CFP: New Developments in Technology Management Education (AMLE)

[entrepreneurship-phd at lists.uni-due.de]

Call for Papers
Academy of Management Learning and Education 
2009 Special Issue: NEW DEVELOPMENTS IN TECHNOLOGY MANAGEMENT EDUCATION
Deadline: 1 September 2008

Guest Editors: 
Phillip Phan, Rensselaer Polytechnic Institute
Donald S. Siegel, University of California, Riverside 
Mike Wright, University of Nottingham  

The teaching of technology management has a long history in business
schools.  However, the nature of such education and its focus has
changed in recent years.  For example, the emphasis on entrepreneurship,
venture capital, and emerging technologies has reinvigorated the
discipline and brought new issues and new educators to the forefront.
The rise of a knowledge-based economy has also focused greater attention
on innovation and the commercialization of intellectual property.  New
institutions (e.g., incubators and science parks) and new organizational
forms (e.g., research-based joint ventures, and technology alliances)
have emerged that may have profound effects on technology management
education.  Non-profit institutions, most notably, universities and
federal laboratories, have become much more aggressive in protecting and
exploiting their intellectual property.  They are also working much more
closely with industry and government. 

The involvement of government and non-governmental institutions has led
to growing international recognition of the narrowness of technology
education. This has resulted in the creation of new courses and programs
related to technological entrepreneurship at many universities. Some
countries (e.g. Japan, Singapore, and Ireland) are developing 'bilingual
engineers' with capabilities in technology and business.  A concomitant
trend is the rapid growth in knowledge and innovation management as a
professional field.  In many countries, national governments have
supported these initiatives by enacting legislation to facilitate
public-private research partnerships, technology transfer from
universities to firms (e.g., the Bayh-Dole Act of 1980), and
collaborative research.  For example, the European Union, China, and
Singapore have established technology-based venture funds to stimulate
the development of technology-based start up companies.   Government is
also providing subsidies for research-based joint ventures involving
universities and firms (e.g., the U.S. Commerce Department's Advanced
Technology Program), shared use of expertise and laboratory facilities
(e.g., the U.S. National Science Foundation's Industry-University
Cooperative Research Centers), and programs to promote management and
entrepreneurship education among scientists and engineers (e.g. the
Science Enterprise Challenge in the U.K.). Technology managers'
organizations are also establishing education programs to
professionalize their members (e.g., UNICO and BIOTECHYES in the U.K.).

The purpose of this special issue is to assess the educational
implications of these trends for business schools.  Some research
questions, controversies, and interview topics that contributors might
address include, but are not restricted to, the following:

*	What is the appropriate mix between theory and practice in the
classroom, with regard to teaching issues pertaining to technology
management? 
*	Should technology in the classroom be taught as small "t" or big
"T," and if so, how should the content be introduced and integrated into
a traditional business education?
*	What are the appropriate pedagogies to teach innovation
management and innovation-related topics? 
*	How can industry/government linkages most effectively be
incorporated into pedagogy and curriculum?  
*	How does university technology transfer affect the propensity of
faculty members to teach, the quality of their instruction, and the
curriculum?  
*	How does the rise of technology commercialization affect the
culture of "open science," knowledge exchange, and graduate student
education?
*	What is the appropriate way to advance technology-based,
entrepreneurship education on the campuses of comprehensive
universities?  
*	What are the educational implications of the rise of
collaborative research?
*	What is the nexus between science/technology-based programs
(e.g., engineering) on the one hand, and business programs (e.g.,
entrepreneurship and general management) on the other?
*	What are the challenges in fostering spanning between
technology-based schools and business schools that may be required to
develop technology management education?  
*	What are the implications for the recruitment of different types
of faculty in technology and business schools with different career
trajectories?
*	What is the evidence on the types of new initiatives to support
technology management education and their effectiveness? What are the
managerial and policy implications of these initiatives for
universities, business schools and government? 
*	What are the challenges for and how effective are technology
management education programs provided by professional and industry
organizations?
*	What are the implications of recent advances in entrepreneurship
education (e.g., the 2004 AMLE's Special Issue on Entrepreneurship
Education) for research on technology management education?

Submissions should be received by September 1, 2008 and should be
accompanied by an assurance of originality and exclusivity.  Two types
of submissions are being solicited: (1) Essays, Dialogues, and
Interviews that focus upon well-thought-out or documented positions and
viewpoints concerned with one of the topical themes; and (2) Research
and Review manuscripts presenting original empirical research and the
extension of theory. Manuscripts must adhere to the "Style and Format"
guide for authors, which can be found at the AMLE web site at
http://journals.aomonline.org/amle/. Manuscripts should be submitted to
http://mc.manuscriptcentral.com/amle, and designated under Manuscript
Type as "Special Issue-Technology 2009". Authors are encouraged to
discuss ideas for submission with the guest editors in advance. For
further information, please feel free to contact the special issue
editors, Professor Phil Phan at pphan at rpi.edu, Professor Donald Siegel
at donalds at ucr.edu, or Professor Mike Wright at
mike.wright at nottingham.ac.uk. 

All submissions will be subject to a rigorous double-blind peer review
process, with one or more of the guest editors acting as action editor,
and final approval coming from the journal editor.  Invitations to
revise and resubmit will follow initial submissions in approximately 3
months. Final acceptances will be made by June, 2009.