L' Hélice Sextuple : impulser une université avec un but
Mots-clés:
Enseignement Supérieur, Gestion Académique, Hélice Sextuple, Innovation Éducative
Résumé
Cet article examine et élargit le modèle du quadrant de Pasteur (Stokes, 1997) et les modèles hélicoïdaux (triple, quadruple et quintuple hélice) afin de refléter les tendances contemporaines et futures de la participation des universités dans une société orientée vers un but précis. L'objectif général est de proposer le concept de l'Hélice sextuple comme une extension du Quadrant de Pasteur pour guider les universités dans la production scientifique en mode 4, avec le but comme élément central. En utilisant une approche méthodologique basée sur le principe du déplacement nécessaire des niveaux de connaissance, l'étude explore comment les universités peuvent se transformer en agents d'innovation sociale, économique, environnementale et scientifique. Les résultats soulignent l'importance d'aligner la mission universitaire sur un but clair, de renforcer les partenariats stratégiques, de promouvoir l'interdisciplinarité et de favoriser l'entrepreneuriat à impact social. Il est conclu que l'Hélice sextuple offre un cadre robuste et adaptable, permettant aux universités de répondre efficacement aux défis globaux contemporains et de se positionner en tant que moteurs de transformation sociale et promoteurs d'un développement durable et inclusif.
Références
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Bentz, I. M. & Franzato, C. (2016). O Metaprojeto nos níveis do design.
Block, J. et al. (2018). Private equity, venture capital, and crowdfunding of entrepreneurship. Entrepreneurship Theory and Practice, 42(4), pp. 743-768. https://doi.org/10.1177/1042258718773172.
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Brynjolfsson, E., & McAfee, A. (2014). The second machine age: Work, progress, and prosperity in a time of brilliant technologies. W. W. Norton & Company.
Brynjolfsson, E., & McAfee, A. (2017). Machine, platform, crowd: Harnessing our digital future. W. W. Norton & Company.
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Capra, F. (1996). A Teia da Vida. Cultrix.
Carayannis, E. G, Barth, T. D. & Campbell, D. F. (2012) The Quintuple Helix innovation model: global warming as a challenge and driver for innovation. J Innov Entrep 1 , (2), pp. 1-12. https://doi.org/10.1186/2192-5372-1-2.
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Castells, M. (2009). A era da informação: economia, sociedade e cultura. Paz e Terra.
Castells, M. (2012). Networks of outrage and hope: Social movements in the internet age. Polity Press.
Chesbrough, H. (2003). Open innovation: The new imperative for creating and profiting from technology. Harvard Business School Press.
Christensen, C. M. (1997). The innovator's dilemma: When new technologies cause great firms to fail. Harvard Business Review Press.
Christensen, C. M., & Raynor, M. E. (2003). The innovator's solution: Creating and sustaining successful growth. Harvard Business Review Press.
Escobar, A. (2018). Designs for the pluriverse: Radical interdependence, autonomy, and the making of worlds. Duke University Press.
Etzkowitz, H. (2003). Innovation in innovation: The triple helix of university-industry-government relations. Social Science Information, 42(3), pp. 293-337. https://doi.org/10.1177/05390184030423002.
Etzkowitz, H. (2008). The triple helix: University-industry-government innovation in action. Routledge.
Etzkowitz, H., & Leydesdorff, L. (2000). The dynamics of innovation: From national systems and "Mode 2" to a triple helix of university-industry-government relations. Research Policy, 29(2), pp. 109-123. https://doi.org/10.1016/S0048-7333(99)00055-4.
Francisco, Papa. (2015). Laudato Si': Sobre o Cuidado da Casa Comum. Paulus Editora.
Freire, P. (1970). Pedagogia do oprimido. Paz e Terra.
Freire, P. (1996). Pedagogia da autonomia: Saberes necessários à prática educativa. Paz e Terra.
García-Hernández, A. et al. (2023). Sustainability in digital education: a systematic review of Innovative proposals. Education Science, 13, pp. 2-14. https://doi.org/10.3390/educsci13010033.
Gardner, H. (2006). Multiple intelligences: New horizons in theory and practice. Basic Books.
Gibbons, M., et al. (1994). The New Production of Knowledge: The Dynamics of Science and Research in Contemporary Societies.
Hägg, G.; Kurczewska, A. (2016). Connecting the dots - a discussion on key concepts in contemporary entrepreneurship education. Education + Training, 58(7/8), pp. 700-714. https://www.emerald.com/insight/content/doi/10.1108/ET-12-2015-0115/full/html.
Haneberg, D. H.; Aaboen, L.; Middleton, K. W. (2022). Teaching and facilitating action-based entrepreneurship education: Addressing challenges towards a research agenda. The International Journal of Management Education, 20(3), pp. 1-10. https://www.sciencedirect.com/science/article/pii/S1472811722001136?via%3Dihub.
Harari, Y. N. (2016). Homo Deus: A brief history of tomorrow. HarperCollins.
Heidegger (1927). Ser e tempo. Éditions Gallimard.
Krämer, A. et al. (2015). Managing in a VUCA World. Alemanha: Springer International Publishing. https://books.google.com.br/books/about/Managing_in_a_VUCA_World.html?id=5TgwCgAAQBAJ&redir_esc=y
Kuhn, T. S. (1962). La estructura de las revoluciones científicas. Fondo de Cultura.
Kuratko, D. F. (2016). Entrepreneurship: Theory, process, and practice (10th ed.). Cengage Learning.
Laloux, F. (2014). Reinventing Organizations: A Guide to Creating Organizations Inspired by the Next Stage of Human Consciousness. Nelson Parker.
