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Industry and Higher Education
Journal Prestige (SJR): 0.235

Number of Followers: 10

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ISSN (Print) 0950-4222 - ISSN (Online) 2043-6858
Published by Sage Publications

[1176 journals]

Entrepreneurial intention of university students: A moderated approach
using entrepreneurship education
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  Authors: Arsheed Ahmad Dar, Shabir Ahmad Hurrah, Aamir Hassan, BB Mansuri, Ambreen Saleem
  Abstract: Industry and Higher Education, Ahead of Print.
  This study aims to examine the impact of students’ entrepreneurial self-efficacy on their opportunity recognition capability after their exposure to classroom-based entrepreneurship education, leading to the development of intention to undertake an entrepreneurial activity. A detailed questionnaire was used to collect data from 351 students pursuing undergraduate and postgraduate courses. Results confirm that the student’s entrepreneurial self-efficacy positively influences their intention to undertake an entrepreneurial activity directly and indirectly via their opportunity recognition capability. Also, entrepreneurship education significantly moderates the link between students’ entrepreneurial self-efficacy and opportunity recognition capability. These results have practical implications for universities and policymakers, as universities that are not providing entrepreneurship education can adopt the same module of classroom education. Also, policymakers can frame policies directing institutions to start similar kinds of entrepreneurship education programs, even at the intermediate level, particularly in lower-middle-income countries.
  Citation: Industry and Higher Education
  PubDate: 2023-10-26T11:36:46Z
  DOI: 10.1177/09504222231208436
Digital transformation, skills and education: A systematic literature
review
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  Authors: Bruno Siano Rêgo, Diogo Lourenço, Fernando Moreira, Carla Santos Pereira
  Abstract: Industry and Higher Education, Ahead of Print.
  Digital transformation (DT) is raising new challenges. This article seeks to understand how DT has changed business strategies, requiring a new profile of professionals, analyzing the most sought-after skills and identifying opportunities for future professionals. Also, it studies whether universities have incorporated in their training the new skills required by the labor market impacted by DT. To these ends, a systematic literature review dealing with digital transformation, competence, and education was conducted. The existing literature was categorized into seven main areas of investigation: digital literacy; skills identification; use of digital technologies in teaching; learning models; workforce qualification or re-skilling; digital technologies in the labor market; and undergraduate course analysis. This structuring then lays the groundwork for capturing gaps in the literature and proposing future research.
  Citation: Industry and Higher Education
  PubDate: 2023-10-23T08:51:22Z
  DOI: 10.1177/09504222231208969
Recognising the value of non-professional part-time work in assessing
graduate employability: A challenge to employers
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  Authors: Deanna Grant-Smith, Tanya Weiler
  Abstract: Industry and Higher Education, Ahead of Print.
  Enhancing graduate employability is an increasing focus within higher education, however, although part-time work is a majority experience for students the skills gained through non-professional employment are often treated as having limited value in constructions of graduate employability. This paper engages in dialogue with a series of viewpoint and research articles in this journal advocating the accreditation of this work by higher education institutions to increase its influence in graduate recruitment. Specifically, these articles challenge students to improve their employability by reflecting on and documenting their part-time work experiences in support of this accreditation approach. In doing so, it is assumed employers will value this work experience and that such accreditation will improve graduates’ employment prospects. In response, reflecting on a study of Australian business students (N = 92), this paper highlights tensions associated with students’ part-time work and the perceived employability-enhancing value of what is typically characterised by employers as non-relevant, and therefore non-valuable, work experience. The paper concludes by suggesting that shifting the challenge for recognising the value of non-professional work experience away from students and universities and toward industry and employers is more likely to yield improved graduate employment results for students transitioning from education to graduate employment.
  Citation: Industry and Higher Education
  PubDate: 2023-10-20T10:46:35Z
  DOI: 10.1177/09504222231208435
Innovation hubs in Australian public institutions: An exploratory study of
their resilience in a time of disruption
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  Authors: Justina Nnanna, Michael B Charles, David Noble, Robyn Keast
  Abstract: Industry and Higher Education, Ahead of Print.
  Public universities have sought to leverage innovation hubs as physical environments to enable new collaboration models and partnerships between students, academics, budding entrepreneurs, and wider industry. In particular, innovation hubs have allowed public universities to position themselves as active participants in the entrepreneurial arena. These innovation hubs, however, experienced a tremendous degree of disruption because of COVID-19-induced lockdowns, social distancing, closed borders, and a reduced number of persons allowed in a given space. Thus, it is essential to gain an understanding of how innovation hubs in public institutions have responded to these issues, ascertain the degree to which such disruption has impacted them, and identify the strategies that have allowed hubs to stay operational in such a disruptive environment. To do this, personnel involved in the management and administration of such hubs were interviewed, together with a selection of industry experts. This qualitative interrogation allowed a thematic analysis to be undertaken, thereby resulting in several emergent themes that contributed to identifying key learnings that could assist the operation of these innovation hubs in times of future disruption.
  Citation: Industry and Higher Education
  PubDate: 2023-10-20T10:41:13Z
  DOI: 10.1177/09504222231208439
Financial decentralization and third-Mission outputs: A comparative study
of Higher Education contexts in Brazil and the United States
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  Authors: Dany Flavio Tonelli, David Gibson
  Abstract: Industry and Higher Education, Ahead of Print.
  Third Mission (TM) drives universities to a purpose beyond their traditional role, especially in local socioeconomic and innovation ecosystems. To investigate the issue, we consider an exploratory and comparative study of two different governance systems of public universities (Southeast Brazil-region 1 and Texas-US-region 2). The comparison took into account data from international universities' rankings performance to address TM and the structure of financial sources to address financial decentralization. The available evidence seems to suggest a positive association between the level of financial decentralization and the capability of the system of HE to deliver TM outputs. Universities under decentralized governance structures, which permit more autonomy to manage their resources, presented better results in most selected TM indicators. These findings reinforce the general belief that the governance arrangements that allow exploring synergies within local business ecosystems are more appropriate for ensuring organizational changes in the direction of entrepreneurial action.
  Citation: Industry and Higher Education
  PubDate: 2023-10-19T01:07:39Z
  DOI: 10.1177/09504222231208438
Nano or Na-No' Ukraine’s crisis of opportunity in nanotechnology
education
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  Authors: Sergii Kovachov, Ihor Bohdanov, Yana Suchikova
  Abstract: Industry and Higher Education, Ahead of Print.
  This opinion piece delves into the intricate challenges facing higher education in nanotechnology, particularly in Ukraine, a country currently embroiled in geopolitical unrest. Through a reflective lens, the article examines the complexities of preparing graduates for an uncertain job market while also considering the pressing national imperatives that demand specialized expertise. Beyond the Ukrainian context, the article escalates the discussion to a global scale, calling for an immediate yet thoughtful reassessment of how we approach specialized education in a rapidly changing world. The piece confronts uncomfortable questions and proposes calls to action for policymakers, educators, and the global community. By framing Ukraine’s struggle as indicative of a broader global challenge, it aims to catalyze meaningful discussions and reforms in how specialized higher education is approached and implemented worldwide.
