Higher Education Research and Development

Executive summary | 5 Introduction | 9 Method of selecting sources and points of emphasis | 10 1 The social economy, social enterprise, and social innovation: Key understandings for effective innovation strategies for today's world | 11 1.1 The social economy, social enterprise, and social entrepreneurship | 11 1.2 Understanding social innovation: Why it has become critical and what is needed to move forward | 13 1.3 Social innovation, getting it together: Collaboration, knowledge exchange, and knowledge mobilization | 16 2 Understanding social innovation as an ecosystem: Creating social and economic value in society | 18 2.1 Challenges for determining the impact and success of social innovation efforts | 18 2.2 A social innovation ecosystem as it supports employment: Paths and examples, public policy, and addressing fragmentation in social innovation | 19 3 Facilitating innovation through knowledge mobilization: Leveraging higher education R&D by institutionalizing social innovation through knowledge mobilization | 23 3.1 Engaging decision-makers with research, moving evidence into practice, and the utilization of research for public policy and public services | 23 3.2 Key messages and gaps in the literature | 24 3.3 Examples of institutionalized knowledge mobilization | 25 3.4 Existing programs and gaps in emerging practices | 26 4 Community-campus collaboration in leveraging higher education research and development: Key considerations for research, policy, and practice | 28 4.1 Community-campus collaboration: An overview of conceptual and methodological issues | 28 4.2 Hindering factors and facilitating conditions in community-campus collaborations | 30 4.3 Knowledge gaps in the literature on community-campus collaboration and implications for R&D policies and practices | 32 Conclusions and recommendations | 34 Closing Remarks | 36

From the early 2000s, a new discourse emerged, in Africa and the international donor community, that higher education was important for development in Africa. Within this zeitgeist of converging interests, a range of agencies agreed that a different, collaborative approach to linking higher education to development was necessary. This led to the establishment of the Higher Education Research and Advocacy Network in Africa (Herana) to concentrate on research and advocacy about the possible role and contribution of universities to development in Africa. This book is the final publication to emerge from the Herana project. The project has also published more than 100 articles, chapters, reports, manuals and datasets, and many presentations have been delivered to share insights gained from the work done by Herana. Given its prolific dissemination, it seems reasonable to ask whether this fourth and final publication will offer the reader anything new. This book is certainly different fro...

April 2022-Present (2 years 4 months) Australia Self-learning goals: Understanding and disseminating the role of children in future moral, social and economic contribution Job description: Engagement of children in productive activities including STEM. Development of a sense of moral and social responsibility. Development of numeracy, STEM, and linguistic skills for communication and future economic endeavors of children Recognition of individual learning needs of children and wholistic needs of groups. Focus on behavior management in liaison with a sense of morality and social attitude. Voluntary Contributor Self-paced:Voluntary Research Assistance 2012-Present (12 years) Contributions to research surveys and participation to assist researchers for their research commitments. This voluntary contribution is not only enhancing my knowledge and network but is also supporting me in achieving the goals of my research interests.

This study sought to accomplish three objectives: to examine the expansion of access to university education in Kenya; to examine the implications of expansion of access for the quality of university education; and to develop a model showing interrelationships between the expansion of access and quality assurance, based on lessons learnt from study centres established by both public and private universities in the country. The study was based on literature review, which was augmented by key informant interviews, focus group discussions and observation. It revealed that the study centres marked a great stride in opening access to higher education, especially for the working class, and in increasing the number of graduates from secondary schools, provided facilities for face to face tuition and a range of benefits to their host communities. However, the centres also face difficulties in relation to physical structures, learning resources, staffing and retention of students.

The production and reproduction of knowledge are important components of national development. As student mobility increases, globally and within Africa, so does the national diversity of students as they seek to further their postgraduate studies at the limited number of research universities in Africa. Knowledge migration is inevitably a relationship between nation states because migration is driven by push factors (such as the socio-economic conditions and opportunities) in the country of origin as well as by pull factors (such as the rules and incentives for entry, participation in postgraduate education and post-study residency), which are prerogatives of the host nation. In other words, migration and development must be understood in comparative terms. The brain drain perspective on migration and development takes mainly the perspective of the origin country into consideration. Migration and the loss of high-level skills are seen as detrimental to the development prospects of ...

