The MERge Model for Business Development: The Amalgamation of Management, Education and Research (SpringerBriefs in Business)

This Brief presents a new model for business development--MERge--to be implemented in practitioners' professional development in general and in the context of STEM (Science, Technology, Engineering and Mathematics) initiatives, particularly, in industry, educational institutions and public sector organizations. The authors aim to contribute to the field of innovation and entrepreneurship by merging and consolidating different methodologies and insights borrowed from the "meta-professions" (referring to skills that can be expressed meaningfully after one has gained disciplinary and professional knowledge) of management, education, and research. Targeting three key groups--practitioners in industry, academic institutions and public sector organizations--this model proposes that all practitioners can further develop their unique expertise, as well as new skills, while acknowledging and applying the three meta-professions in their initiatives, on-going work and personal lives. The authors acknowledge that in the postmodern era, where barriers between disciplines are falling in every aspect of professional life, managerial, educational and research skills are becoming increasingly essential and interdependent. Featuring case studies that illustrate how the MERge model is implemented in practice, this volume presents practical tools for integrating these key skills in a wide variety of initiatives in business, teaching and research contexts Contents 6 About the Authors 10 Part I: Prologue 11 Chapter 1: Introduction 13 References 15 Chapter 2: How to Use This Brief 16 Chapter 3: Management 19 References 20 Chapter 4: Education 21 References 23 Chapter 5: Research 24 References 26 Part II: Industry 27 Chapter 6: Industry: Management 29 6.1 MERge and Agility 29 6.2 Team/Project Manager 30 6.3 Corporate Social Responsibility Manager 31 6.4 Summary 33 References 33 Chapter 7: Industry: Education 35 7.1 A Training and Development Department 35 7.2 A Training and Development Initiative Led by a T&D Department 37 7.3 A Training and Development Initiative Led by an Engineer Who Is Not Part of the T&D Department 38 7.4 Summary 39 References 39 Chapter 8: Industry: Research 40 8.1 Managing Innovation 41 8.2 Educate for Innovation 42 8.3 R&D Management and Education 43 References 44 Part III: Academia: Faculty Members 45 Chapter 9: Academia: Faculty Members–Management 47 9.1 Background 48 9.2 Implementation of Kotter’s Model of Organizational Change for an Academic Unit 49 9.2.1 Create a Sense of Urgency Around a Single Big Opportunity 49 9.2.2 Build and Maintain a Guiding Coalition 50 9.2.3 Formulate a Strategic Vision and Develop Change Initiatives Designed to Capitalize on the Big Opportunity 51 9.2.4 Communicate the Vision and the Strategy to Create Buy-In and Attract a Growing Volunteer Army 53 9.2.5 Accelerate Movement Toward the Vision and the Opportunity by Ensuring That the Network Removes Barriers 53 9.2.6 Celebrate Visible, Significant Short-Term Wins 54 9.2.7 Never Let Up, Keep Learning from Experience, Don’t Declare Victory Too Soon 54 9.2.8 Institutionalize Strategic Changes in the Culture 55 9.3 The Change Process: A Calendar Perspective 55 9.4 Summary 55 References 57 Chapter 10: Academia: Faculty Members–Education 58 10.1 Action Research in the Context of the MERge Model 58 10.2 The Expression of the MERge Model in Educational Initiatives Fostered by Managerial Roles in the Academia 60 10.3 Conclusion 60 References 60 Chapter 11: Academia: Faculty Members–Research 61 11.1 Management of a Research Group 62 11.2 Education in Managing a Research Group 62 11.3 Conclusion 63 References 63 Part IV: Academia: Administrative Staff 64 Chapter 12: Academia: Administrative Staff (Management) 66 12.1 Case Study Description: An Engineering Program for International Undergraduate Students 66 12.2 Project Phases 67 12.2.1 Preparation Phase 67 12.2.2 Orientation Week Phase 68 12.2.3 Studying Phase 68 12.2.4 