  Citation: Industry and Higher Education
  PubDate: 2023-10-18T11:55:45Z
  DOI: 10.1177/09504222231209259
Discussing ChatGPT’s implications for industry and higher education: The
case for transdisciplinarity and digital humanities
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  Authors: Vera G. Dianova, Mario D. Schultz
  Abstract: Industry and Higher Education, Ahead of Print.
  This comment builds on the example of chat generative pretrained transformer (ChatGPT) to discuss the implications of generative AI on industry and higher education, underlining the need for more transdisciplinary digital literacy education. The release of ChatGPT has generated significant academic and professional interest and instigated a vibrant discussion on the opportunities offered and challenges posed by powerful and readily accessible generative AI reshaping teaching and learning at universities. ChatGPT has reignited an age-old debate on the impact of disruptive technologies on occupations and the labor market, but recent discussions have paid little attention to how university offerings may need to adapt. We strive to open this discussion arguing that while recent GPT technology has, indeed, made more conceivable the substitution of many tasks of white-collar and knowledge workers, and suggested an acceleration of the labor market shift towards technology-centric occupations, it has simultaneously made a stronger-than-ever case for transdisciplinary competences. Consequently, we emphasize the need to foster more transdisciplinary digital literacy in universities with curricula that provide breadth of knowledge and flexibility of mind, bridging humanities with STEM disciplines. Digital humanities education is in a unique position to promote the responsible use of generative AI, while encouraging critical reflection on its socio-cultural embeddedness.
  Citation: Industry and Higher Education
  PubDate: 2023-09-28T04:38:13Z
  DOI: 10.1177/09504222231199989
The interaction of lecturers and their professional fields - a social
capital approach
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  Authors: Hans Frederik, Peter van der Sijde
  Abstract: Industry and Higher Education, Ahead of Print.
  One of the core elements of universities applied sciences (UAS) is its connection with professional fields. Lecturers establish relationships with private organizations and guide students in internships, projects, assignments and towards graduation. In this role, lecturers are confronted with developments in their field of expertise, thereby deploying their networks of relationships through their social capital. From these relationships, a certain reciprocity is created, resulting in possibilities for mutual support. We interviewed UAS lecturers via email about these relationships and the importance they attach to them. The theory of social capital is used to analyse the interactions between lecturers and companies or organizations in the professional field. Above all, these lecturers expressed interest in students’ learning processes and used social capital to achieve this aim, while indirectly recognizing its added value for the development of knowledge.
  Citation: Industry and Higher Education
  PubDate: 2023-08-29T08:47:07Z
  DOI: 10.1177/09504222231194627
Subjective well-being in university students: Two psychosocial skills
complementing entrepreneurial attitudes
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  Authors: Sara Enrique, Sara Martínez-Gregorio, Amparo Oliver
  Abstract: Industry and Higher Education, Ahead of Print.
  Wide entrepreneurship education (EE), based on constructivist pedagogies and effectual logic, emphasizes the inclusion of entrepreneurial attitudes and personal development as central EE components. Hence, the main aim of this study is examining how entrepreneurial attitudes and subjective well-being (SWB) are related with two additional personal resources necessary to thrive in an unpredictable and demanding labour market. Following constructivist educational recommendations, a full structural equation model was proposed and tested relating entrepreneurial attitudes, psychological capital, and self-care with SWB in a sample of 324 undergraduates. The findings revealed that self-care is a significant mediator, explaining 75.3% of SWB, and fully mediates the impact of psychological capital on SWB. However, self-care did not mediate the relationship between entrepreneurial attitudes and SWB. Intriguingly, a negative effect of entrepreneurial attitudes on SWB was observed. The study suggests mitigating this adverse impact by encouraging activities that foster self-care and psychological capital in university students.
  Citation: Industry and Higher Education
  PubDate: 2023-08-29T06:53:04Z
  DOI: 10.1177/09504222231194632
From bricks to brain cells revisited: Canadian philanthropy and higher
education
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  Authors: Hilary Pearson
  Abstract: Industry and Higher Education, Ahead of Print.
  As the nature of philanthropy in Canada has changed, the purpose of gifts to higher education is evolving away from infrastructure and towards the development of knowledge and the training of young minds. In this viewpoint, reflecting on my 20 years of experience working closely with funders, including business leaders with private foundations, and corporate foundations themselves, I revisit the relationship between corporate philanthropy and higher education in Canada and conclude that there has been a continuing trend away “from bricks to brain cells”.
  Citation: Industry and Higher Education
  PubDate: 2023-08-29T01:56:41Z
  DOI: 10.1177/09504222231198065
Design education outside the classroom. A comparative study between two
case studies with industry-university collaboration
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  Authors: Amani Alaali
  Abstract: Industry and Higher Education, Ahead of Print.
  This paper presents the findings of a research study focused on industry-university collaborations within the design studio culture. The study utilized a mixed-methods approach, including a literature review and case studies, to investigate and identify lessons learned from university-industry collaborations for interior design students. Two industry-university collaborations within AU were selected as case studies based on their relevance to the design courses offered in the BSID program. The case studies employed a mixed-methods approach, involving non-participant observations, students’ reflection reports, and semi-structured interviews with instructors and industry staff members. This research contributes to the understanding of industry-university collaborations within design studio culture and provides valuable insights for instructors, universities, and industry partners seeking to engage in such collaborations. By highlighting the experiences of instructors at AU, we aim to provide insights into the benefits and challenges of industry-university collaborations for universities that are new to such partnerships. The findings include the importance of embracing exposure and new partnerships, providing real-world experience, balancing autonomy and dependence, understanding the limitations of scope, considering the scale and limitations, navigating bureaucratic procedures, mitigating conflicting interests, adhering to regulations and guidelines, emphasizing positive social impact, and learning from limitations.
  Citation: Industry and Higher Education
  PubDate: 2023-08-29T01:43:15Z
  DOI: 10.1177/09504222231194635
The effects of the COVID-19 pandemic on tourism entrepreneurial intention
among university students: The role of entrepreneurship education
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  Authors: Abderrahim Laachach, Nadia Laaraj, Naoual Farissi
  Abstract: Industry and Higher Education, Ahead of Print.
  The importance of entrepreneurship in socio-economic development is increasingly present, not only in the papers of researchers but also in the minds of policymakers. In fact, entrepreneurship education has received a lot of attention because of the role it can play in stimulating entrepreneurial intention among students. Given that the tourism and hospitality industry is the economic sector most affected by the COVID-19 pandemic, this paper examines the relationship between entrepreneurship education and tourism entrepreneurial intention and reveals the effects of the COVID-19 pandemic on the entrepreneurial intention of students in tourism. Survey data was collected from 502 Moroccan students studying hospitality and tourism and analyzed using SEM-PLS. Our findings show a non-significant effect of entrepreneurial education on tourism entrepreneurial intention in the COVID-19 era. The results also reveal a significant negative effect of the COVID-19 pandemic on the entrepreneurial intentions of students in tourism.
