Pub Date : 2024-09-07DOI: 10.1177/09504222241274536
Venkat Ram Raj Thumiki, Aarati Mujumdar
The attainment of Graduate Attributes, GA-1: Creative and Solution oriented, GA-2: Effective Communicator, and GA-3: Critical Thinker, by the graduates of Modern College of Business and Science, Oman, was evaluated using the Direct Method. Student grades in various courses that embed these GAs were accessed by mining data from the examination archives. The average scores of these GAs were compared with the benchmarked global test values of TTCT, IELTS, and CCTST respectively. The analysis revealed that, while the attainment of GA-1 is satisfactory, GA-2 and GA-3 need focus. Gender differences were noticed wherein female graduates’ attainment of GAs was found to be higher than male graduates. The attainment of GAs was not uniform across various departments in the college. Based on VUCA Theory, Social Penetration Theory, and Theory of Inquiry, this study attains significance in the light of HEIs attempting to provide job-ready students to the industry globally. This study establishes the practical implications of GA assessment in higher education and enables us to identify the GAs to focus on.
{"title":"Evaluating the student attainment of graduate attributes through direct method","authors":"Venkat Ram Raj Thumiki, Aarati Mujumdar","doi":"10.1177/09504222241274536","DOIUrl":"https://doi.org/10.1177/09504222241274536","url":null,"abstract":"The attainment of Graduate Attributes, GA-1: Creative and Solution oriented, GA-2: Effective Communicator, and GA-3: Critical Thinker, by the graduates of Modern College of Business and Science, Oman, was evaluated using the Direct Method. Student grades in various courses that embed these GAs were accessed by mining data from the examination archives. The average scores of these GAs were compared with the benchmarked global test values of TTCT, IELTS, and CCTST respectively. The analysis revealed that, while the attainment of GA-1 is satisfactory, GA-2 and GA-3 need focus. Gender differences were noticed wherein female graduates’ attainment of GAs was found to be higher than male graduates. The attainment of GAs was not uniform across various departments in the college. Based on VUCA Theory, Social Penetration Theory, and Theory of Inquiry, this study attains significance in the light of HEIs attempting to provide job-ready students to the industry globally. This study establishes the practical implications of GA assessment in higher education and enables us to identify the GAs to focus on.","PeriodicalId":46591,"journal":{"name":"Industry and Higher Education","volume":"80 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142207980","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
As Artificial Intelligence (AI) changes how businesses work, there’s a growing need for people who can work in this sector. This paper investigates how well universities in United Kingdom offering courses in AI, prepare students for jobs in the real world. To gain insight into the differences between university curricula and industry demands we review the contents of taught courses and job advertisement portals. By using custom data scraping tools to gather information from job advertisements and university curricula, and frequency and Naive Bayes classifier analysis, this study will show exactly what skills industry is looking for. In this study we identified 12 skill categories that were used for mapping. The study showed that the university curriculum in the AI domain is well balanced in most technical skills, including Programming and Machine learning subjects, but have a gap in Data Science and Maths and Statistics skill categories.
{"title":"Understanding the skills gap between higher education and industry in the UK in artificial intelligence sector","authors":"Khushi Jaiswal, Ievgeniia Kuzminykh, Sanjay Modgil","doi":"10.1177/09504222241280441","DOIUrl":"https://doi.org/10.1177/09504222241280441","url":null,"abstract":"As Artificial Intelligence (AI) changes how businesses work, there’s a growing need for people who can work in this sector. This paper investigates how well universities in United Kingdom offering courses in AI, prepare students for jobs in the real world. To gain insight into the differences between university curricula and industry demands we review the contents of taught courses and job advertisement portals. By using custom data scraping tools to gather information from job advertisements and university curricula, and frequency and Naive Bayes classifier analysis, this study will show exactly what skills industry is looking for. In this study we identified 12 skill categories that were used for mapping. The study showed that the university curriculum in the AI domain is well balanced in most technical skills, including Programming and Machine learning subjects, but have a gap in Data Science and Maths and Statistics skill categories.","PeriodicalId":46591,"journal":{"name":"Industry and Higher Education","volume":"12 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142207981","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-04DOI: 10.1177/09504222241277620
Sarah Flanagan
Employability is significant to higher education. Given employability’s importance, higher education practice has been affected. However, employability is a complex concept with several stakeholders. Even though students are interested parties, their understanding of employability is not well-known. This paper is interested in employability from the student perspective. Its aim is to explore the student experience of employability within higher education. The research approach of a collective case study involving 11 students was taken. Data collection methods included semi-structured interviews; students supplied employability related stories. Additionally, work placement reflections plus mentor feedback forms were examined. Findings confirmed employability is a multifactorial concept, however, a fit between worker and their work was considered most valuable. Importantly, certain factors influenced fit. Previous research has linked employability with a fit between worker and their work. Nevertheless, this paper stresses the significance of fit for students. It also collates factors affecting fit and therefore employability.
