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New York, NY: Springer. SpringerBriefs in computer science series. , & Hood, P. (2004). The power of the 2 × 2 matrix using 2 × 2 thinking to solve business problems and make better decisions. Hoboken, NJ: Wiley. Markham, T. (2013). 10 Ways to teach innovation. MindShift. org/ mindshift/2013/04/01/10-ways-to-teach-innovation/ Satell, G. (2013). How to manage innovation. Forbes/Tech. forbes. com/sites/gregsatell/2013/03/07/how-to-manage-innovation-2/ Part III Academia: Faculty Members • Chapter 9: Management – A dean who led a change process by following Kotter’s model for organizational change • Chapter 10: Education – A lecturer who wishes to redesign a course he or she teaches and, in parallel, carries out an action research to support this change process – A dean who wishes to foster a campus-wide program in which teams of students from different faculties develop a joint project – A dean of an engineering faculty who invites alumni of the faculty to teach at the faculty advanced engineering courses which reﬂect the newest trends and developments in the ﬁeld • Chapter 11: Research – Application of management and education practices in the research lab In the three chapters of this part, we analyze three roles of academic faculty members within the MERge model: managers, educators, and researchers.
It, in fact, focuses on the main role of faculty members—carrying out research that adds new knowledge to the society in general and to the academic community in particular. We examine the MERge model within this role and illustrate how management and education practices can be applied in the research lab. As we shall see, the convention, according to which the teaching duty of faculty members sometimes disrupts their research role, is actually rejected from the perspective of the MERge model. This is because according to the MERge model, and as is demonstrated in this Brief, the three components of the model—management, education, and research—in fact, mutually contribute to each other.
Nevertheless, the discussion about the topic of STEM education in the Technion management and senate enabled to expand the community of Technion people who talked about educational topics in general and about local topics—the crucial role of the Technion (also) in STEM education in Israel and the department role and contribution to the Technion—in particular. Eventually, the ﬁrst recommendation of the International Evaluation Committee report, submitted in March 2015, was to change the status of the department to that of a faculty.