This book describes patterns of behavior that collectively allow universities to exchange knowledge more effectively with industry, accelerate innovation and eventually contribute to economic development. These are based on the effective practices of leading and ambitious universities around the world that the authors have benchmarked, and the personal experiences of the authors in a number of international institution building projects, including those of MIT. The authors provide guidance that is globally applicable, but must be locally adapted. The approach is first to describe the context in which universities act as engines of economic development, and then present a set of effective practices in four domains: education, research, innovation, and supporting practices. Each of these domains has three to six practices, and each practice is presented in a similar template, with an abstract, a rationale and description, key actions and one or two mini-case studies. The practices are summarized by integrative case studies. The book: Focuses on a globally adaptable set of effective practices, complemented by case studies, that can enhance universities' contribution to economic development, based on an integrated view of education, research and innovation; Presents effective practices and broader insights that come from real global experience, spelled out in templates and explained by cases; Includes tangible resources for university leaders, policy makers and funders on how to proceed.

This book describes patterns of behavior that collectively allow universities to exchange knowledge more effectively with industry, accelerate innovation and eventually contribute to economic development. These are based on the effective practices of leading and ambitious universities around the world that the authors have benchmarked, and the personal experiences of the authors in a number of international institution building projects, including those of MIT. The authors provide guidance that is globally applicable, but must be locally adapted. The approach is first to describe the context in which universities act as engines of economic development, and then present a set of effective practices in four domains: education, research, innovation, and supporting practices. Each of these domains has three to six practices, and each practice is presented in a similar template, with an abstract, a rationale and description, key actions and one or two mini-case studies. The practices are summarized by integrative case studies. The book: Focuses on a globally adaptable set of effective practices, complemented by case studies, that can enhance universities' contribution to economic development, based on an integrated view of education, research and innovation; Presents effective practices and broader insights that come from real global experience, spelled out in templates and explained by cases; Includes tangible resources for university leaders, policy makers and funders on how to proceed.

For courses in engineering and technical management System architecture is the study of early decision making in complex systems. This text teaches how to capture experience and analysis about early system decisions, and how to choose architectures that meet stakeholder needs, integrate easily, and evolve flexibly. With case studies written by leading practitioners, from hybrid cars to communications networks to aircraft, this text showcases the science and art of system architecture.

Modern critics and contemporary readers familiar with the field of Whitman criticism may find surprising an analysis of the structure of Leaves of Grass that concerns itself with Whitman as the poet-prophet and the identification of Whitman (or of his persona in the poem) with Christ. Early twentieth-century criticism has tended to exalt the early Whitman at the expense of the later one and to regard as poetically inferior the image of the national and democratically prophetic Whitman as expressed in the later editions. Thomas Edward Crawley, in full knowledge of the contemporary currents of Whitman criticism, chooses to revert to this older view, through which he sheds new light on Whitman's artistic achievement. The basic premise of this study is that Walt Whitman's Leaves of Grass is a unified work, lyrical, yet epic in quality, design, and spirit. Crawley's purpose is to demonstrate the basis of this unity: its origin and operation and the nature of its realization. He demonstrates that an aesthetically maturing Whitman, in this work, was finally able to harmoniously bring together his individual and social subject matter. Crawley defines the unifying spirit of Leaves of Grass in terms of Whitman's concept of the poet-prophet and the poet-reader relationship. This concept is conveyed primarily through the development of the Christ- symbol, the dominant image in the poem. Through a careful analysis of Whitman's handling of the simultaneous development of the poet-prophet and the nation, his masterful fusion of the personal element and the national element, an understanding of the complex structure of Leaves of Grass emerges. Crawley presents an analysis of Whitman's final and carefully arrived at grouping of the lyrics in the 1881 edition according to a definite, distinguishable pattern-a pattern revealed in Whitman's use of allusions, in his transitional poems and passages, and, most important, in his thematic handling of imagery. The cumulative effect of these devices is emphasized. The organic development of Leaves of Grass, made possible by Whitman's faith in and careful adherence to his concept of the organic theory of art, is substantiated. Crawley concludes his analysis with a detailed examination of the growth of Leaves of Grass as reflected in the various editions leading up to the 1881 volume, the last to be revised and published by Whitman.