  Citation: Industry and Higher Education
  PubDate: 2023-08-08T02:07:55Z
  DOI: 10.1177/09504222231189708
Unveiling the antecedents of sustainability-oriented entrepreneurial
intentions in Angolan universities: Theory planned behavior extension
proposal
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  Authors: João M Lopes, Sofia Gomes, Rosselyn Pacheco
  Abstract: Industry and Higher Education, Ahead of Print.
  Angola is one of the countries at the bottom of the ranking in achieving the Sustainable Development Goals (SDGs). Creating sustainable businesses can accelerate the achievement of the SDGs. The present study analyses the antecedents of sustainability-oriented entrepreneurial intention (SOEI) among Angolan higher education students. It starts from the relationships established by the Theory of Planned Behavior (TPB) that were adapted to the sustainable strand. New possible behavioural antecedents of SOEI were added. The Partial Least Square method was applied to a sample of 308 Angolan higher education students. The results show that the TPB dimensions can be adapted and used as antecedents of SOEI and that the TPB can be extended, comprising new antecedents of SOEI also related to individuals' behaviours such as risk-taking propensity, internal locus of control, creativity and proactivity. These unknown antecedents can be taught, learned and stimulated, with universities, policymakers and organisations playing a pivotal role.
  Citation: Industry and Higher Education
  PubDate: 2023-08-04T10:23:30Z
  DOI: 10.1177/09504222231189702
Higher education institutions and stakeholder analysis: Theoretical roots,
development of themes and future research directions
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  Authors: Raihan Taqui Syed, Dharmendra Singh, Reena Agrawal, David Spicer
  Abstract: Industry and Higher Education, Ahead of Print.
  Theoretical roots of higher education institutions (HEIs) and Stakeholder Analysis date back to mid-1990s and research was focussed on the role of HEIs in society and sustainable development. While various studies have been published about ‘triple-helix model’ - bringing government, academia, and industry closer, the concept of HEIs and Stakeholder Analysis needs a comprehensive review of the work carried out till date. Bibliometric and content analyses were performed, incorporating citations from Scopus’ database during last 25 years. Thematic mapping was carried out and evolving trends were identified. Findings and analysis of this research disclosed that during the last 25 years there has been a growing interest among scholars towards Stakeholder Analysis and HEIs. It was also noted that majority of research pursuits concentrated in western countries such as USA and UK, while Africa, Asia and South America were under-represented. This work will not only lay a foundation for academics to carry out further research, but it will also give new insights to the policymakers which would enable them to device strategies aiming at enhanced participation of universities/HEIs in the local, regional, and national development.
  Citation: Industry and Higher Education
  PubDate: 2023-08-04T04:17:58Z
  DOI: 10.1177/09504222231191730
A bibliometric review of research on academic engagement, 1978–2021
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  Authors: Hiep-Hung Pham, Thuy Ngoc Ta, Dinh-Hai Luong, Thanh Trong Nguyen, Huyen Minh Vu
  Abstract: Industry and Higher Education, Ahead of Print.
  For centuries, the collaboration between higher education and industry (or academic engagement) has become an exciting topic for all related stakeholders, such as researchers, policymakers, or entrepreneurs. Nonetheless, there has yet to be any comprehensive understanding of the extant literature on this topic. Motivated by this gap, this study applies the bibliometric method to review all related documents of academic engagement indexed in the Scopus database between 1978 and 2021. The results showed that the period from 2018 to 2021 identified itself as a golden era with the palpable attention of scholars who contributed to approximately 80% of the related topic. The countries ranked in the top five with dominant publications include the US, the UK, Spain, Italy and Germany. The co-word analysis also recognized technology transfer, research and development, and entrepreneurial university and university-industry relations as the key topics focused on academic engagement works of literature.
  Citation: Industry and Higher Education
  PubDate: 2023-07-27T05:37:47Z
  DOI: 10.1177/09504222231189717
Searching for role models: The case of Malferida the healthy cola with
nothing to hide
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  Authors: Colin Donaldson, Jorge Villagrasa
  Abstract: Industry and Higher Education, Ahead of Print.
  Gendered barriers that have traditionally impeded entry into entrepreneurship are lessening. Nonetheless, there is still a clear need to further encourage female students into an entrepreneurial career pathway. To do so, traditional classroom discourse that promotes the masculinised concept of the ‘heroic’ entrepreneur who experiences overnight success needs to be challenged. By providing a case study of a young successful female entrepreneur we open a pathway beyond a narrow vision of the homogenous entrepreneur driven by purely profit-seeking motives. It is well recognised that the socialisation process differs between individuals, making it important to consider the lived experiences of a variety of entrepreneurs that can appeal to the idiosyncratic needs of our students. At the same time, to amplify the value of such narratives they need to be connected to what we already know. The overriding aim of this teaching case is to offer a narrative of a successful female entrepreneur that can be used as a tool to stimulate an entrepreneurial mindset in students.
  Citation: Industry and Higher Education
  PubDate: 2023-07-19T03:31:49Z
  DOI: 10.1177/09504222231189715
Team psychological contracts: Effects of gender and social comparison
orientation
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  Authors: Bonnie S O’Neill, Martin D Hassell
  Abstract: Industry and Higher Education, Ahead of Print.
  Understanding the psychological contract (PC) perceptions of college students is crucial for attracting and retaining them as early-career employees. We explore how gender and social comparison orientation (SCO) serve as antecedents and moderators of PC breach. Potential PC obligations were examined across 34 teams of full-time business students. Moderated relationships between SCO and gender were examined relative to PC development, breach, and commitment via a survey following a semester-long team project. Results showed that gender significantly influenced obligation perceptions, with females possessing stronger obligations of their team. Positive relationships existed between SCO and the strength of reported obligations and with breach perceptions. Breach was negatively related to affective commitment to the team. Gender moderated several relationships, with females generally showing stronger, significant associations, consistent with relational PC expectations (Adams et al., 2014). Given the rise of the boundaryless career (Kost et al., 2020), results enhance our understanding of implicit obligations college students hold in applied learning projects that further career-readiness. Results suggest that professors and career services staff can reduce the gap between students’ perceptions of their soft skills and employer expectations (Stewart et al., 2016). This study also facilitates our understanding of factors influencing team commitment, composition and perceived obligations.
  Citation: Industry and Higher Education
  PubDate: 2023-07-19T02:30:55Z
  DOI: 10.1177/09504222231189719
The challenges of developing sustainable cultural and creative ecosystems
and the role of higher education institutions: Lessons from Dundee and
Chatham, UK
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  Authors: Tamsyn Dent, Lauren England, Roberta Comunian
  Abstract: Industry and Higher Education, Ahead of Print.
