Knowledge Production in the Knowledge Economy: Higher Education Institutions and the Application of Innovations in ICT for Capacity Development in Africa

2013 ◽  
pp. 285-323
Author(s):  
Chijioke J. Evoh ◽  
Christopher Byalusago Mugimu ◽  
Hopestone K. Chavula
Keyword(s):  
Higher Education ◽  
Knowledge Production ◽  
Knowledge Economy ◽  
Higher Education Institutions ◽  
Capacity Development

scholarly journals Sharing Knowledge, Transforming Societies: The Norhed Programme 2013-2020

2019 ◽  
Author(s):  
Tor Halvorsen ◽  
Skare Orgeret ◽  
Roy Krøvel
Keyword(s):  
Higher Education ◽  
Knowledge Production ◽  
Higher Education Institutions ◽  
Capacity Development ◽  
Local Context ◽  
Local Data ◽  
Post Colonial ◽  
The World ◽  
The Right ◽  
Academic Content

In June 2016, the Norwegian Programme for Capacity Development in Higher Education and Research for Development (Norhed) hosted a conference on the theme of 'knowledge for development'in an attempt to shift the focus of the programme towards its academic content. This book follows up on that event. The conference highlighted the usefulness of presenting the value of Norhed's different projects to the world, showing how they improve knowledge and expand access to it through co-operation. A wish for more meta-knowledge was also expressed and this gives rise to the following questions: Is this way of co-operating contributing to the growth of independent post-colonial knowledge production in the South, based on analyses of local data and experiences in ways that are relevant to our shared future? Does the growth of academic independence, as well as greater equality, and the ability to develop theories different to those imposed by the better-off parts of the world, give rise to deeper understandings and better explanations? Does it, at least, spread the ability to translate existing methodologies in ways that add meaning to observations of local context and data, and thus enhance the relevance and influence of the academic profession locally and internationally? This book, in its varied contributions, does not provide definite answers to these questions but it does show that Norhed is a step in the right direction. Norhed is an attempt to fund collaboration within and between higher education institutions. We know that both the uniqueness of this programme, and ideas of how to better utilise the learning and experience emerging from it, call for more elaboration and broader dissemination before we can offer further guidance on how to do things better. This book is a first attempt.

scholarly journals Higher Education Institutions (HEIs) in Africa Embracing the “New Normal” for Knowledge Production and Innovation: Barriers, Realities, and Possibilities

2021 ◽  
Author(s):  
Christopher B. Mugimu
Keyword(s):  
Higher Education ◽  
Knowledge Production ◽  
Higher Education Institutions ◽  
Information And Communications Technology ◽  
Mobile Technologies ◽  
Ict Literacy ◽  
Centers Of Excellence ◽  
New Normal ◽  
Knowledge Based ◽  
Knowledge Based Economy

If Africa is to remain relevant and competitive in today’s knowledge-based economy, it has to rely on higher education institutions (HEIs) as centers of excellence for knowledge production. HEIs nurture and sustain the production of highly-skilled individuals to support Africa’s growing economies. Among all possible ways, this could be achievable through strategic curricula innovation driven by emerging mobile technologies. Consequently, Africa’s HEIs need to embrace the ‘New Normal’ by optimizing online teaching and learning in their pursuit to expand information and communications technology (ICT) literacy as a means to increase students’ opportunities in higher education (HE). However, Africa’s ability to embrace the ‘New Normal’ has been marred by inadequate ICT infrastructures, low connectivity, unreliable power supply, and national budget constraints that may undermine Africa’s HEIs’ potential to augment knowledge production and innovation.

Technology Centres

2015 ◽  
pp. 107-126
Author(s):  
Susana Pablo-Hernando
Keyword(s):  
Higher Education ◽  
Knowledge Transfer ◽  
Knowledge Production ◽  
Training Programs ◽  
Higher Education Institutions ◽  
Innovation System ◽  
Doctoral Training ◽  
Scientific Careers ◽  
Spanish Regions ◽  
Advantageous Position

This chapter shows how PhD mobility across organizations constitutes a source of normative isomorphism that has led towards the “collegialization” of some Spanish Technology Centres (TCs). In particular, the study of nine TCs located in four Spanish regions has been essential to identify the normative mechanisms embedded in doctoral training and scientific careers that have promoted the convergence among R&D organizations. Thus, TCs collaborating intensively with higher education institutions through hybrid researchers have adopted academic models of knowledge production. Interestingly, they have also introduced doctoral training programs to reinforce their legitimacy in the eyes of their collaborators and investors. As a result of these changes, TCs move towards a more proactive position in the processes of knowledge transfer to gain an advantageous position in an innovation system.

scholarly journals Cross-Sector Collaboration in Higher Education Institutions (HEIs): A Critical Analysis of an Urban Sustainability Development Program

2019 ◽  
Vol 11 (18) ◽  
pp. 4982 ◽  
Author(s):  
Sebastian Mehling ◽  
Nina Kolleck
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Knowledge Production ◽  
Higher Education Institutions ◽  
Qualitative Interviews ◽  
Development Program ◽  
Sustainable Urban Development ◽  
Comparative Approach ◽  
Integrative Approach ◽  
Organizing Principles

