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The Osnabrueck University of Applied Sciences has initiated a project to investigate whether and how dual study programs or even elements of it can be integrated into South African university study programs. The present part of the investigation presents the expert assessments of the demands and requirements for dual study programs and, based on a company survey, the existing level of information.
The significance of dual study programs in South Africa is still low, only a few company specific approaches exist, mostly in internationally operating companies. Nevertheless, closer cooperation and more company orientated learning is required. The willingness to participate in dual study programs was confirmed from all surveyed companies. Dual courses seems to be particularly suitable for technical disciplines, but are also suitable for some business courses.
Companies and R&D institutions increasingly collaborate not only in isolated projects but also in knowledge-based networks. In those networks, participants combine expertise and applied problems to generate both ‘problem-solving knowledge’ and specialized knowledge: during the process of common problem-solving each partner acquires some of the specialized knowledge of the other partners as well as the newly generated problem-solving knowledge. This article examines the basic principles involved and provides a simple mathematical description of the step-by-step accumulation of knowledge through the solving of applied problems in a knowledge-based network. The rate of increase of the total amount of available knowledge in the network is derived and implications for the orientation of R&D institutes and companies are set out.
After hesitating until the mid-2010s, German industry has now embraced the energy transition and moved to a driver. The pioneers of change are the major energy companies, followed large parts of industry which have initiated radical changes. Even the energy-intensive industries steel and chemistry are phasing out fossil fuels.
The energy transition can be mapped on four levels. While industry and the state should act on the national and international level, most of the energy transition is taking place at the regional and municipal levels. Here the small-scale and decentralized nature of the new energy world is reflected, where customized individual solutions are created.
In this essential, Josef Gochermann provides a compendium of the essential elements of technology management and answers ten important questions on how to identify new technologies, properly evaluate relevant technologies, recognize opportunities and risks in time, and position yourself for technological success. He shows how to use technologies beneficially, make relevant technologies available at the right time, recognize the end of a technology's performance in time, and plan the use of technologies strategically and for the future.
In idea creation and assessment processes the accruement and the description of an idea are mostly allocated to a fixed point in time, defined as the end of the generating process and the start of the idea assessment. This static approach does not fit the reality in industrial idea processes. A dynamic approach for idea assessment is therefore introduced. An idea is not seen as a static but as a dynamic state, characterized by different degrees of maturity. Maturity is understood as a measure of the assessability of the individual evaluation characteristics.
Based on Crosby’s maturity model and on classical Capability Maturity Models, a new Idea Maturity Model (IMM) has been developed and is introduced for the first time. The five Idea Maturity Levels (IML) are named Initial, Awareness, Appraisability, Valuation, and Realisability and harmonize well with other maturity models. The levels are described by general characteristics, although the development of the maturity model focussed on new product or service development. The compatibility of the IMM with idea assessment processes and conditions in organisations and companies has been checked.