Pub Date : 2024-04-26DOI: 10.1177/09504222241249078
Rodney McCrowre, Burcu Adivar
This study aims to analyse the impact of demographic and educational factors on in digital upskilling. We address the relationship between digital skills, critical thinking skills and the student learning experience in courses with embedded upskilling programs. Statistical analysis and exploratory research are used to analyse the data collected by the digital fitness app developed by a global company leading digital talent transformation. Our research identified the following demographic indicators that have influenced individuals’ digital upskilling: Gender, Race, Residency, Pell-eligibility, Age, in addition to six academic indicators including department, major, class level, first-time freshman, High School GPA and ACT score. Discussion of findings and future research directions would lead to novel research articles focusing on longitudinal studies to assess digital skills. Also, this study shows the need for a new assessment tool to expand the scope and the sample size of the study. This article provides a valuable guidance for policy makers, higher-education institutions, educators, students, and employers, who are looking for digital talent or skill sets needed for digital transformation. The main contribution lays in data collection and analysis. This is the first study using a globally accepted digital talent assessment tool to collect data at a minority serving institution.
{"title":"Exploring underlying factors for variations in digital upskilling","authors":"Rodney McCrowre, Burcu Adivar","doi":"10.1177/09504222241249078","DOIUrl":"https://doi.org/10.1177/09504222241249078","url":null,"abstract":"This study aims to analyse the impact of demographic and educational factors on in digital upskilling. We address the relationship between digital skills, critical thinking skills and the student learning experience in courses with embedded upskilling programs. Statistical analysis and exploratory research are used to analyse the data collected by the digital fitness app developed by a global company leading digital talent transformation. Our research identified the following demographic indicators that have influenced individuals’ digital upskilling: Gender, Race, Residency, Pell-eligibility, Age, in addition to six academic indicators including department, major, class level, first-time freshman, High School GPA and ACT score. Discussion of findings and future research directions would lead to novel research articles focusing on longitudinal studies to assess digital skills. Also, this study shows the need for a new assessment tool to expand the scope and the sample size of the study. This article provides a valuable guidance for policy makers, higher-education institutions, educators, students, and employers, who are looking for digital talent or skill sets needed for digital transformation. The main contribution lays in data collection and analysis. This is the first study using a globally accepted digital talent assessment tool to collect data at a minority serving institution.","PeriodicalId":46591,"journal":{"name":"Industry and Higher Education","volume":"159 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140799300","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 : 2024-04-26DOI: 10.1177/09504222241249404
Laura Fyfe, Bill Heinrich, Adam M Kanar, Katrina D’Intino
This study explored how university students in North America acquired the ability to express their career-related competencies in the context of a pre-professional career education program. We examined the intersection of happenstance learning theory (HLT) and experiential learning theory (ELT) to facilitate significant experiences that inspired students and helped them connect with a profession. Through qualitative interviews with 19 students, we discovered three key insights. First, catalyzing experiences improved competency articulation, as planned experiences provided opportunities for pivotal educational moments and unexpected events that inspired and motivated students. Second, catalyzing experiences sparked action and transformative insights, enhancing students’ career readiness and ability to act on future opportunities. Third, transformation through catalytic experiences occurred through reflection, consolidating the significance of experiences and their personal career narratives. We discuss the practical implications of our findings for program leaders, including creating planned career-related experiences and guiding students toward effective competency articulation.
{"title":"Competency articulation at the intersection of happenstance and experiential learning","authors":"Laura Fyfe, Bill Heinrich, Adam M Kanar, Katrina D’Intino","doi":"10.1177/09504222241249404","DOIUrl":"https://doi.org/10.1177/09504222241249404","url":null,"abstract":"This study explored how university students in North America acquired the ability to express their career-related competencies in the context of a pre-professional career education program. We examined the intersection of happenstance learning theory (HLT) and experiential learning theory (ELT) to facilitate significant experiences that inspired students and helped them connect with a profession. Through qualitative interviews with 19 students, we discovered three key insights. First, catalyzing experiences improved competency articulation, as planned experiences provided opportunities for pivotal educational moments and unexpected events that inspired and motivated students. Second, catalyzing experiences sparked action and transformative insights, enhancing students’ career readiness and ability to act on future opportunities. Third, transformation through catalytic experiences occurred through reflection, consolidating the significance of experiences and their personal career narratives. We discuss the practical implications of our findings for program leaders, including creating planned career-related experiences and guiding students toward effective competency articulation.","PeriodicalId":46591,"journal":{"name":"Industry and Higher Education","volume":"135 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140806385","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 : 2024-04-19DOI: 10.1177/09504222241247808
Sara Maria Yepes Zuluaga
In recent years, various international organizations in the field of higher education have taken on the task of defining the skills that professionals in different disciplines should develop to succeed in the labor market. As a result, universities have started to transform their curricular structures. Consequently, the aim of this study was to assess the relevance of employability skills from the perspective of students, graduates, and employers, aiming to bridge the university–industry gap. An Analysis of Variance (ANOVA) was carried out to evaluate the perceived importance attached to these dimensions by the three groups. There is a significant difference in the importance of employability skills perceived by employers or immediate supervisors in relation to the perception of students/graduates. The findings provide a useful insight into the importance of employability skills from three points of view, considering that not many previous studies compare an employability model from multiple perspectives. The research was carried out in times of a pandemic, which made it difficult to have contact with people. This allows Higher Education Institutions (HEIs) to rethink their educational projects according to the current needs of the economic, social, and productive sectors in the post–COVID-19 era.
