02229nas a2200253   4500008004100000022001400041245012500055210007100180260004200251300001000293490000600303520137500309653003101684653002601715653003301741653001701774653004001791100002101831700001901852700001701871700002401888700002601912856003701938       2017                        eng d  a1927-032100aA University–Industry Collaborative Entrepreneurship Education Program as a Trading Zone: The Case of Osaka University0 aUniversity–Industry Collaborative Entrepreneurship Education Pro  aOttawabTalent First Networkc06/2017  a38-490 v73 aTwo complementary problems are that busy practitioners find it difficult to access academic knowledge and university students lack practical experience. University–industry collaborative education is a potential solution for both of these problems by bringing together theoretical insights from universities and experiential know-how from industry. However, university–industry collaborative education has not been sufficiently studied to offer clear frameworks and mechanisms to foster effective knowledge exchanges between these two groups. In this article, we propose the metaphor of a “trading zone” as a potential analytical framework for implementing this method of education. Applying this framework to the analysis of a university–industry collaborative education program, this study proposes that the exchange of knowledge between students and practitioners is the essential learning experience and that it is made more meaningful by the heterogeneity between students and practitioners. The shared language provided by the program and those who deliver it make the exchanges efficient, and the temporary and extraordinary nature of the program accelerate those exchanges. Here, we analyze the case of Osaka University in Japan to illustrate the framework and develop associated propositions to encourage further study and validation of the framework.10aentrepreneurship education10aexperiential learning10atechnology commercialization10atrading zone10auniversity–industry collaboration1 aNakagawa, Koichi1 aTakata, Megumi1 aKato, Kosuke1 aMatsuyuki, Terumasa1 aMatsuhashi, Toshihiko  uhttp://timreview.ca/article/108301464nas a2200253   4500008004100000022001400041245010200055210006900157260004200226300001000268490000600278520070200284653002100986653002401007653001201031653002601043653002401069653001601093653001601109653001101125653002101136100001701157856003601174       2013                        eng d  a1927-032100aMeasuring Innovation Skills Acquired by College and Polytechnic Students through Applied Research0 aMeasuring Innovation Skills Acquired by College and Polytechnic   aOttawabTalent First Networkc10/2013  a36-430 v33 aThis article provides an overview of how colleges and polytechnic institutes are fostering innovation literacy via support for business innovation, and it outlines models for measuring innovation literacy for improved downstream innovation and productivity in industry. The article demonstrates how we can innovate innovation by taking a specific, proactive, and instrumental approach to fostering business innovation and skills acquisition gained through applied research work experience by students as part of their college education. This approach is being used by George Brown College in developing a framework for measuring this innovation potential with a long-term, outcomes-based analysis.10aapplied research10abusiness innovation10acollege10aexperiential learning10ainnovation literacy10alogic model10apolytechnic10askills10astudent research1 aLuke, Robert  uhttp://timreview.ca/article/735