Proceedings of the 12th European Conference on Knowledge ...

Simon Woll
attempt to achieve <strong>the</strong> joint objective <strong>of</strong> an effective organization <strong>of</strong> learning processes. Nonaka and
Takeuchi (1995) introduced <strong>the</strong>ir prominent model <strong>of</strong> knowledge creation, which describes <strong>the</strong>
development <strong>of</strong> knowledge as a spiral learning process through transfer <strong>of</strong> tacit knowledge into
explicit knowledge and back into tacit knowledge. The model provides four transmission modes <strong>of</strong>
knowledge: socialization, externalization, combination and internalization (SECI). Tacit knowledge is
shared, discussed, combined with <strong>the</strong> knowledge <strong>of</strong> o<strong>the</strong>rs and communicated through shared
experience, which results in new knowledge. The use <strong>of</strong> <strong>the</strong> SECI model to UI research collaborations
is considered to result in interesting implications for <strong>the</strong> design <strong>of</strong> <strong>the</strong> project work in UI research
collaborations (cf. Feller et al. 2005).
The organizational learning concept is <strong>of</strong>ten confronted with <strong>the</strong> criticism that key issues and
approaches are too <strong>the</strong>oretical for practical use. Toge<strong>the</strong>r with <strong>the</strong> call for a transformation <strong>of</strong>
organizations to become learning organizations, <strong>the</strong> author understands it as a plea for a knowledge-
and learning-oriented design <strong>of</strong> project work in UI cooperation. In this research organizational learning
is understood as an expansion <strong>of</strong> <strong>the</strong> organizational knowledge base caused by collective reflexion
and knowledge transfer processes.
3.2 University-industry research cooperation
The number <strong>of</strong> UI research collaborations in Germany is currently increasing since <strong>the</strong> German
economic production is very research intensive - above-average compared to o<strong>the</strong>r <strong>European</strong>
countries (cf. Schasse et al. 2011). In addition companies and universities have recognized <strong>the</strong>
mutual benefits <strong>of</strong> cooperating in research and development activities, e.g. <strong>the</strong> fast and cost-effective
development <strong>of</strong> innovations. Many companies also consider UI cooperations as additional occasion to
recruit highly qualified pr<strong>of</strong>essionals, what should increase in importance with regard to demographic
changes in Germany. From a university perspective cooperating companies can be an additional
source <strong>of</strong> funding <strong>of</strong> <strong>the</strong>ir research activities. Ano<strong>the</strong>r positive aspect for universities is <strong>the</strong> assignment
<strong>of</strong> a new role for <strong>the</strong> knowledge society (cf. Garrick et al. 2004).
The UI research field goes back to <strong>the</strong> beginning <strong>of</strong> <strong>the</strong> 1990s. Reasons for a scientific discussion <strong>of</strong>
UI research collaborations is, in addition to <strong>the</strong>ir observable increase in number, <strong>the</strong> decline <strong>of</strong> public
resources for research activities, along with an increasing global demand for innovation. So far, <strong>the</strong>
research focus had mainly been on management practices and contextual factors for a successful
completion <strong>of</strong> <strong>the</strong> project and an effective technology transfer between university and industry.
Quantitative approaches, e.g. for quantitative assessments <strong>of</strong> patent and publication activities, were
commonly used (cf. OECD 2003). Only few recent studies which are introduced in <strong>the</strong> following
focused on qualitative aspects and research methods.
Barnes, Pashby and Gibbons (2002) examined management practices within six UI collaborative
research projects <strong>of</strong> an university research centre to form a good practice model. They conducted
interviews and a cross-case analysis with <strong>the</strong> aim <strong>of</strong> identifying factors <strong>of</strong> influence for perceived
success <strong>of</strong> <strong>the</strong> cooperation. Besides <strong>the</strong> choice <strong>of</strong> partner and environmental factors, <strong>the</strong> results
indicated project management practices as most influential for successful research cooperations.
These findings are not fur<strong>the</strong>r concretized, what can be seen as a weakness <strong>of</strong> <strong>the</strong> study. Henderson,
McAdam and Leonard (2006) conducted a longitudinal case study for four years on an UI research
partnership. The collaboration was based on action learning, participatory observation and practitioner
reflection as working methods with <strong>the</strong> aim <strong>of</strong> implementing a TQM in <strong>the</strong> organization to foster
organizational learning. The findings stress transfer <strong>of</strong> learning and reflexion as important methods in
UI cooperation, although it is time-consuming and work-intensive and <strong>the</strong>refore <strong>of</strong>ten neglected.
Sherwood and Covin (2008) conducted a survey with industrial managers to explore <strong>the</strong> effects <strong>of</strong>
organizational knowledge interface factors on knowledge acquisition in UI cooperations, referring to
situated-learning <strong>the</strong>ory. The results <strong>of</strong> a multiple regression analysis indicate, that trust between <strong>the</strong>
cooperation partners is strongly predicting <strong>the</strong> successful acquisition <strong>of</strong> tacit knowledge. In <strong>the</strong>ir
interview study <strong>of</strong> technology transfer in UI research projects Barbolla and Corredera (2009) provide
an analytical framework and identify factors <strong>of</strong> influence. In addition to structural factors at <strong>the</strong> project
level, both <strong>the</strong> skills and motivation <strong>of</strong> <strong>the</strong> university research team and <strong>the</strong> cooperation experience
and absorptive capacity <strong>of</strong> <strong>the</strong> company seem important. Formal as well as informal relationship
between <strong>the</strong> parties appears crucial to <strong>the</strong> success <strong>of</strong> <strong>the</strong> cooperation. Beside social aspects <strong>the</strong>se
also contain methods for promoting reflection.
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