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dc.contributor.convenorThe Australasian Association for Engineering Education
dc.contributor.authorStewart, Rodney
dc.contributor.authorPanuwatwanich, Kriengsak
dc.contributor.editorColin Kestell, Steven Grainger, John Cheung
dc.date.accessioned2017-05-03T15:02:18Z
dc.date.available2017-05-03T15:02:18Z
dc.date.issued2009
dc.date.modified2010-08-20T06:26:42Z
dc.identifier.refurihttp://www.plevin.com.au/aaee2009/index.htm
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.
dc.description.peerreviewedYes
dc.description.publicationstatusYes
dc.format.extent199502 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglish
dc.language.isoeng
dc.publisherAustralasian Association for Engineering Education
dc.publisher.placeAustralia
dc.publisher.urihttp://aaee.com.au/
dc.relation.ispartofstudentpublicationN
dc.relation.ispartofconferencename20th Annual Conference for the Australasian Association for Engineering Education
dc.relation.ispartofconferencetitleProceedings of 20th Annual Conference for the Australasian Association for Engineering Education: Engineering the Curriculum
dc.relation.ispartofdatefrom2009-12-06
dc.relation.ispartofdateto2009-12-09
dc.relation.ispartoflocationThe University of Adelaide
dc.rights.retentionY
dc.subject.fieldofresearchEducation not elsewhere classified
dc.subject.fieldofresearchcode139999
dc.titleIndustry Partnered PhD Projects: Impediments, Coping Strategies and Procedures
dc.typeConference output
dc.type.descriptionE1 - Conferences
dc.type.codeE - Conference Publications
gro.facultyGriffith Sciences, Griffith School of Engineering
gro.rights.copyright© The Author(s) 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.
gro.date.issued2009
gro.hasfulltextFull Text
gro.griffith.authorStewart, Rodney A.
gro.griffith.authorPanuwatwanich, Kriengsak


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

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