  This paper feeds into scholarly interest on place-based creative industrial development. It considers the creative-led economic development of two UK cities, Dundee and Chatham as emerging through a series of interdependent relationships between locally based higher education institutions (HEIs) and cultural and creative industries (CCIs) that are connected as part of a cultural and creative ecosystem (CCE). The discussion reflects on how interconnecting collaborations foster platforms and networks that support a sustainable CCE. Based on the research findings from qualitative investigations within each city, the paper applies the capability approach as a methodological tool to investigate how resources can be converted into tangible, accessible opportunities for local communities. The approach illustrates the need to focus on the resources that connect HEIs to CCIs within a geographical location for sustainable development. It concludes with a series of policy recommendations aimed at local governments to develop more integrated, ecological leadership models and policies to support sustainable CCEs.
  Citation: Industry and Higher Education
  PubDate: 2023-07-15T04:17:47Z
  DOI: 10.1177/09504222231186367
Work-learn balance – a new concept that could help bridge the divide
between education and working life'
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  Authors: Martin Lackéus
  Abstract: Industry and Higher Education, Ahead of Print.
  There is a deep divide between the worlds of education and working life. Differences comprise culture, values, processes, tools and more. This divide hinders many people from reaching their fullest potential, instead often demotivating them. Collaboration across the divide can be facilitated by semantic concepts that both sides can relate to. This article attempts to propose a new unifying concept – “work-learn balance” – that the two worlds can appreciate and use when working together. It is defined as when people on a weekly basis combine new value creation for others (“work”) and own personal development (“learn”). It was inductively articulated through action research. Extant research has shown that many people with a good work-learn balance get more motivated and feel a deeper sense of meaning in life, making them work harder and achieve more. Examples are provided from entrepreneurship, innovation, vocational education and entrepreneurial education. Work-learn balance could be used as a visionary organising principle informing leadership strategy. This could facilitate collaboration and unleash the human potential of more students and employees. Work-learn balance as a concept is novel and unexplored, but not previously unheard of. This could be the first attempt to define, describe, substantiate and sense-make it.
  Citation: Industry and Higher Education
  PubDate: 2023-07-14T02:05:19Z
  DOI: 10.1177/09504222231188076
The role of higher education in sustainable creative careers: Exploring UK
theatre graduates and theatre careers
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  Authors: Manfredi de Bernard, Roberta Comunian, Sarah Jewell, Elisa Salvador, Dave O’Brien
  Abstract: Industry and Higher Education, Ahead of Print.
  This paper reflects on the systematic interconnections between creative workers and higher education institutions (HEIs). Despite the latter representing key intermediaries in creative industries’ development and creative workers’ career trajectories, the relationship between the two has rarely been framed in a relational and systemic framework. To do so, we chose the UK theatre sector as the case study and adopted a mixed methodology: UK Higher Education Statistical Agency quantitative data, which informed us on the employment state of workers 6 months after graduation, were combined with 21 semi-structured interviews with actors and actresses to understand the complexity of their relationship with HEIs. HEIs emerge as the initial door to paid jobs and professional networks for graduates and as employers for those in the later stages of their careers: the lack of formal ways to access jobs and the precarious working conditions for performers make hence HEIs a crucial force in shaping workers’ careers. Furthermore, HE remains throughout the career of theatre workers an important part of their portfolio, providing reliable income and more stable working patterns when needed. The paper concludes with the findings’ policy implications and the future role of HEIs in creative and cultural ecosystems.
  Citation: Industry and Higher Education
  PubDate: 2023-07-06T01:37:06Z
  DOI: 10.1177/09504222231186366
Suitable contract instruments and intellectual property valuation
methodologies for industry-university collaboration
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  Authors: Cornelia Malherbe, Cornelius SL Schutte, Gerardus Verhoef, Petrie Meyer, Theodorus Doubell
  Abstract: Industry and Higher Education, Ahead of Print.
  We propose and evaluate contractual- and Intellectual Property (IP) instruments in support of research collaboration partnerships between universities and the Small, Medium and Micro Enterprises (SMME)-industry, and more specifically in the South African context. Interviews were conducted with executives from 11 South African originated SMME’s in the high-technology industry. The findings of this study and potential solutions were then verified and validated with SMME’s, large multinational industry and universities (in South Africa and international) and can be considered as good practice principles to assist in industry-university collaboration (IUC). One aspect that was reported with high occurrence, is the matter of IP valuation, as it can often create further barriers in IUC. The question regarding how to value the IP and any rights relating thereto (IPR’s), is attended to in this study and shared experiences from industry and universities provide insights in the considerations and principles to be used when entering discussions regarding IP valuation.
  Citation: Industry and Higher Education
  PubDate: 2023-07-01T02:34:39Z
  DOI: 10.1177/09504222231185556
‘Insight unlocked’: Applying a collective intelligence approach to
engage employers in informing local skills improvement planning
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  Authors: David Rae, Edward Cartwright, Mario Gongora, Chris Hobson, Harsh Shah
  Abstract: Industry and Higher Education, Ahead of Print.
  This paper demonstrates how the innovative application of a Collective Intelligence approach enhanced Local Skills Improvement Planning information for employers, education and skills training organisations and regional economic policy organisations. This took place within a Knowledge Transfer Partnership between a Chamber of Commerce and a University. This aimed to develop and deploy regional business intelligence for enhanced policy and decision-making in enterprise and economic development. The project converged knowledge from several research centres including economics, entrepreneurship and innovation, data science, and Artificial Intelligence. The paper presents a project case study which provides two contributions to applied knowledge. Firstly, it demonstrates how a Collective Intelligence (CI) approach can be applied to achieve rapid results in resolving the real-world problem of local skills information availability. Useful real-time data was gathered from employers in three sectors on skills requirements, supply and training. This was analysed using Artificial Intelligence tools, then shared publicly via an automated Internet portal, providing a scalable model for wider use. Secondly, it explores and evaluates how the knowledge exchange (KE) process can function effectively and quickly in applying CI-based innovation in practical ways which create new value, within a Knowledge Transfer Partnership between a University and Chamber of Commerce.environment.
  Citation: Industry and Higher Education
  PubDate: 2023-07-01T02:08:59Z
  DOI: 10.1177/09504222231186376
Modelling the relationship between teaching methods, assessment methods
and acquisition of 21st employability skills among university graduates
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  Authors: Moses Segbenya, Dzifa Atadika, Simon-Peter Kafui Aheto, Esther Bema Nimo
  Abstract: Industry and Higher Education, Ahead of Print.
