According to his homepage:
In his teaching activities, he has been on the faculty of the University Of Western Ontario School Of Business (now Ivey) and the Faculty of Management at McGill University, where he is now a Dobson Fellow in the Centre for Entrepreneurship. He has also taught venture capital strategies at the Rotman School of Business at the University of Toronto. His B-School activities have also included applying the Rotman venture capital strategies course to the Finnish context at the Helsinki School of Economics, and lecturing at the London Business School. He has a PhD in political science from McGill with a dissertation focusing on the Canadian public policy process and competitiveness in technology sectors.
Indeed, it appears that Dr. de Wilde’s disertation is available from Amazon. Thus, I am quite happy to be listed in the same paragraph with Abu Aardbark, Davos Newbies, Duck of Minerva, FDNF, and Oxblogs a “case study in ‘the new curriculum.’”
For some context, the article begins as follows:
The next stage of the new media revolution going on around us is the fusion of education and sophisticated new media journalism into single “branded” products. The Financial Times, Wall Street Journal and New York Times remain the premier “educational content” in social, political and economic issues in the English-speaking world. The depth of analysis done in FT, WSJ and NYT has not been converted into an educational curriculum which can complement organized educational products. Ironically, the business model underlying Pearson, Dow-Jones and the NYT is increasingly under pressure despite their brand being the hallmark of quality analysis. In this environment, the challenge of turning this content into usable customized curriculums and other business models remains an opportunity for knowledge management and strategic information in old media companies.
The traditional academic system of refereed articles is limited in offering a solution to the new problems of organizing usable knowledge in a rapidly-changing world. The incentive structure of traditional academics does not value public education and encourages hyper-specialization. On the other hand, even though the collaborative knowledge of the open-source era has produced new patterns of organizing knowledge, it has also created risks for those who want safeguards against unverified writings and the blurring of the lines between opinion and analysis. There is still an essential role for “credentialized” or “certified” expertise. Some in academia view this as an inevitable tradeoff between relevance and reliability. The market appetite is for both. These issues are not new, but they are now encountered daily. With this in mind, it is worthwhile to look at new media blogs, wikis and new designs for organizing and validating knowledge.
Interested in more? Read the whole thing.