The phrase "academic know-how" is correct and usable in written English.
It can be used to refer to the practical knowledge and skills related to academic work or education.
Example: "To succeed in this program, you will need to develop strong academic know-how in research methodologies."
Alternatives: "scholarly expertise" or "educational proficiency".
This was to prevent companies from licensing academic know-how merely to block rival firms from doing so.
And where the riot-grrrl bands were witty, erudite, even ostentatious about their academic know-how, Pussy Riot is equally influenced by Oi!, an English punk tradition that favored a simpler approach.
And thus universities stand accused of focusing on providing the academic know-how to get students through their degrees, but neglecting to think about how these skills can be translated into employability.
He suggested forming "a committee of university lecturers, which would also include Argyris' school teacher, to examine needs in terms of infrastructure, materials, academic know-how, special staff etc in order to give Argyris the best possible opportunity to study and complete the course successfully".
The CRISP consortium is a good mixture of academic and industrial know-how with partners; Recore (NL, Universityy of Twente (NL), Atmel (DE), Thales Netherlands (NL), Tampere University of Technology (FI), and NXP (NL).
Once it is gone, the full brunt of America's innovative know-how, academic and private, could transform the subject, as other countries may soon find out.
The importance of academic knowledge and technical know-how for project development is thus quite clear.
Indeed, when CAT was created 3 years ago, the Brazilian pharmaceutical industry was very skeptical about utilizing academic knowledge and technical-scientific know-how to generate prosperity and innovation.
Deer ([2002]) observes that the dominance of the university over the polytechnic in the higher education sector in the UK was a consequence of political decisions based largely on perceptions of increased economic efficiency rather than any fundamental superiority of academic knowledge production over professional know-how.
Academics, indeed, have the respected technical know-how, but we have the questions that can drive robust, popular, and socially meaningful research.
The academic neuroimaging community, academic institutions, research sponsors, and others should harness the know-how and reach of the commercial marketing machine to raise awareness and improve education of mental health disorders.