Executive summary | 5 Introduction | 9 Method of selecting sources and points of emphasis | 10 1 The social economy, social enterprise, and social innovation: Key understandings for effective innovation strategies for today's world | 11 1.1 The social economy, social enterprise, and social entrepreneurship | 11 1.2 Understanding social innovation: Why it has become critical and what is needed to move forward | 13 1.3 Social innovation, getting it together: Collaboration, knowledge exchange, and knowledge mobilization | 16 2 Understanding social innovation as an ecosystem: Creating social and economic value in society | 18 2.1 Challenges for determining the impact and success of social innovation efforts | 18 2.2 A social innovation ecosystem as it supports employment: Paths and examples, public policy, and addressing fragmentation in social innovation | 19 3 Facilitating innovation through knowledge mobilization: Leveraging higher education R&D by institutionalizing social innovation through knowledge mobilization | 23 3.1 Engaging decision-makers with research, moving evidence into practice, and the utilization of research for public policy and public services | 23 3.2 Key messages and gaps in the literature | 24 3.3 Examples of institutionalized knowledge mobilization | 25 3.4 Existing programs and gaps in emerging practices | 26 4 Community-campus collaboration in leveraging higher education research and development: Key considerations for research, policy, and practice | 28 4.1 Community-campus collaboration: An overview of conceptual and methodological issues | 28 4.2 Hindering factors and facilitating conditions in community-campus collaborations | 30 4.3 Knowledge gaps in the literature on community-campus collaboration and implications for R&D policies and practices | 32 Conclusions and recommendations | 34 Closing Remarks | 36

This article is a qualitative literature synthesis in the areas of community-campus collaborations, knowledge mobilization and social innovation. The article aims to be useful to people who work in academic settings, community organizations, public institutions, and government. The authors utilized a purposive sampling methodology to explore the following questions: 1. How can university-based knowledge mobilization leverage investments in higher education research and development (R&D) through community-campus collaboration and social innovation? 2. What is the role of university-wide knowledge mobilization projects in supporting community-campus connections and ultimately social innovation strategies that contribute to the public good? Our review indicates considerable interplay between community-campus collaborations, knowledge mobilization and social innovation given that knowledge mobilization facilitates – and is facilitated by – collaboration. With sufficient knowledge mobili...

In recognition of the forty-year anniversary of Higher Education Research & Development, this article reviews the research on higher education and the world of work in the journal, including how 'work' has been defined, prioritised, integrated, and predicted in the field of higher education research. Based on an analysis of published articles from 1982 to 2021 in the journal, this article discusses the complexity of higher education research on the topic of work and learning and the relevance and contribution of the journal's articles to the field. It suggests agendas for future research on higher education and the world of work in the changing social and economic context.

In recognition of the forty-year anniversary of Higher Education Research & Development, this article reviews the research on higher education and the world of work in the journal, including how 'work' has been defined, prioritised, integrated, and predicted in the field of higher education research. Based on an analysis of published articles from 1982 to 2021 in the journal, this article discusses the complexity of higher education research on the topic of work and learning and the relevance and contribution of the journal's articles to the field. It suggests agendas for future research on higher education and the world of work in the changing social and economic context.

From the early 2000s, a new discourse emerged, in Africa and the international donor community, that higher education was important for development in Africa. Within this zeitgeist of converging interests, a range of agencies agreed that a different, collaborative approach to linking higher education to development was necessary. This led to the establishment of the Higher Education Research and Advocacy Network in Africa (Herana) to concentrate on research and advocacy about the possible role and contribution of universities to development in Africa. This book is the final publication to emerge from the Herana project. The project has also published more than 100 articles, chapters, reports, manuals and datasets, and many presentations have been delivered to share insights gained from the work done by Herana. Given its prolific dissemination, it seems reasonable to ask whether this fourth and final publication will offer the reader anything new. This book is certainly different fro...