In the last years, a shift in the promotion of sustainable development in Higher Education from a focus on universities’ core areas of teaching and research to “whole institution approaches” with an emphasis on the operational management of Higher Education Institutions (HEIs) can be observed in different countries. With the aim to foster sustainability, HEIs have increasingly built cross-sectoral networks, involving not only academics but also practitioners in order to relate sustainability not only to research but also to outreach activities. Although there is an increasing body of literature evaluating such initiatives according to supposedly objective management criteria and indicators, there is still a lack of studies that investigate how the social meaning of knowledge production is (re-)negotiated in and through these partnerships. In this article, we analyze how individuals engaged in a cross-sector partnership make sense of the organizational dilemmas and ambiguities that stem from the complexity of working together across sectors in pursuit of an integrative approach to knowledge production. With the term “sector” we refer to the professional affiliations of the individuals involved in the partnerships, e.g., higher education, administration, formal education or non-governmental organizations. We focus on an illustrative cross-sectoral partnership: The Institute for Sustainable Urban Development (ISU), a collaborative project between Malmö University and Malmö’s city administration to facilitate research and planning collaborations between both organizations in respect to furthering sustainable urban (re-)development and higher education in Malmö, Sweden. By employing a constant comparative approach based on Grounded Theory to analyze data collected with focus groups, semi-structured qualitative interviews and document analysis, we claim that rather than entering a partnership with predefined identities, values and sectoral or professional preferences, individuals engage in a narrative struggle about the organizational character of their partnership. Accordingly, an important avenue for investigating cross-sector partnerships is to explore the constructive dilemma of different organizing principles in a cross-sector partnership, and the way people negotiate the boundaries between them. For the cross-sector partnership studied the constructive dilemma for those engaging in it was to separate and link project, organizational and network organizing principles in their work. Implementing whole institutions approaches in order to promote sustainable development in and through HEIs, would accordingly profit much from a deeper analytical investigation of the process of navigating professional identities and organizational narrative(s) in boundary-spanning, cross-sector partnerships.

scholarly journals THE SOCIETY NEED IN RATIONAL INTELLECTUAL USE TO PROVIDE FUNCTIONING AND DYNAMIC DEVELOPMENT

2019 ◽  
pp. 116-121
Author(s):  
Petro Babii
Keyword(s):  
Higher Education ◽  
Intellectual Capital ◽  
Knowledge Economy ◽  
Higher Education Institutions ◽  
Innovation System ◽  
State Level ◽  
Developed Countries ◽  
The State ◽  
Teaching Staff ◽  
New Knowledge

The article deals with the works of domestic scientists who have researched the problems of creation, management and intellectual use. The views of scientists are focused on understanding the management of processes of intellectual use, the study of intellectual resources in the knowledge economy, the study of aspects of valuation of intellectual capital and the influence of factors on its management mechanism, the establishment of the place of intellectual assets in the national innovation system. The purpose of the research is based on the development of ways to manage the process of intellectual use in the domestic knowledge economy. This will maximize the efficiency of the use of individual, corporate and state intellectual capital. It has been established that developed countries implement and implement knowledge management programs that help achieve business efficiency, society and the state. Declining government funding for higher education institutions is hampering the creation of new knowledge, leading to lower revenues for the business sector and budget revenues. State levers in the field of education that can improve its quality and prevent the migration of knowledge are revealed. At the state level, education reforms should be implemented that focus on the quality of the teaching staff of higher education institutions. Illuminated tools for managing knowledge based on innovation and serving as intangible assets. Models characterizing the influence of knowledge on financial and economic activity have been formed. These models reflect the process of exchanging intellectual resources between partners. A cyclic-conectic model of the application of new knowledge for the purpose of their commercialization or capitalization is proposed. It is noted that knowledge as a resource is dual in nature and requires a specific approach to assessment and management. A price-margin model of intellectual use has been developed that includes certain components that affect the size of the margin.

Dual Roles of Higher Education Institutions in the Knowledge Economy

2019 ◽  
Vol 4 (1) ◽  
pp. 76-88
Author(s):  
Beverly Barrett
Keyword(s):  
Higher Education ◽  
Education Policy ◽  
Policy Change ◽  
Knowledge Economy ◽  
Regional Integration ◽  
Higher Education Policy ◽  
Higher Education Institutions ◽  
Bologna Process ◽  
The European Union ◽  
Dual Roles

There are dual roles of higher education institutions as recipients of higher education policy and as agents for change in the knowledge economy in their regions and in the world. In the case of academic institutions within the European Union, they are primarily the recipients of policy change influenced by the European level. Secondarily, they are agents of policy change in the knowledge-based economy, which is of increasing importance in the 21st century. This is a new kind of regional integration, influenced by Europeanization and intergovernmentalism in higher education policy, with the ultimate objectives for economic competitiveness and social cohesion attained by recognition of qualifications. The success of the European Commission’s study abroad program, Erasmus, is provided as background to the development of the Bologna Process, for which there have been mobility objectives in higher education. The opportunity for greater mobility in international education corresponds with ongoing trends in globalization.

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