{"title":"Employability skills in engineering from the perspective of three interest groups","authors":"Sara Maria Yepes Zuluaga","doi":"10.1177/09504222241247808","DOIUrl":"https://doi.org/10.1177/09504222241247808","url":null,"abstract":"In recent years, various international organizations in the field of higher education have taken on the task of defining the skills that professionals in different disciplines should develop to succeed in the labor market. As a result, universities have started to transform their curricular structures. Consequently, the aim of this study was to assess the relevance of employability skills from the perspective of students, graduates, and employers, aiming to bridge the university–industry gap. An Analysis of Variance (ANOVA) was carried out to evaluate the perceived importance attached to these dimensions by the three groups. There is a significant difference in the importance of employability skills perceived by employers or immediate supervisors in relation to the perception of students/graduates. The findings provide a useful insight into the importance of employability skills from three points of view, considering that not many previous studies compare an employability model from multiple perspectives. The research was carried out in times of a pandemic, which made it difficult to have contact with people. This allows Higher Education Institutions (HEIs) to rethink their educational projects according to the current needs of the economic, social, and productive sectors in the post–COVID-19 era.","PeriodicalId":46591,"journal":{"name":"Industry and Higher Education","volume":"14 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140630553","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 : 2024-03-05DOI: 10.1177/09504222241235170
James Bezjian, Benjamin P Dean, Sergey Y Ponomarov, Sarah Imam, Robert Riggle, Michael Weeks, Sally Selden
Institutional upheaval spurred by the COVID-19 crisis suddenly and dramatically transformed the rules of the game for higher education organizations. The global pandemic thrust colleges and universities into ambiguous institutional environments. Disruption of established routines and supply networks resulted in the near collapse of global supply chains providing personal protective equipment (PPE), particularly N95 masks, needed by healthcare workers on the medical frontlines. This study describes and analyzes higher education and industry (HEI) partnership collaborations that adapted rapidly and responded effectively to meet the critical PPE need. The Citadel, Military College of South Carolina (The Citadel), along with the Tommy and Victoria Baker School of Business (BSB) and its Innovation Lab., engaged in a partnership with medical professionals at the Medical University of South Carolina (MUSC). This partnership successfully manufactured, assembled, and distributed one thousand 3D-printed N95 masks in a crucial 16-week period. The study also shows how organizations in both institutional fields were able to expand dynamic capabilities enabling them to sense opportunities and to seize them by engaging and supporting each other in rapid and effective resource reconfigurations. This HEI collaboration culminated in a memorandum of understanding for ongoing collaboration to develop innovations for future responses to healthcare challenges.
