Research knowledge transfer through business‐driven student assignment

Abstract

Purpose

The purpose of this paper is to present a knowledge transfer method that capitalises on both research and teaching dimensions of academic work. It also aims to propose a framework for evaluating the impact of such a method on the involved stakeholders.

Design/methodology/approach

The case study outlines and evaluates the six‐stage process of addressing a business‐driven problem through translating it into a research question addressable by students in their learning context. The stakeholders involved in this process are: an academic who is also the process coordinator; her students who are involved in a Master by Research programme; and a small size enterprise (SME).

Findings

This approach to knowledge transfer offers clear benefits for all its stakeholders. It provides the company with research solutions that can be used to improve the profitability and increase the company competence base. The academic benefits from leading students' research and enabling a better teaching/learning process, while students benefit from learning by doing which involves applying research knowledge and skills in an industrial project. Apart form these benefits the paper also highlights the lessons learned and the understanding gained into how this approach can be successfully replicated.

Research limitations/implications

The case study approach undertaken for this exploratory research cannot ensure the generalisation of the study findings.

Originality/value

Traditionally, knowledge transfer has exploited the research component of academic work while neglecting the potential of its teaching component. By exploring the synergy between research and teaching, the proposed method not only enables research knowledge transfer, but it also leads to better quality of the teaching process.

Citation

Sas, C. (2009), "Research knowledge transfer through business‐driven student assignment", Education + Training, Vol. 51 No. 8/9, pp. 707-717. https://doi.org/10.1108/00400910911005253