{"title":"It’s mainly about fit: Employability perspectives from undergraduate learners on a vocational course in England","authors":"Sarah Flanagan","doi":"10.1177/09504222241277620","DOIUrl":"https://doi.org/10.1177/09504222241277620","url":null,"abstract":"Employability is significant to higher education. Given employability’s importance, higher education practice has been affected. However, employability is a complex concept with several stakeholders. Even though students are interested parties, their understanding of employability is not well-known. This paper is interested in employability from the student perspective. Its aim is to explore the student experience of employability within higher education. The research approach of a collective case study involving 11 students was taken. Data collection methods included semi-structured interviews; students supplied employability related stories. Additionally, work placement reflections plus mentor feedback forms were examined. Findings confirmed employability is a multifactorial concept, however, a fit between worker and their work was considered most valuable. Importantly, certain factors influenced fit. Previous research has linked employability with a fit between worker and their work. Nevertheless, this paper stresses the significance of fit for students. It also collates factors affecting fit and therefore employability.","PeriodicalId":46591,"journal":{"name":"Industry and Higher Education","volume":"58 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142207982","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-03DOI: 10.1177/09504222241280445
Fabiane Florencio de Souza, Alana Corsi, Regina Negri Pagani, Thierry Gidel, João Luiz Kovaleski
Unemployment is a global issue that impacts millions of people. Some studies identify the lack of hard skills as a significant barrier to entering or re-entering the labor market. It can also hinder job retention and limit opportunities for promotions and salary increases. Taking this scenario into consideration, this article proposes a strategy to address unemployment caused by the lack of hard skills, specifically targeting higher education students. This paper proposes a conceptual model designed for future implementation, which integrates university educational programs with the hard skills demanded by job openings in Brazil. To achieve this goal, a systematic literature review was performed, leading to the development and description of the conceptual model. The theoretical findings highlight the originality of this study, with the conceptual model serving as a preliminary step toward better aligning university programs with labor market needs through more targeted planning of higher education offerings.
{"title":"Aligning hard skills demands between Brazilian universities and the labor market: A conceptual model for bridging the gap","authors":"Fabiane Florencio de Souza, Alana Corsi, Regina Negri Pagani, Thierry Gidel, João Luiz Kovaleski","doi":"10.1177/09504222241280445","DOIUrl":"https://doi.org/10.1177/09504222241280445","url":null,"abstract":"Unemployment is a global issue that impacts millions of people. Some studies identify the lack of hard skills as a significant barrier to entering or re-entering the labor market. It can also hinder job retention and limit opportunities for promotions and salary increases. Taking this scenario into consideration, this article proposes a strategy to address unemployment caused by the lack of hard skills, specifically targeting higher education students. This paper proposes a conceptual model designed for future implementation, which integrates university educational programs with the hard skills demanded by job openings in Brazil. To achieve this goal, a systematic literature review was performed, leading to the development and description of the conceptual model. The theoretical findings highlight the originality of this study, with the conceptual model serving as a preliminary step toward better aligning university programs with labor market needs through more targeted planning of higher education offerings.","PeriodicalId":46591,"journal":{"name":"Industry and Higher Education","volume":"46 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142208042","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-28DOI: 10.1177/09504222241277409
Melynda Thorpe, Christine Healy, David Olsen
The COVID-19 pandemic dramatically impacted the job market through a surge in layoffs and the mass resignation of employees leading to the emergence of ‘The Great Resignation’. This study explores the perspectives of employers regarding skills gaps and hiring challenges with a focus on rural communities. A collaboration led by a prominent rural university department of Community and Workforce Development included industry partners, governmental agencies, a partner university, primary and secondary schools (K-12), vocational institutions, Chambers of Commerce, and Small Business Development Centers. Their objective was to examine the gap between employer needs and worker readiness. Leveraging the Triple Helix approach, a grant was awarded to fund a stackable pathway skills development program for high-demand industries in a rural five-county area. This program, the Industry Engaged Workplace Ready Program Model, is a two-phase, rapid-response approach for meeting emergent workforce needs by providing accessible training, education, networking, and mentoring to employable candidates. Findings revealed success in the program with mixed outcomes and room for program revision.