  This study modelled the effect of teaching and assessment methods on the acquisition of 21st employability skills among 784 postgraduate and undergraduate students sampled from a public university, using the cross-sectional survey design. A self-administered questionnaire was used to collect data which was analyzed with Partial Least Square-Structural Equation Modelling (PLS-SEM). The study found that learner-centred pedagogy and summative assessment methods had a statistically significant relationship with employability skills. Furthermore, the learner-centred method significantly mediated the relationship between the teacher-centred method and employability skills; and summative assessment also significantly mediated the relationship between formative assessment and employability skills. It was recommended that assessment methods should shift away from long hours of sit-down examinations to a more practical progressive assessment with more scores and time to be able to equip graduates with employability skills.
  Citation: Industry and Higher Education
  PubDate: 2023-06-10T02:28:10Z
  DOI: 10.1177/09504222231175433
A scene-setter, matchmaker, or co-creator' The role of the HEI in the CCI
ecosystem engagement when branding a place
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  Authors: Tuomas Pohjola, Johanna Aalto, Arja Lemmetyinen, Lenita Nieminen
  Abstract: Industry and Higher Education, Ahead of Print.
  This article focuses on the third mission of higher education institutions (HEIs) and their role in the ecosystem of creative and cultural industries (CCIs) consisting of the innovation framework (Quadruple Helix) stakeholders. The article provides a comprehensive literature review of the role of HEIs as the knowledge-creating and engaging actor in the CCI ecosystem and place brand co-creation. The research paves the way for empirical validations of our longitudinal and multi-method research to highlight the ability of a university to implement its third mission of supporting the CCI ecosystem engagement to strengthen place branding efforts in regional development. We utilized relational access to collect extensive qualitative data, which provides an understanding of the shift of knowledge transfer processes toward an intensive engagement in economic and social development in the CCIs’ ecosystem and place brand co-creation. In conclusion, we present the role of HEIs in CCI ecosystem stakeholder engagement as one living a sustainable and inclusive place brand.
  Citation: Industry and Higher Education
  PubDate: 2023-06-09T01:14:48Z
  DOI: 10.1177/09504222231177982
Motivations for academic engagement and commercialisation: A case study of
actors’ collaboration in third mission activities from three European
universities
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  Authors: Randi Elisabeth Taxt
  Abstract: Industry and Higher Education, Ahead of Print.
  This multiple case study explores how researchers are motivated to perform their third mission activities in terms of collaborative projects with public and private actors. The study also investigates the involvement of universities’ third mission support personnel and technology transfer executives in the collaboration. The study contributes new insights into individual motivations for academic engagement and commercialisation. This is done by empirically demonstrating that commercialisation projects are based on ideas originated from novel and basic research, while academic engagement is based more on the general knowledge and capabilities of researchers and their research groups. The findings also revealed that motivations for taking on third mission activities were mainly about disseminating the results of research to wider society, rather than being driven by monetary rewards. This is demonstrated not only for the researchers, but also for the external partners, the support personnel, and technology transfer executives. The findings further imply that researchers are more satisfied with the support structure set up at their university for academic engagement projects than with the support structures for commercialisation of research, such as technology transfer offices. The findings can have implications for both policymakers and practitioners within knowledge and technology transfer.
  Citation: Industry and Higher Education
  PubDate: 2023-06-07T04:53:11Z
  DOI: 10.1177/09504222231176511
Universities and stakeholders: An historical organisational study of
evolution and change towards a multi-helix model
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  Authors: John P Wilson, Ronald Dyer, Stefan Cantore
  Abstract: Industry and Higher Education, Ahead of Print.
  Research of the main university stakeholders has only been of a cross-sectional or short-term nature thereby limiting our understanding of how universities have evolved as a result of stakeholder influence. Indeed, neglect of stakeholders in strategic planning may result in both companies and universities becoming less successful and less competitive. For this reason, a temporal perspective was adopted to enable a consideration of events, their antecedents and subsequent effects thereby identifying emerging evolutionary trends and responding to them so that there can be appropriate decision making and accountability. This paper uses historical organisational studies to provide a longitudinal overview of internal and external stakeholder influence on university evolution and change from their foundations in the early Medieval period. Five university generations are described: Medieval, Humboldtian, Civic/Land Grant, Mass, and Stakeholder. This investigation reveals a number of strategic shifts in stakeholders as their voices have become increasingly prominent or have declined. Over time, the number of stakeholders have grown as their salience has been acknowledged through concepts such as the third mission; corporate social responsibility and helix structure; and, although some of the main stakeholders have remained constant such as learners and faculty, their influence has fluctuated.
  Citation: Industry and Higher Education
  PubDate: 2023-06-07T02:14:19Z
  DOI: 10.1177/09504222231175425
Uniting academia and industry to bridge the skills gap: Incorporating
industry advisory councils in Curriculum-to-Careers Programmatic Mapping
in undergraduate environmental science programs
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  Authors: Jacquelyn Kelly, Dianna Gielstra, Tomáš J Oberding, Jim Bruno, Susan Hadley
  Abstract: Industry and Higher Education, Ahead of Print.
  Industry has coped with a consistent pace of employee attrition for over a decade with employee loss and labor turnover increasing with the global pandemic of 2020. As all sectors experience workforce attrition termed the “Great Resignation”, industry is pressed to fill these gaps and seek career-ready students as new hires. One institution of higher education worked closely with an Industry Advisory Council (IAC) to address the academia-to-industry skills gaps using Curriculum-to-Careers (C–to-C) programmatic mapping that synthesized both foundational curricular content knowledge and employer-sought skills. Mapping involved development of program student learning outcomes (PSLOs) and course student learning outcomes (CSLOs) that were aligned with career skills. Preliminary implementation of the C-to-C programmatic mapping yielded components that allowed the deconstruction of every course in the program. Traditional knowledge in the scholarly community was integrated with practitioner knowledge in the Science, Technology, Engineering, and Mathematics (STEM) workforce and deployed in the revised classroom instructional practices. Using the industry perspective and guided by the developed philosophical instructional framework, the curriculum was deconstructed at both the course and program levels to synthesize a programmatic map the informed program development to close the skills gap by uniting academia and industry.
  Citation: Industry and Higher Education
  PubDate: 2023-06-02T01:12:20Z
  DOI: 10.1177/09504222231175413
Establishing a nexus for effective university-industry collaborations in
the MENA region: A multi-country comparative study
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  Authors: Naveed Yasin, Sayed Abdul Majid Gilani, Gayatri Nair, Ghada M. Abaido, Soumaya Askri
  Abstract: Industry and Higher Education, Ahead of Print.