Little A. D. (2018). The future of urban mobility: Towards networked, multimodal cities of 2050 (3rd ed.). UITP.
Manyika, J. et al. (2013). Disruptive technologies: Advances that will transform life, business, and the global economy. McKinsey Global Institute.
Max-Neef, M. (2005). Foundations of transdisciplinarity. Ecological Economics, 53(1), pp. 5-16. https://doi.org/10.1016/j.ecolecon.2005.01.004.
Milan, C. G., & Güemes, A. L. (2024). Planeamento estratégico universitário: Educação para a cidadania global e competências interculturais. Revista Ensino Superior e Sociedade (ESS) , 36 (1), pp. 262-284. https://doi.org/10.54674/ess.v36i1.784.
Morin, E. (1999). O método 3, O conhecimento do conhecimento. Sulina.
Morin, E. (2001). Os sete saberes necessários à educação do futuro. Cortez.
Morin, E. (2005). Ciência com consciência. 2. ed. Bertrand Brasil.
Morin, E. (2011). Introdução ao pensamento complexo. Sulina.
Nicolescu, B. (2002). Educação e transdisciplinaridade ll. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000129707.
Nicolescu, B. (2008). Transdisciplinarity: Theory and practice. Hampton Press.
Nowotny, H., Scott, P., & Gibbons, M. (2001). Re-thinking science: Knowledge and the public in an age of uncertainty. Polity Press.
ONU. (2014). Pact for the future. Nova Iorque. https://www.un.org/en/summit-of-the-future.
ONU. (2016). Transforming Our World: the 2030 Agenda for Sustainable Development. Nova Iorque.
Parker, G. G., Van Alstyne, M. W., & Choudary, S. P. (2016). Platform revolution: How networked markets are transforming the economy and how to make them work for you. W. W. Norton & Company.
Pattnaik, P. N. , & Pandey, S. C. (2014). University spinoffs: what, why, and how?. Technology Innovation Management Review , 4(12), pp. 44-50. http://doi.org/10.22215/timreview/857
Popper, K. (1959). The logic of scientific discovery. Routledge.
Raworth, K. (2017). Doughnut economics: Seven ways to think like a 21st-century economist. Chelsea Green Publishing.
Richter, R. (2023). Beyond climate dread. Environment & Sustainability, (2). https://stanmed.stanford.edu/solving-environment-health-challenges/.
Rittel, H. W., & Webber, M. M. (1973). Dilemmas in a general theory of planning. Policy Sciences, 4(2), pp. 155-169.
Sachs, J. D. (2015). The age of sustainable development. Columbia University Press.
Santos, B. de S. (2007). The rise of the global left: The world social forum and beyond. Zed Books.
Santos, B. de S. (2014). Seria esse: Santos, B. S. (2014). O direito dos oprimidos. Cortez
Santos, B. de S. (2016). Epistemologies of the South: Justice against epistemicide. Routledge.
Santos, B. de S. (2018). The end of the cognitive empire: The coming of age of epistemologies of the South. Duke University Press.
Scharmer, C. O. (2016). Theory U: Leading from the future as it emerges (2nd ed.). Berrett-Koehler Publishers.
Schön, D. (1983). The reflective practitioner: how professional think in action. Basic Books.
Sen, A. (1999). Development as freedom. Oxford University Press.
Senge, P. M. (2012). Schools that learn: A fifth discipline fieldbook for educators, parents, and everyone who cares about education. Crown Business.
Sinek, S. (2009). Start with Why: How Great Leaders Inspire Everyone to Take Action. Portfolio.
Stilgoe J., Owen R. & Macnaghten P. (2013). Developing a framework for responsible innovation. Research Policy, 42 (9), pp. 1568–1580. http://dx.doi.org/10.1016/j.respol.2013.05.008.
Stokes, D. (1997). Pasteur’s quadrant: Basic science and technological innovation. Brookings Institution Press.
Taleb, N. N. (2020). Antifragile: Things that gain from disorder. Penguin Books.
Tapscott, D., & Tapscott, A. (2016). Blockchain revolution: How the technology behind bitcoin and other cryptocurrencies is changing the world. Penguin.
Toffler, A. (1970). Future shock (2nd. ed.) Random House.
Toffler, A. (1984). The third wave. Bantam Books.
Toffler, A. (1990). Powershift: Knowledge, wealth, and violence at the edge of the 21st century. Bantam Books.
Unión de Universidades de América Latina y el Caribe - UDUAL. (2022). Conferência Mundial de Ensino Superior 2022 (WHEC2022), Reformular os ideais e as práticas do Ensino Superior para garantir o desenvolvimento sustentável do planeta e da humanidade. https://udualc.org/wp-content/uploads/2022/03/UDUAL_Posicionamiento_PT_WHEC2022.pdf
UNESCO. (2001) O Marco de Ação de Dakar para a Educação para Todos: Cumprindo nossos compromissos coletivos. Brasília: UNESCO. CONSED Ação Educativa. https://www.mprj.mp.br/documents/20184/1330730/2000_declaracaosobreeducacaoparatodosocompromissodedakar.pdf.
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Publiée
2025-06-30
Comment citer
Jardim, E., Altmann, I. F., Bortolaso, I. V., Fossatti, P., & Polido, Éder. (2025). L’ Hélice Sextuple : impulser une université avec un but. Journal De l’enseignement supérieur Et De La société (ESS), 37(1), 296-327. https://doi.org/10.54674/ess.v37i1.963
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Copyright (c) 2025 Ery Jardim, Idio Fridolino Altmann, Ingridi Vargas Bortolaso, Paulo Fossatti, Éder Polido
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