There has been quite a lot of study and discourse regarding the connection between universities and industry. The subtitle of our paper reflects our view of much of this literature—that it is rife with immoderation. Study of university-industry interactions is bifurcated, with some authors suggesting that these interactions are beneficial to economic development and technology transfer (e.g., Etzkowitz, 1998) and other authors characterizing the interactions as disruptive and potentially harmful to traditional university missions, especially to education (e.g., Slaughter & Rhoades, 2004). Really, the two perspectives constitute separate literatures. Seldom does empirical study of university involvement with industry address outcomes related to education, such as teaching and student support, and almost as a rule does the discourse on the potentially disruptive and harmful nature of university involvement with industry go unconcerned with the potential benefits of this involvement for education as well as for economic outcomes.
Bozeman, B., & Boardman, C. (2013). Academic faculty in university research centers: Neither capitalism's slaves nor teaching fugitives. The Journal of Higher Education, 84(1), 88-120.