  This paper explores the nexus between University-Industry Collaborations (UIC) in the Middle East and North Africa (MENA) region informed by a multiple-country-case study design. This study aims to explore the motives, opportunities and challenges, and propose effective practices in the MENA region context. Based on qualitative data retrieved through a series of 72 semi-structured interviews with university stakeholders (i.e., faculty, directors of corporate training, administrative staff, gatekeepers, company representatives and liaisons) conducted from March 2021 to September 2022. The sample was determined by a criterion sampling approach that enabled the development of cases from five countries in the MENA region (United Arab Emirates, Egypt, Algeria, Tunisia, and Morocco) with each country sample comprising five university cases on average. This study was designed on a Multiple Case Study Research Design Approach (Yin, 2013) and this was supplemented by Template Analysis (a form of thematic analysis), and to incorporate the cross-national comparative dimension, Yasin and Hafeez (2022) approaches were adopted. The findings illustrate a wide range of motives, challenges, opportunities, and effective factors that are linked to varying objectives such as (1) the vision and ownership structures, (2) the stakeholder connections of universities (3) the brand reputation of the university provider (4) the perception and ranking of universities as well as (5) approaches undertaken by the University representative to negotiate the expectations of live projects. As a result, a contextualized framework is proposed in this study as the “five [essential] keys” for successful collaborations for the nexus between university and industry collaborations. The originality of this study is inherent in the qualitative cases and contextualized influences in non-westernized countries that are empirically under-explored, as well as the five keys framework that is useful from a theoretical and practical standpoint for academics, policymakers, and university leadership.
  Citation: Industry and Higher Education
  PubDate: 2023-05-29T10:48:45Z
  DOI: 10.1177/09504222231175862
Barriers to academic collaboration with industry and community: Individual
and organisational factors
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  Authors: Verena Karlsdottir, Magnus Thor Torfason, Ingi Runar Edvardsson, Thamar Melanie Heijstra
  Abstract: Industry and Higher Education, Ahead of Print.
  This article presents findings on factors hindering academic employees from becoming involved in collaboration activities. Based on survey data, we map out perceived barriers to collaboration whereby five categories emerge: teaching obligations, partner (dis)interest, partners’ resources, academic freedom, and university resources. By means of multiple regression analysis, we examine the extent to which individual, intra-, and inter-organisational factors explain these perceived barriers to collaboration. The study was carried out in Iceland, where university objectives are still heavily based on teaching activities, and few entrepreneurial activities take place in academia. Our results reveal that age and academic disciplines play a main role in the perceptions of academics regarding barriers to collaboration, especially when it comes to barriers grounded in teaching obligations or university resources. Most perceived barriers are based on the internal level that is lack of resources on behalf of universities. The study, therefore, provides a new perspective relative to earlier findings that have indicated that barriers to collaboration exist mostly at the individual level. We conclude that academic institutions can play a more prominent role in the activation of third mission activities than they have been doing so far.
  Citation: Industry and Higher Education
  PubDate: 2023-05-26T11:19:06Z
  DOI: 10.1177/09504222231173953
Am I ready to graduate' Management majors’ perceived collegiate
skill development
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  Authors: P W Routon, Janita Rawls, Marvin Bontrager
  Abstract: Industry and Higher Education, Ahead of Print.
  We examine 15 skills of graduating management majors as measured by self-rated perceptions of change during their college tenure. The sample includes 520,052 students from 697 higher education institutions in the United States. The research questions are: (1) As judged by management majors themselves, how much have their skills changed as a result of higher education' (2) How do these self-perceptions compare to other students' (3) What is the estimated impact of a management degree on these changes' Notable findings include that at least 90% of students reporting stronger, if not much stronger, skills in the categories of general knowledge, critical thinking, analytics, problem solving, and knowledge of their chosen field (management). However, other skills such as leadership are reported by 16% of management students as experiencing no change. The ratings of communication skills categories of public speaking and writing reported 17% of each category as no change or weaker skills is these areas. Study findings are discussed along with recommendations for future research.
  Citation: Industry and Higher Education
  PubDate: 2023-05-23T01:16:27Z
  DOI: 10.1177/09504222231175857
Facing fragmented labour markets: Individual variables and the
decision-making ability of humanities students
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  Authors: Andreas Eimer, Carla Bohndick
  Abstract: Industry and Higher Education, Ahead of Print.
  While humanities graduates can aspire to many fields of work, these labour markets are mostly fragmented and relatively small. In order to be able to enter one of these potential professional fields in a targeted and successful manner, students in the humanities need to develop an individual professional profile. This profile comprises individual characteristics and competencies which include but also go beyond the qualifications from the study programme. Therefore, the authors postulate that specifically students in the humanities have to make many decisions in the course of their studies to prepare for a targeted career entry. From this background, it is important to know what factors are connected with their decision-making ability. This exploratory study examines the relationship of various individual factors with career decision-making adaptability (CDA) and thus on the decision-making competence on a sample of 872 humanities students from German and Swiss universities. A significant relationship with self-efficacy, conscientiousness, perseverance and professional information on CDA was found. The decision-making competence of teacher-training and non-teacher training students did not vary significantly. This study is based on the situation in German-speaking countries, but is also intended to be a stimulus for international comparison.
  Citation: Industry and Higher Education
  PubDate: 2023-04-10T10:59:59Z
  DOI: 10.1177/09504222231165747
Relational and decision-making skills development in South African
accounting students
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  Authors: Ruhan Kotze, Taryn Miller
  Abstract: Industry and Higher Education, Ahead of Print.
  Employers of accounting graduates have criticised graduates’ ability to work well with others and think critically. This study investigates aspirant Chartered Accountants in South Africa (‘aspirant CA(SA)s’) perceptions of the extent to which universities should and are developing relational and decision-making (RDM) skills in accounting students. Questionnaire data from 44 aspirant CA(SA)s, employed at three offices of a large audit firm in South Africa, were obtained. The majority of participants perceive that virtually all RDM skills are developed to an intermediate or advanced level during the academic programme. However, participants also perceive that the academic programme should develop all RDM skills to a greater extent; in particular, skills relating to managing others, teamwork, relationship-building, professional scepticism, emotional intelligence and leadership, to maximise performance during the training programme. Academics may benefit from this study’s findings of perceived RDM skills deficits, and suggestions for their development, which includes collaborating with training offices.
  Citation: Industry and Higher Education
  PubDate: 2023-04-10T01:51:39Z
  DOI: 10.1177/09504222231162062
How academics can play a more influential role during a year-in-industry
placement: A contemporary critique and call for action
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  Authors: William E Donald, Helen PN Hughes
  Abstract: Industry and Higher Education, Ahead of Print.
  Universities worldwide are tasked with producing employable graduates capable of operating in evolving, complex, and global labour markets. Research into the effectiveness of year-in-industry placements to facilitate such objectives often portrays the dominant actors as students, employers, managers, and (de)centralised placement teams. Framing this as our point of departure, we propose that academics can play a more influential role. Our essay discusses the challenges for academics of designing, delivering, and assessing a year-in-industry placement module. Next, we consider the opportunities for students to enhance their self-perceived employability. We conclude with a call for innovative thinking, knowledge sharing, and empirical research.
  Citation: Industry and Higher Education
  PubDate: 2023-03-06T11:56:27Z
  DOI: 10.1177/09504222231162059
Corrigendum to industrial needs v. engineering education curricula related
to maintenance, production and quality in industry 4.0: A gap analysis
case study in Tunisia and Morocco
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  Abstract: Industry and Higher Education, Ahead of Print.