{"title":"Higher education response to institutional upheaval: Outcomes of industry collaborations during the COVID-19 pandemic","authors":"James Bezjian, Benjamin P Dean, Sergey Y Ponomarov, Sarah Imam, Robert Riggle, Michael Weeks, Sally Selden","doi":"10.1177/09504222241235170","DOIUrl":"https://doi.org/10.1177/09504222241235170","url":null,"abstract":"Institutional upheaval spurred by the COVID-19 crisis suddenly and dramatically transformed the rules of the game for higher education organizations. The global pandemic thrust colleges and universities into ambiguous institutional environments. Disruption of established routines and supply networks resulted in the near collapse of global supply chains providing personal protective equipment (PPE), particularly N95 masks, needed by healthcare workers on the medical frontlines. This study describes and analyzes higher education and industry (HEI) partnership collaborations that adapted rapidly and responded effectively to meet the critical PPE need. The Citadel, Military College of South Carolina (The Citadel), along with the Tommy and Victoria Baker School of Business (BSB) and its Innovation Lab., engaged in a partnership with medical professionals at the Medical University of South Carolina (MUSC). This partnership successfully manufactured, assembled, and distributed one thousand 3D-printed N95 masks in a crucial 16-week period. The study also shows how organizations in both institutional fields were able to expand dynamic capabilities enabling them to sense opportunities and to seize them by engaging and supporting each other in rapid and effective resource reconfigurations. This HEI collaboration culminated in a memorandum of understanding for ongoing collaboration to develop innovations for future responses to healthcare challenges.","PeriodicalId":46591,"journal":{"name":"Industry and Higher Education","volume":"44 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140046724","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}
University-Industry Linkage (UIL) is the interaction of academic or research universities and industries of different sectors for complementary benefits. This paper presents the results of a study conducted to understand the present status and challenges of UIL in the Regional State of Tigray, Ethiopia. Using convergent parallel mixed research design, the study addressed two research questions: (1) what is the status of UIL in the Regional State of Tigray, Ethiopia? (2) what are the UIL challenges facing universities and industries in the Regional State of Tigray, Ethiopia? Respondents were recruited from two universities and eight industries of different business areas including service, manufacturing, finance and energy. A survey questionnaire and interview protocols were developed by adapting items used in previous studies and distributed to a sample size of 1350. The findings show that there are occasional collaborations between the universities and industries in the Region mostly focusing on internship and training. Although communications and meetings are conducted between the universities and industries to create UIL opportunities in Tigray, signed collaboration agreements remain mostly on the shelf mainly due to lack of due attention and commitment from both sides in taking the step forward. Therefore, awareness creation measures and sound policy framework and guidelines should be in place for effective and practical collaborations to exist and get realized.
{"title":"Status and challenges of university-industry linkage in the Tigray Regional State of Ethiopia","authors":"Hilluf Reddu Tegegne, Hailemariam Areaya Girmay, Yohannes Berhane Gebremedhen, Betgilu Oshora Olle, Gebregzabher Abreha Domez, Merhawi Abreha Gebreyesus","doi":"10.1177/09504222241237028","DOIUrl":"https://doi.org/10.1177/09504222241237028","url":null,"abstract":"University-Industry Linkage (UIL) is the interaction of academic or research universities and industries of different sectors for complementary benefits. This paper presents the results of a study conducted to understand the present status and challenges of UIL in the Regional State of Tigray, Ethiopia. Using convergent parallel mixed research design, the study addressed two research questions: (1) what is the status of UIL in the Regional State of Tigray, Ethiopia? (2) what are the UIL challenges facing universities and industries in the Regional State of Tigray, Ethiopia? Respondents were recruited from two universities and eight industries of different business areas including service, manufacturing, finance and energy. A survey questionnaire and interview protocols were developed by adapting items used in previous studies and distributed to a sample size of 1350. The findings show that there are occasional collaborations between the universities and industries in the Region mostly focusing on internship and training. Although communications and meetings are conducted between the universities and industries to create UIL opportunities in Tigray, signed collaboration agreements remain mostly on the shelf mainly due to lack of due attention and commitment from both sides in taking the step forward. Therefore, awareness creation measures and sound policy framework and guidelines should be in place for effective and practical collaborations to exist and get realized.","PeriodicalId":46591,"journal":{"name":"Industry and Higher Education","volume":"9 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140025475","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 : 2024-02-01DOI: 10.1177/09504222241231265
Margarietha de Villiers Scheepers, Rory Mulcahy, David Fleishman, Peter English, Jacqueline Burgess, Gail Crimmins
The digital economy with flexible work contexts requires graduates to enter the workplace with digital skills. While studies have examined digital literacy and skills within domains, attending to knowledge, workplace, business and digital skills, these narrow definitions overlook the importance of digital career competencies for lifelong career management. This paper reports on measures of digital career competencies (DCC) and how the dimensionality of these measures might enable universities, students, and other stakeholders to ascertain how these competencies develop. Using a pragmatic, co-created, three-study design, initial dimensions and a pool of measurement items were developed qualitatively, involving responses from 22 alumni. These items and their dimension reliability were then tested with n = 202 students, and further evaluated using a second sample of n = 156 students. The results demonstrate that DCC can be assessed using three dimensions: digital connectedness, career management, and crowdworking. The developed 8-item, three-dimension scale exhibited sound reliability and validity. The novel co-design method for measure development, and the research findings, provide theoretical and practical contributions to emerging empirical research on DCC. These measures provide a parsimonious base for assessing DCC and facilitating the development of these competencies in higher education.