{"title":"Bridging workforce skills gaps in rural America amid ‘the great resignation' by leveraging a triple helix collaboration","authors":"Melynda Thorpe, Christine Healy, David Olsen","doi":"10.1177/09504222241277409","DOIUrl":"https://doi.org/10.1177/09504222241277409","url":null,"abstract":"The COVID-19 pandemic dramatically impacted the job market through a surge in layoffs and the mass resignation of employees leading to the emergence of ‘The Great Resignation’. This study explores the perspectives of employers regarding skills gaps and hiring challenges with a focus on rural communities. A collaboration led by a prominent rural university department of Community and Workforce Development included industry partners, governmental agencies, a partner university, primary and secondary schools (K-12), vocational institutions, Chambers of Commerce, and Small Business Development Centers. Their objective was to examine the gap between employer needs and worker readiness. Leveraging the Triple Helix approach, a grant was awarded to fund a stackable pathway skills development program for high-demand industries in a rural five-county area. This program, the Industry Engaged Workplace Ready Program Model, is a two-phase, rapid-response approach for meeting emergent workforce needs by providing accessible training, education, networking, and mentoring to employable candidates. Findings revealed success in the program with mixed outcomes and room for program revision.","PeriodicalId":46591,"journal":{"name":"Industry and Higher Education","volume":"17 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142207983","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-26DOI: 10.1177/09504222241277381
Julian Barona Motlak, Intesar Ahmed, Mamie Griffin, Tif Khamis Alalawi, Dana Humaid Al Zaabi
This study examines the nature of University-Industry collaborations (UI collaboration) in the United Arab Emirates (UAE) and proposes policy recommendations to enhance the collaboration process. Despite the importance of UI collaborations for nations to improve education, foster economic growth, and innovation, there is limited research on UI collaboration development and management in the UAE and Gulf Cooperation Council (GCC) countries. The study uses qualitative research methods to explore the perspectives and experiences of university faculty and industry practitioners involved in UI collaborations. The findings identify drivers of effective collaborations, such as institutional policies, funding opportunities, and research interests, as well as barriers including organizational culture, limited development of collaboration culture, and trust issues. To improve outcomes, institutions must change mindsets, seek partnerships, and prioritise relationship-building based on trust and the exchange of ideas.