  
  Citation: Industry and Higher Education
  PubDate: 2023-03-02T12:08:38Z
  DOI: 10.1177/09504222231163432
Facilitating knowledge creation and team performance through behavioral
integration and skill-based identity
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  Authors: Matthew A Hawkins, Mahamadou Biga-Diambeidou, Sandrine Jacob-Leal
  Abstract: Industry and Higher Education, Ahead of Print.
  Building on social identity theory, the paper sheds new light on knowledge creation and performance within teams by enhancing our understanding of the role played by shared skill-based identity on knowledge creation and team performance. Besides addressing team coordination issues, this study helps bridge the gap between shared skill-based knowledge and knowledge creation as well as team performance. Based on two field studies, the authors found that (1) a shared skill-based identity leads to higher behavioral integration; (2) having skill-based knowledge enhances shared skill-based identity; (3) behavioral integration mediates the shared skill-based identity–team performance relationship. Overall, our findings demonstrate that shared skill-based identity plays a crucial role in team performance and knowledge creation by enhancing behavioral integration. However, although shared skill-based knowledge positively impacts shared skill-based identity, it has no direct effect on knowledge creation and team performance. The authors hence demonstrate that the factors influencing team performance are complex and individuals need to feel integrated in teams to create knowledge. Furthermore, the study provides empirical evidence that may advance the study of team performance and inform managers on how to form effective teams. For instance, the authors suggest that, when forming teams, managers should consider how each potential member defines their identity.
  Citation: Industry and Higher Education
  PubDate: 2023-02-27T03:49:31Z
  DOI: 10.1177/09504222231155799
A resource-based analysis of strategic alliances between knowledge
intermediaries in regional innovation support systems
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  Authors: Philipp Bäumle, Kilian Bizer
  Abstract: Industry and Higher Education, Ahead of Print.
  Notwithstanding a recent upsurge in interest in knowledge intermediaries and their roles in innovation support systems, we know little about the interplay between the activities of academia-driven intermediaries and their publicly financed counterparts. Building on a combination of principles derived from the resource-based theory and entrepreneurial ecosystems literature, this paper investigates the potentials of cooperation between different knowledge intermediaries. Therefore, the authors analyze the alignment of financial, knowledge, market and network resources in politically funded regional alliances between university-internal and university-external intermediaries by means of a qualitative approach. They find that, while knowledge intermediaries can benefit from access to additional ecosystem-specific resources, the urge to improve their own position within the ecosystem hampers the will to cooperate and can lead to non-performing resource alignments. The paper contributes to current scholarly discussions by suggesting and testing a theoretical foundation for analyzing the cooperative behavior of knowledge intermediaries in innovation support systems.
  Citation: Industry and Higher Education
  PubDate: 2023-02-15T01:05:33Z
  DOI: 10.1177/09504222231155764
The desired employability skills and work readiness of graduates: Evidence
from the perspective of established and well-known employers of an
emerging economy
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  Authors: Nazamul Hoque, Mahi Uddin, Afzal Ahmad, Abdullahil Mamun, Mohammad Nazim Uddin, Rashid Ahmed Chowdhury, Abu Hanifa Md Noman Alam
  Abstract: Industry and Higher Education, Ahead of Print.
  Established and well-known employers in Bangladesh often complain that suitable candidates are not available for employment in their organizations, despite the millions of unemployed graduates in the country. This bears clear witness that graduates in Bangladesh are mostly unable to fulfill the needs and expectations of established and well-known employers. Employing a qualitative research approach, this article explores the desired employability skills and graduates’ work readiness from the perspective of established and well-known employers in Bangladesh. The study identified the desired skills and traits as ‘communication’ ‘teamwork and collaboration’, ‘problem solving’, ‘computer literacy and technical skill’, ‘honesty and integrity’, ‘hardworking and willingness to take on extra work’, ‘achievement orientation’, ‘adaptability’, ‘time management’, ‘leadership’, ‘personality’ and ‘academic results and knowledge’. The study also revealed that graduates mostly lack the necessary skills as envisaged by Bangladeshi employers. As employers have outright authority in the selection of graduates, it is suggested that universities work together with industries to develop the skills and traits they demand. This is the first study, to the authors’ knowledge, to explore employability skills and graduates’ work readiness from the perspective of established and well-known employers in Bangladesh.
  Citation: Industry and Higher Education
  PubDate: 2023-02-07T06:28:09Z
  DOI: 10.1177/09504222221149850
From designing for needs to meaning: Towards a social semiotic model of
innovation in entrepreneurship education
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  Authors: Jing Lin, Shukun Chen
  Abstract: Industry and Higher Education, Ahead of Print.
  The current entrepreneurial pedagogy focuses on enhancing students’ ability in discovering opportunities based on an understanding of users’ needs. This study challenges this dominant pedagogy by proposing a method to help students generate innovative ideas and create entrepreneurial opportunities by transforming the existing product’s meanings, or through a meanings design process, instead of only trying to understand users’ needs. The paper draws on social semiotic theories and theoretically proposes that, by transforming three product meanings (i.e., presentational, orientational and organizational), students are able to design a novel product and thus identify an entrepreneurial opportunity. A brief case study along with some students’ design projects are provided to illustrate how to use this method in teaching. This study is intended to provide entrepreneurship educators with a fresh tool to nurture students’ ability in identifying innovative opportunities and to immerse them in a more creative learning process while shaping their entrepreneurial mindset.
  Citation: Industry and Higher Education
  PubDate: 2023-02-06T10:55:51Z
  DOI: 10.1177/09504222221150882
Industrial needs v. Engineering education curricula related to
maintenance, production and quality in industry 4.0: A gap analysis case
study in Tunisia and Morocco
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  Authors: Sabeur Elkosantini, Sonia Hajri-Gabouj, Rami BH Kacem, Saber Darmoul, Achraf Ammar, Abdelmajid Elouadi, Zied Ghrairi, Nejib Moalla, Mohand L Bentaha, Joao Sarraipa
  Abstract: Industry and Higher Education, Ahead of Print.
  To improve the competitiveness of industry in Tunisia and Morocco, local authorities have adopted strategies to support industrial companies in modernizing their value-adding infrastructures. A sustained effort has been dedicated to encouraging industrial organizations to embrace the Industry 4.0 paradigm and technologies. Despite these continued efforts, engaging with Industry 4.0 is still difficult in countries like Tunisia and Morocco, particularly because industrial organizations struggle to find fresh graduates on the job market who are both skilled and qualified in Industry 4.0 operations. The contribution of this article is to initiate a process to better understand and assess the gap between industrial needs and academic offer with respect to Industry 4.0 skills and qualifications, considering the specificities of Tunisia and Morocco. We particularly focus on analyzing to what extent existing curricula in engineering education institutions satisfy or miss industrial needs and requirements in three core industrial business processes: maintenance, production, and quality (MPQ4.0). Therefore, a survey was conducted, from which a set of MPQ4.0 targeted skills and competencies were extracted and synthesized. Based on these skills and competencies, sample engineering education curricula are analyzed, gaps are identified, and recommendations for improvement are offered.