工作环境灵活的数字经济要求毕业生在进入职场时掌握数字技能。虽然已有研究对知识、工作场所、商业和数字技能等领域内的数字素养和技能进行了研究，但这些狭隘的定义忽视了数字职业能力对于终身职业管理的重要性。本文报告了数字职业能力（DCC）的测量方法，以及这些测量方法的维度如何帮助大学、学生和其他利益相关者确定这些能力是如何发展的。本文采用务实、共创、三项研究的设计方法，从 22 名校友的反馈中定性地开发了初始维度和测量项目库。然后，在 n = 202 名学生中对这些项目及其维度可靠性进行了测试，并在 n = 156 名学生的第二个样本中进行了进一步评估。结果表明，DCC 可以通过三个维度进行评估：数字连接、职业管理和人群工作。所开发的 8 个项目的三维量表具有良好的信度和效度。新颖的共同设计量表开发方法和研究结果为新兴的 DCC 实证研究提供了理论和实践方面的贡献。这些量表为评估 DCC 和促进这些能力在高等教育中的发展提供了一个合理的基础。
{"title":"Digital career competencies: A co-created scale for the digital employability competencies we’ve overlooked","authors":"Margarietha de Villiers Scheepers, Rory Mulcahy, David Fleishman, Peter English, Jacqueline Burgess, Gail Crimmins","doi":"10.1177/09504222241231265","DOIUrl":"https://doi.org/10.1177/09504222241231265","url":null,"abstract":"The digital economy with flexible work contexts requires graduates to enter the workplace with digital skills. While studies have examined digital literacy and skills within domains, attending to knowledge, workplace, business and digital skills, these narrow definitions overlook the importance of digital career competencies for lifelong career management. This paper reports on measures of digital career competencies (DCC) and how the dimensionality of these measures might enable universities, students, and other stakeholders to ascertain how these competencies develop. Using a pragmatic, co-created, three-study design, initial dimensions and a pool of measurement items were developed qualitatively, involving responses from 22 alumni. These items and their dimension reliability were then tested with n = 202 students, and further evaluated using a second sample of n = 156 students. The results demonstrate that DCC can be assessed using three dimensions: digital connectedness, career management, and crowdworking. The developed 8-item, three-dimension scale exhibited sound reliability and validity. The novel co-design method for measure development, and the research findings, provide theoretical and practical contributions to emerging empirical research on DCC. These measures provide a parsimonious base for assessing DCC and facilitating the development of these competencies in higher education.","PeriodicalId":46591,"journal":{"name":"Industry and Higher Education","volume":"2016 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139950503","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 : 2024-01-30DOI: 10.1177/09504222231194631
Sophie Marie Cappelen, Jesper Strandgaard Pedersen
Comparing three culinary movements with a distinct focus on sustainability the article explores how collective organizational actors interact with higher education institutions when promoting sustainable change in the culinary field. The article shows how the culinary movements collaborate with, emulate, and adopt practices from higher education institutions and scientific disciplines in their efforts to drive sustainable culinary change. We specify four types of interactions through which the culinary movements engage with higher education institutions: formal collaboration, imitative practices, enlisting academics, and emulating academic events. Our findings contribute to previous discussions in two ways. First, we show how collective organizational actors and higher education institutions collaborate and exchange knowledge and practices in a way that serves both parties’ quest for sustainable change and legitimacy. Moreover, we show how the presence of field-level goals (i.e., sustainability) encourages multidirectional interaction and translation of practices, as common field-level goals heightens focus on similarity rather than difference.