From the early 2000s, a new discourse emerged, in Africa and the international donor community, that higher education was important for development in Africa. Within this ‘zeitgeist’ of converging interests, a range of agencies agreed that a different, collaborative approach to linking higher education to development was necessary. This led to the establishment of the Higher Education Research and Advocacy Network in Africa (Herana) to concentrate on research and advocacy about the possible role and contribution of universities to development in Africa. This book is the final publication to emerge from the Herana project. The project has also published more than 100 articles, chapters, reports, manuals and datasets, and many presentations have been delivered to share insights gained from the work done by Herana. Given its prolific dissemination, it seems reasonable to ask whether this fourth and final publication will offer the reader anything new. This book is certainly different f...

This paper studies the output of South African universities in terms of computing-related doctorates in order to determine trends in numbers of doctorates awarded and to identify strong doctoral study research areas. Data collected from a variety of sources relating to Computing doctorates conferred since the late 1970s was used to compare the situation in Computing with that of all doctorates. The number of Computing doctorates awarded has increased considerably over the period of study. Nearly three times as many doctorates were awarded in the period 2010–2014 as in 2000–2004. The universities producing the most Computing doctorates were either previously “traditional” universities or comprehensive universities formed by amalgamating a traditional research university with a technikon. Universities of technology have not yet produced many doctorates as they do not have a strong research tradition. The analysis of topic keywords using ACM Computing classifications is preliminary but...

Despite the government commitment to the implementation of admission policies targeting increasing the proportion of all students studying science-related programmes at Bachelors' level, only 29% of students were studying a course in Science and Technology by the year 2016. Such scenario implies that the country is seriously lagging behind in the realization of Kenya Education Sector Support Programme (KESSP I) participation target of 50%. The purpose of this study was to explore the gaps which existed in the stated government policies designed to guide admission to science and technology bachelor's degree programmes and their actual practice during implementation. The study employed descriptive survey design and purposive sampling technique to select three Public Universities, 12 HoDs, 24 lecturers, and three Academic Registrars. Documentary analysis and interview schedules were utilized to collect data. Qualitative data was analyzed thematically and reported in form of tables, quotations and narrations while quantitative data was analyzed by use of frequencies, percentages, means, pie charts and bar graphs. It was established that enrolment stood at 41%, graduation at 23% and Universities had prioritized 55.2% of their programmes in the same area. The study concludes that Universities should balance enrolment in science and technology and non-sciences and programmes have to be clearly aligned to the developmental needs of the country.

From the early 2000s, a new discourse emerged, in Africa and the international donor community, that higher education was important for development in Africa. Within this ‘zeitgeist’ of converging interests, a range of agencies agreed that a different, collaborative approach to linking higher education to development was necessary. This led to the establishment of the Higher Education Research and Advocacy Network in Africa (Herana) to concentrate on research and advocacy about the possible role and contribution of universities to development in Africa.

This book is the final publication to emerge from the Herana project. The project has also published more than 100 articles, chapters, reports, manuals and datasets, and many presentations have been delivered to share insights gained from the work done by Herana. Given its prolific dissemination, it seems reasonable to ask whether this fourth and final publication will offer the reader anything new.

This book is certainly different from previous publications in several respects. First, it is the only book to include an analysis of eight African universities based on the full 15 years of empirical data collected by the project. Second, previous books and reports were published mid-project. This book has benefited from an extended gestation period allowing the authors and contributors to reflect on the project without the distractions associated with managing and participating in a large-scale project. For the first time, some of those who have been involved in Herana since its inception have had the opportunity to at least make an attempt to see part of the wood for the trees.

Different does not necessarily mean new. An emphasis on the ‘newness’ of the data and perspectives presented in this book is important because it shows that it is more than a historical record of a donor-funded project. Rather, each chapter in this book brings, to a lesser or greater extent, something new to our understanding of universities, research and development in Africa.