{"title":"Enhancing university-industry collaboration in the United Arab Emirates","authors":"Julian Barona Motlak, Intesar Ahmed, Mamie Griffin, Tif Khamis Alalawi, Dana Humaid Al Zaabi","doi":"10.1177/09504222241277381","DOIUrl":"https://doi.org/10.1177/09504222241277381","url":null,"abstract":"This study examines the nature of University-Industry collaborations (UI collaboration) in the United Arab Emirates (UAE) and proposes policy recommendations to enhance the collaboration process. Despite the importance of UI collaborations for nations to improve education, foster economic growth, and innovation, there is limited research on UI collaboration development and management in the UAE and Gulf Cooperation Council (GCC) countries. The study uses qualitative research methods to explore the perspectives and experiences of university faculty and industry practitioners involved in UI collaborations. The findings identify drivers of effective collaborations, such as institutional policies, funding opportunities, and research interests, as well as barriers including organizational culture, limited development of collaboration culture, and trust issues. To improve outcomes, institutions must change mindsets, seek partnerships, and prioritise relationship-building based on trust and the exchange of ideas.","PeriodicalId":46591,"journal":{"name":"Industry and Higher Education","volume":"2 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142208041","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Entrepreneurial activity, a subject of enduring intrigue among scholars, continues to captivate attention, especially in distinct contexts such as Morocco. This study undertakes the formidable task of comprehending and forecasting entrepreneurial activity using the comprehensive Global Entrepreneurship Monitor (GEM) dataset for Morocco. Employing a diverse range of machine learning classifiers, including logistic regression, random forest, support vector machines, gradient boosting, and K-nearest neighbors, our research excels in predicting entrepreneurial activity with remarkable accuracy. Notably, support vector machines emerge as the most potent classifier, achieving an impressive accuracy rate of 95.33%. These findings transcend the inherent complexities of understanding the infrequent nature of entrepreneurial activity, providing invaluable insights into predictive modelling within the Moroccan entrepreneurial landscape. This research not only advances our comprehension of entrepreneurship but also paves the way for informed policymaking and the nurturing of a thriving entrepreneurial ecosystem. This underscores the critical importance of effective data handling and model refinement in achieving these milestones.
{"title":"Toward predicting entrepreneurial activity among Moroccan Entrepreneurs: A machine learning approach","authors":"Ghizlane Boutaky, Ibtissam Youb, Gerard Dokou Kokou, Karima Mialed, Eric Vernier, Mohamed Hamlich, Sebastián Ventura, Soukaina Boutaky","doi":"10.1177/09504222241266681","DOIUrl":"https://doi.org/10.1177/09504222241266681","url":null,"abstract":"Entrepreneurial activity, a subject of enduring intrigue among scholars, continues to captivate attention, especially in distinct contexts such as Morocco. This study undertakes the formidable task of comprehending and forecasting entrepreneurial activity using the comprehensive Global Entrepreneurship Monitor (GEM) dataset for Morocco. Employing a diverse range of machine learning classifiers, including logistic regression, random forest, support vector machines, gradient boosting, and K-nearest neighbors, our research excels in predicting entrepreneurial activity with remarkable accuracy. Notably, support vector machines emerge as the most potent classifier, achieving an impressive accuracy rate of 95.33%. These findings transcend the inherent complexities of understanding the infrequent nature of entrepreneurial activity, providing invaluable insights into predictive modelling within the Moroccan entrepreneurial landscape. This research not only advances our comprehension of entrepreneurship but also paves the way for informed policymaking and the nurturing of a thriving entrepreneurial ecosystem. This underscores the critical importance of effective data handling and model refinement in achieving these milestones.","PeriodicalId":46591,"journal":{"name":"Industry and Higher Education","volume":"31 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141781341","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-20DOI: 10.1177/09504222241266163
Helen PN Hughes, Rebecca C Padgett, William E Donald
Today’s students need to be prepared for hybrid working to thrive in the contemporary workplace, and traditional assessment methods need modification to remain fit for purpose. Framing this as our point of departure, we propose that synchronous, online presentations offer an authentic assessment method with significant potential for enhancing student employability. Our essay highlights the benefits of the approach for students, lecturers, and employers while acknowledging the challenges that play out through resistance from universities and students. We conclude with a call for empirical research and stakeholder engagement to facilitate the authentic and impactful deployment of synchronous, online presentations.
