University Research Management Developing Research in New Institutions: Developing Research in New InstitutionsOECD Publishing, 2005 M09 27 - 214 pages Given the increasing competitiveness and greater geo-political significance of higher education and research, and the under-developed profile of many new Higher Education Institutions (HEIs), this study seeks to examine the processes and strategies being devised by new HEIs to grow research. By focusing on new HEIs, this book provides a unique profile of the experiences of a group of institutions that has hitherto been unidentified and unexplored. It analyses results drawn from an in-depth study of twenty-five HEIs from across sixteen countries: Australia, Belgium, Canada, Czech Republic, Denmark, Finland, Greece, Hong Kong China, Hungary, Ireland, Japan, New Zealand, Portugal, Spain, Sweden, United Kingdom. |
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... Architecture), Denmark; Auckland University of Technology, New Zealand; Carleton University, Canada; Coventry University, England; Dublin Institute of Technology, Ireland; Hogeschool Gent, Belgium; Hong Kong Polytechnic University, Hong ...
... Architecture, Denmark 1965 Ab initio by Danish Ministry of Culture. Formally became research institution in 1986 but no systematic research until 1990s: introduction of PhD and new job structure. Aalborg University, Denmark 1974 Ab ...
... architecture in 1971 followed by other incorporations of technical institutes in area. Given wide regional presence, Technical University of Barcelona changed name in 1984 to become Technical University of Catalonia. Since 1984 has ...
... Architecture, Denmark – is in the early days of growing research despite being established in 1965. In contrast, the other six universities have had a teaching and research mission since birth.2 While this study does not involve any ...
... architecture, and other professional courses of study. In many cases, given their origins, the emphasis has been on applied rather than basic, and interdisciplinary rather than disciplinary, research. While Figure 2.4. Internal factors ...