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What is knowledge transfer? Some background and definitions
Ms Brooke Young, Economics & Commerce
Why knowledge transfer is important in a university context
Dr Ross Coller, Science
What we can do to facilitate knowledge transfer, what is our role?
Ms Teresa Tjia, School of Graduate Studies

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We are what we think. All that we are arises with our thoughts. With our thoughts, we make the world.
Buddha, founder of Buddhism
Inaugural Conference:
Knowledge Transfer and
Engagement: Examining higher education’s contribution to the knowledge economy

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Expert
Academic
Community members
Politician
Knowledge transfer is about the human activities involved in sharing, creating new ideas, generating insight and learning. DC Hurst, S MacDougall
We used to be focussed on the dissemination of information; just putting ideas out there. Transfer implies a two-way interaction and engagement.
i) I think of knowledge transfer as how the university impacts on my life without stepping onto campus.
ii) Effective sharing of ideas, knowledge and experience between units in a company or from a company to customers.
Over the centuries they [universities] have made a massive contribution to the world, generating and validating ideas, transmitting knowledge from one generation to the next and solving the most complex of society’s problems. Alexander Downer, April 06

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Knowledge transfer is a direct, two-way interaction between the University and its external communities, involving the development, exchange and application of knowledge and expertise for mutual benefit.
University of Melbourne,
Growing Esteem Strategic Plan 2006

Criteria?
- Development of knowledge
- Exchange of knowledge
- Application of knowledge
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Making medical curriculum available to an overseas partner
Commercialising research
International student exchange
Young alumni function held at accounting firm
Fundraising for a new building
Expert comment in the media
Conferences
Concert or art exhibition
KPMG and University of Melbourne jointly develop and deliver short course on treasury management
Lectures on campus for VCE students and their teachers

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• Research
- Knowledge generation
• Publish
- Peer review as quality check
• Develop
- End user materials
• Disseminate
- Teaching, conferences, workshops
• Evaluate
- Adoption, impact

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Relationship building
Material
Flows
($, contracts, seminar)
Market
Orientation
Information flow (2 way)
Opportunity recognition

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• The meaning of a University?
• Our values, culture and history
• Benefits to society
• Relevance
– Reduced government funding
– International numbers flat
• Reputation
– Increasing competition
– Development of ranking

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Role of academic staff and departments
• Third strand of activity – research, teaching and/or public engagement
• Planned, strategic and recognised: complements research & teaching activities, skills sets of staff, and evaluated
• Change of mindset for all activities: research and teaching

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• Addressing questions faced by the community
- Applied research and consultancies
• Public discourse and media presence
• Serving on external boards
• An expectation of students

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What does your university do in this area?
What are the barriers (challenges)?
What can it do more of (opportunities)?

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‘Can universities expect support for their ‘third mission’ activities?’
Knowledge Transfer & Engagement Forum
June 2006
Government, Community,
Philanthropy, Internal funds?

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How do we evaluate the outcomes – putting tangible values on intangibles
Quantitative: media presence; projects/funding; active students and staff
Qualitative: staff, student and community attitudes; graduate attributes; increased relevance; goodwill and respect; being close to ‘customers’

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Brooke Young, byoung@unimelb.edu.au
Ross Coller, r.coller@unimelb.edu.au
Teresa Tjia, t.tjia@unimelb.edu.au