{"title":"Preparing students for hybrid working: The place and case for authentic assessment via synchronous online presentations","authors":"Helen PN Hughes, Rebecca C Padgett, William E Donald","doi":"10.1177/09504222241266163","DOIUrl":"https://doi.org/10.1177/09504222241266163","url":null,"abstract":"Today’s students need to be prepared for hybrid working to thrive in the contemporary workplace, and traditional assessment methods need modification to remain fit for purpose. Framing this as our point of departure, we propose that synchronous, online presentations offer an authentic assessment method with significant potential for enhancing student employability. Our essay highlights the benefits of the approach for students, lecturers, and employers while acknowledging the challenges that play out through resistance from universities and students. We conclude with a call for empirical research and stakeholder engagement to facilitate the authentic and impactful deployment of synchronous, online presentations.","PeriodicalId":46591,"journal":{"name":"Industry and Higher Education","volume":"13 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141745860","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-24DOI: 10.1177/09504222241264506
William E. Donald
In this provocative opinion piece, I challenge entrenched norms and encourage re-evaluating higher education’s true purpose and impact in today’s complex, volatile, and uncertain world. I argue for a paradigm shift to consider alternative ways to define the value of higher education beyond existing metrics. I propose (i) abandoning degree classifications, (ii) acknowledging that earnings alone fail to capture the full value of a degree, and (iii) ditching league table rankings to boost collaboration. By reconceptualising the value of higher education, we can foster a more inclusive environment and promote a sustainable career ecosystem to benefit all actors.
{"title":"Merit beyond metrics: Redefining the value of higher education","authors":"William E. Donald","doi":"10.1177/09504222241264506","DOIUrl":"https://doi.org/10.1177/09504222241264506","url":null,"abstract":"In this provocative opinion piece, I challenge entrenched norms and encourage re-evaluating higher education’s true purpose and impact in today’s complex, volatile, and uncertain world. I argue for a paradigm shift to consider alternative ways to define the value of higher education beyond existing metrics. I propose (i) abandoning degree classifications, (ii) acknowledging that earnings alone fail to capture the full value of a degree, and (iii) ditching league table rankings to boost collaboration. By reconceptualising the value of higher education, we can foster a more inclusive environment and promote a sustainable career ecosystem to benefit all actors.","PeriodicalId":46591,"journal":{"name":"Industry and Higher Education","volume":"25 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141502751","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-21DOI: 10.1177/09504222241263240
Lidia Yatluk
The existing literature on the entrepreneurial transition of universities tends to focus on three main areas: management challenges, working conditions, and the professional identity of researchers. However, it is unclear how entrepreneurial practices actually exist in the new situation. This paper examines the influence of current policies and academic traditions on the emergence of academic entrepreneurship and the practices that emerge. The specific organizational context in Russia (post-Soviet planning traditions, bureaucratization, and extensive state funding of entrepreneurial activities) has created a contradictory situation for researchers, who have been forced to create local practices to address specific problems at particular moments. A theoretical framework that distinguishes between strategic and tactical entrepreneurship, based on de Certeau’s and Scott’s sociology of practice, is used to analyze these local practices in Russian universities. As a result, I have compiled a list of tactics, including academic entrepreneurship, buffering, bootlegging, window dressing, research portfolio management, commercial duty, duplicating organizations, and gray zone entrepreneurship. The study presents a novel methodology for examining the policy-application gap and offers insights into the discrepancy between statistical accounting and actual academic entrepreneurship.
{"title":"University double bind: How academic entrepreneurship works in Russia","authors":"Lidia Yatluk","doi":"10.1177/09504222241263240","DOIUrl":"https://doi.org/10.1177/09504222241263240","url":null,"abstract":"The existing literature on the entrepreneurial transition of universities tends to focus on three main areas: management challenges, working conditions, and the professional identity of researchers. However, it is unclear how entrepreneurial practices actually exist in the new situation. This paper examines the influence of current policies and academic traditions on the emergence of academic entrepreneurship and the practices that emerge. The specific organizational context in Russia (post-Soviet planning traditions, bureaucratization, and extensive state funding of entrepreneurial activities) has created a contradictory situation for researchers, who have been forced to create local practices to address specific problems at particular moments. A theoretical framework that distinguishes between strategic and tactical entrepreneurship, based on de Certeau’s and Scott’s sociology of practice, is used to analyze these local practices in Russian universities. As a result, I have compiled a list of tactics, including academic entrepreneurship, buffering, bootlegging, window dressing, research portfolio management, commercial duty, duplicating organizations, and gray zone entrepreneurship. The study presents a novel methodology for examining the policy-application gap and offers insights into the discrepancy between statistical accounting and actual academic entrepreneurship.","PeriodicalId":46591,"journal":{"name":"Industry and Higher Education","volume":"38 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141502749","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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