.plevin.com.au/aaee2009/index.htmen_AU
dc.identifier.urihttp://hdl.handle.net/10072/29383
dc.description.abstractIn the modern knowledge-based economy, industry is increasingly seeking to forge alliances with universities to generate innovative products and practices that may provide them with a competitive advantage. Simultaneously, universities are seeking to retain their relevance as the predominant providers of new knowledge, as many companies across a range of industries actively pursue their own research and development agenda, thus generating a greater proportion of all created intellectual capital than previously. There is a growing acceptance of more widespread research project linkages between universities and companies; traditional research training programs such as the PhD are not immune to this changing landscape. Whilst industry partnered PhD projects can potentially have a range of benefits to all concerned parties, particularly the student, current approaches and support mechanisms are far from ideal, presenting a range of impediments to be overcome through effective research project management functions. In an attempt to mitigate such impediments and leverage research training processes and outcomes, achievable from this partnered arrangement, this study explored a range of impediments and coping strategies associated with this form of partnered research training through both reported literature as well as a series of interviews with PhD candidates and their academic as well as industry supervisors. The exploratory study led to a priority list of impediments mapped to the most appropriate coping strategies to overcome them. Moreover, the mapping exercise led to the development of a structured procedure to guide industry partnered PhD projects, which aims to mitigate the various challenges of this style of partnered research arrangement whilst leveraging its benefits.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_AU
dc.format.extent199502 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglishen_US
dc.language.isoen_AU
dc.publisherAustralasian Association for Engineering Educationen_US
dc.publisher.placeAustraliaen_US
dc.publisher.urihttp://aaee.com.au/en_AU
dc.relation.ispartofstudentpublicationNen_AU
dc.relation.ispartofconferencename20th Annual Conference for the Australasian Association for Engineering Educationen_US
dc.relation.ispartofconferencetitleProceedings of 20th Annual Conference for the Australasian Association for Engineering Education: Engineering the Curriculumen_US
dc.relation.ispartofdatefrom2009-12-06en_US
dc.relation.ispartofdateto2009-12-09en_US
dc.relation.ispartoflocationThe University of Adelaideen_US
dc.rights.retentionYen_AU
dc.subject.fieldofresearchEducation not elsewhere classifieden_US
dc.subject.fieldofresearchcode139999en_US
dc.titleIndustry Partnered PhD Projects: Impediments, Coping Strategies and Proceduresen_US
dc.typeConference outputen_US
dc.type.descriptionE1 - Conference Publications (HERDC)en_US
dc.type.codeE - Conference Publicationsen_US
gro.facultyGriffith Sciences, Griffith School of Engineeringen_US
gro.rights.copyrightCopyright remains with the authors 2009. The attached file is posted here with permission of the copyright owners for your personal use only. No further distribution permitted. For information about this conference please refer to the publisher's website or contact the authors.en_AU
gro.date.issued2009
gro.hasfulltextFull Text


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    Contains papers delivered by Griffith authors at national and international conferences.

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