Post-project Phase 69 12.3 Conclusion 69 References 70 Chapter 13: Academia: Administrative Staff–Education 71 13.1 Management 72 13.2 Education 73 13.3 Research 74 13.4 Conclusion 75 References 75 Chapter 14: Academia: Administrative Staff–Research 76 14.1 Analysis of the Lab Manager Role Within the MERge Model 76 14.2 The Education Meta-profession in the Lab Manager Role 78 Part V: First/Public Sector 80 Chapter 15: First Sector: Management 82 15.1 The Authority for Privacy and Data Protection 83 15.2 Management 83 15.2.1 Determining the Nature and the Leading Concept(s) of the New Authority 84 15.2.2 Identifying and Grabbing Opportunities 84 15.2.3 Employing the Right People 85 15.3 Education 85 15.4 Research 86 15.5 Summary 86 References 87 Chapter 16: First Sector: Education 88 16.1 Analysis of the Role of Education Committee Head from the Management Perspective 89 16.2 Analysis of the Role of Education Committee Head from the Education Perspective 90 16.3 Analysis of the Role of Education Committee Head from the Research Perspective 91 16.4 Conclusion 92 References 93 Chapter 17: First Sector: Research 94 17.1 The Forum and the Chief Scientists 94 17.2 Management 95 17.3 Education 95 17.4 Research 96 17.4.1 The Samuel Neaman Institute for National Policy Research: SNI 96 17.4.2 Taub Center 97 17.5 Summary 97 Part VI: Epilogue 98 Chapter 18: Implications of the MERge Model for Academic and Beyond–Academic Education 99 18.1 Implications of the MERge Model for Undergraduate Studies 100 18.2 Implications of the MERge Model for Graduate Studies and Professional Development Graduate Programs 102 18.2.1 MBA Programs 102 18.2.2 Teacher Certification Programs 103 18.2.3 Graduate Studies 104 18.2.3.1 Technion Workshops for the Expansion of Employment Opportunities Within the MERge Framework 105 18.3 Implications of the MERge Model for Academic Staff: Faculty Members, Administrative Staff, Adjuncts, and Researchers 109 18.3.1 Faculty Members’ Training 109 18.3.2 Administrative Staff, Adjuncts, and Researchers’ Training 110 18.4 Implications of the MERge Model for Industrial Training and Development 110 References 112 Chapter 19: The MERge Toolkit for Managers, Educators, and Researchers 113 19.1 Analysis Phase 115 19.2 Implementation 116 19.3 Evaluation 117 19.4 Ongoing MERge Practices 118 19.5 Summary 118 Reference 118 Index 119 Front Matter....Pages i-ix Front Matter....Pages 1-2 Introduction....Pages 3-5 How to Use This Brief....Pages 7-9 Management....Pages 11-12 Education....Pages 13-15 Research....Pages 17-19 Front Matter....Pages 21-22 Industry: Management....Pages 23-28 Industry: Education....Pages 29-33 Industry: Research....Pages 35-39 Front Matter....Pages 41-42 Academia: Faculty Members–Management....Pages 43-53 Academia: Faculty Members–Education....Pages 55-57 Academia: Faculty Members–Research....Pages 59-61 Front Matter....Pages 63-64 Academia: Administrative Staff (Management)....Pages 65-69 Academia: Administrative Staff–Education....Pages 71-75 Academia: Administrative Staff–Research....Pages 77-80 Front Matter....Pages 81-82 First Sector: Management....Pages 83-88 First Sector: Education....Pages 89-94 First Sector: Research....Pages 95-98 Front Matter....Pages 99-99 Implications of the MERge Model for Academic and Beyond–Academic Education....Pages 101-114 The MERge Toolkit for Managers, Educators, and Researchers....Pages 115-120 Back Matter....Pages 121-122 This brief presents a new model for business development - MERge - to be implemented in practitioners' professional development in general and in the context of STEM (Science, Technology, Engineering and Mathematics) initiatives, particularly, in industry, educational institutions and public sector organizations. The authors aim to contribute to the field of innovation and entrepreneurship by merging and consolidating different methodologies and insights borrowed from the meta-professions (referring to skills that can be expressed meaningfully after one has gained disciplinary and professional knowledge) of management, education, and research