  Citation: Industry and Higher Education
  PubDate: 2023-02-04T01:39:08Z
  DOI: 10.1177/09504222231153782
Proposing a systematic framework for channelized job search: The role of
goal orientation
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  Authors: Nimmi P M, Lishin Moothery Joshy
  Abstract: Industry and Higher Education, Ahead of Print.
  Channelized job search powered by perceived employability could help graduates to successfully launch a sustainable career and navigate the job market effectively. The paper develops novel ways to improve the job search process by detailing the interlinking mechanism between perceived employability and active job search. The authors also enquired about the intervening role played by preparatory job search and job search learning goal orientation. For this purpose, cross-sectional data of 317 management graduates in India were collected and Structural Equation Modelling (SEM) was conducted on the data using IBM Amos. The study found that enhanced perceived employability had a major impact on active job search behaviour. It was also found that it is through job search learning goal orientation and preparatory job search behaviour that perceived employability is associated with an active job search. The study has theoretical and practical implications. Theoretically, it links the theory of planned job search behaviour to employability research. Practically, it provides guidelines for universities and career counsellors on how to help students with their job searching. This is one of the first studies to look into the sequential mechanism through which employability perceptions impact active job searching.
  Citation: Industry and Higher Education
  PubDate: 2023-02-03T12:11:20Z
  DOI: 10.1177/09504222231153090
Entrepreneurship and innovation in the Triple Helix: The perspicacity of
intermediate ties
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  Authors: Henry Etzkowitz, James Dzisah, Ekaterina Albats, Yuzhuo Cai, Rabii Outamha
  Abstract: Industry and Higher Education, Ahead of Print.
  Inherent Simmelian foundations anchor the theoretical base of the Triple Helix model. The Triple Helix model polishes the theoretical lens of Georg Simmel, revealing the empirical basis of intermediating ties in entrepreneurship and innovation. This Viewpoint article takes the path-breaking weak and strong ties approach of Mark Granovetter a step beyond the search for existing jobs into the realm of entrepreneurship and innovation: the task of creating new jobs. Building on Granovetter’s counter-intuitive social ties model, the perspicacity of intermediate ties is that they constitute an often invisible category of collegial and friendship ties that may be induced or repressed in varying organizational formats. Such ties are key building blocks, supplying missing dimensions of talent and mediation in entrepreneurial start-ups, often making the difference between success and failure.
  Citation: Industry and Higher Education
  PubDate: 2023-02-03T07:34:37Z
  DOI: 10.1177/09504222221151122
International student mobility and its broad impact on destination
countries: A review and agenda for future research
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  Authors: Yunxin Luo
  Abstract: Industry and Higher Education, Ahead of Print.
  The literature on international student mobility (ISM) has recently proliferated across diverse fields, reflecting its multifaceted connections with higher education institutions, business, and industry. This paper reviews existing research to examine what is known on ISM in higher education to determine future directions. The paper provides an in-depth, systematic review of articles published over the past decade to obtain an overview of ISM’s antecedents, decisions, and outcomes. The theories, contexts, and methods employed in the paper to gain this understanding are also explained. Knowledge gaps are highlighted regarding international students’ diverse participation and their impacts on host countries. Finally, research directions are proposed to reveal ISM’s role and potential at the nexus of higher education and industry. This paper adds to existing research by adding insights into student mobility in higher education.
  Citation: Industry and Higher Education
  PubDate: 2023-02-02T03:46:31Z
  DOI: 10.1177/09504222221150766
Consolidation of employability in Nepal: A reflective look
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  Authors: Amrita Sharma
  Abstract: Industry and Higher Education, Ahead of Print.
  Employability is a construct that includes soft and hard skills to prepare a person to gain employment, progress in it and sustain a career. The employability discourse, in the context of linking education with skills development, has gained increased attention globally. However, engagement with this agenda differs across countries, as it depends on the social, political and economic contexts. Hence it is essential to examine the different aspects of employability, its historical development and strategic interventions to improve it. With this in mind, existing models, policies, frameworks, interventions, reforms and practices in selected countries were analyzed. This analysis was then interwoven with Social Cognitive Career Theory to present a model of employability in Nepal. The model links the family, academic institutions and industries/employers, which are dedicated directly or indirectly to enhancing employability among people. Collaboration and coordination among academic institutions and industries yield various benefits to people entering the job market; importantly, these benefits help students who rarely have opportunities to develop their employability skills in their family environment.
  Citation: Industry and Higher Education
  PubDate: 2023-02-02T03:00:05Z
  DOI: 10.1177/09504222221151138
The creative catalyst: Developing student competency in opportunity
recognition
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  Authors: Margaret Tynan
  Abstract: Industry and Higher Education, Ahead of Print.
  This paper adopts a cross-disciplinary approach to opportunity recognition competence development. Prior research suggests that opportunity recognition is a relatively neglected area in enterprise and entrepreneurship education. Increasingly, there are calls to look to the creative disciplines for pedagogies that could enhance the creativity required to engage with entrepreneurship. Due to the creative nature of opportunity recognition, this research explores the potential for design education pedagogies to enhance opportunity recognition competence. Informed by the lived experience of design educators, the findings highlight that design education enables many of the attributes, behaviours and skills associated with opportunity recognition. The resultant opportunity recognition education framework suggests that, with the aid of four key enablers, opportunity recognition competence can be developed, moving students from dependence to independence over time.
  Citation: Industry and Higher Education
  PubDate: 2023-02-02T01:25:49Z
  DOI: 10.1177/09504222221138744
Experiential learning and the entrepreneurial university: An Irish case
study
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  Authors: Emily O’Flynn, Simon Stephens, Isobel Cunningham, Anne Burke, Christopher McLaughlin
  Abstract: Industry and Higher Education, Ahead of Print.
  This paper explores the use and impact of experiential learning initiatives in an entrepreneurial university. Data are taken from two sources: interviews with eight academic managers and six focus groups with learners. A mix of narrative structuring and thematic analysis is used to explore the design, delivery and assessment of experiential learning. The authors apply Kolb’s Experiential Learning Theory as their theoretical lens. Experiential learning evokes a mixed reaction from academic managers and students. The paper identifies three key themes (design, delivery and outcomes) which help to capture the complex mix of direct and indirect effects that experiential learning initiatives can have at both individual and institutional levels. The authors conclude that embedding experiential learning is a valuable part of the development of an entrepreneurial university.
  Citation: Industry and Higher Education
  PubDate: 2023-01-20T05:02:27Z
  DOI: 10.1177/09504222221151146