{"title":"Culinary movements and higher education collaborating for sustainable development","authors":"Sophie Marie Cappelen, Jesper Strandgaard Pedersen","doi":"10.1177/09504222231194631","DOIUrl":"https://doi.org/10.1177/09504222231194631","url":null,"abstract":"Comparing three culinary movements with a distinct focus on sustainability the article explores how collective organizational actors interact with higher education institutions when promoting sustainable change in the culinary field. The article shows how the culinary movements collaborate with, emulate, and adopt practices from higher education institutions and scientific disciplines in their efforts to drive sustainable culinary change. We specify four types of interactions through which the culinary movements engage with higher education institutions: formal collaboration, imitative practices, enlisting academics, and emulating academic events. Our findings contribute to previous discussions in two ways. First, we show how collective organizational actors and higher education institutions collaborate and exchange knowledge and practices in a way that serves both parties’ quest for sustainable change and legitimacy. Moreover, we show how the presence of field-level goals (i.e., sustainability) encourages multidirectional interaction and translation of practices, as common field-level goals heightens focus on similarity rather than difference.","PeriodicalId":46591,"journal":{"name":"Industry and Higher Education","volume":"2016 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139950501","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}
Africa’s creative industries are increasingly receiving attention due to their potential to generate human and economic growth and development. Converting this potential into tangible and sustainable development requires consistent collaboration between higher education (HE) institutions and the creative economy. This case study reflects on the role of Creative Imagination Workshops (CIWs) in brokering collaboration between HE and selected creative sectors in Kenya, Nigeria, and South Africa. The CIWs were an initial phase of the African Hub for Sustainable Creative Economies (AHSCE) research project. They aimed to support network building and collaboration by providing online exchange and networking opportunities. Workshop participants were recruited through both formal and informal networking processes. The CIWs demonstrate that intermediaries such as the AHSCE can offer virtual ‘third spaces’ which feature little to no financial barrier to entry, encouraging academics and entrepreneurs to engage with each other, and facilitating the exchange of knowledge and resources. While the virtual workshop delivery model precipitates high levels of attendance and engagement, it is vulnerable to limitations in national infrastructure. Generating enough trust to transform connections initiated virtually into collaborative in-person partnerships also requires an extended timetable or a hybrid model combining virtual and physical interactions.
{"title":"Brokering collaborations between academia and the creative economies in Africa through creative imagination workshops","authors":"Waithera Kibuchi, Folakemi Ogungbe, Vuyolwethu Madyibi","doi":"10.1177/09504222231222259","DOIUrl":"https://doi.org/10.1177/09504222231222259","url":null,"abstract":"Africa’s creative industries are increasingly receiving attention due to their potential to generate human and economic growth and development. Converting this potential into tangible and sustainable development requires consistent collaboration between higher education (HE) institutions and the creative economy. This case study reflects on the role of Creative Imagination Workshops (CIWs) in brokering collaboration between HE and selected creative sectors in Kenya, Nigeria, and South Africa. The CIWs were an initial phase of the African Hub for Sustainable Creative Economies (AHSCE) research project. They aimed to support network building and collaboration by providing online exchange and networking opportunities. Workshop participants were recruited through both formal and informal networking processes. The CIWs demonstrate that intermediaries such as the AHSCE can offer virtual ‘third spaces’ which feature little to no financial barrier to entry, encouraging academics and entrepreneurs to engage with each other, and facilitating the exchange of knowledge and resources. While the virtual workshop delivery model precipitates high levels of attendance and engagement, it is vulnerable to limitations in national infrastructure. Generating enough trust to transform connections initiated virtually into collaborative in-person partnerships also requires an extended timetable or a hybrid model combining virtual and physical interactions.","PeriodicalId":46591,"journal":{"name":"Industry and Higher Education","volume":"26 13","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138948051","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 : 2023-12-17DOI: 10.1177/09504222231221562
C. Donelli, Fabrizio Panozzo
The case study profiles the Aiku Centre at Ca’ Foscari University in Venice, Italy, suggesting its role as a contemporary higher education institution committed to fulfilling its ‘third mission' and addressing broader societal challenges. The Aiku Centre integrates artistic interventions with academic research and organizational practices, fostering interdisciplinary collaboration and innovation. Projects like ‘Artificare' and the SMATH initiative exemplify the Centre's approach to combining art, sustainability, and business for societal progress, emphasizing the transformative potential of artistic interventions in environmental and social challenges.
{"title":"Connecting university research across culture, creativity, and business: The case of Aiku centre","authors":"C. Donelli, Fabrizio Panozzo","doi":"10.1177/09504222231221562","DOIUrl":"https://doi.org/10.1177/09504222231221562","url":null,"abstract":"The case study profiles the Aiku Centre at Ca’ Foscari University in Venice, Italy, suggesting its role as a contemporary higher education institution committed to fulfilling its ‘third mission' and addressing broader societal challenges. The Aiku Centre integrates artistic interventions with academic research and organizational practices, fostering interdisciplinary collaboration and innovation. Projects like ‘Artificare' and the SMATH initiative exemplify the Centre's approach to combining art, sustainability, and business for societal progress, emphasizing the transformative potential of artistic interventions in environmental and social challenges.","PeriodicalId":46591,"journal":{"name":"Industry and Higher Education","volume":"23 38","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138966332","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 : 2023-12-15DOI: 10.1177/09504222231222257
Estrella Sendra
In recent years, there has been an increasing awareness of the social responsibility of Higher Education, encouraging knowledge exchange initiatives and impact. This often involves the collaboration with the industry, embracing a curatorial turn in the pedagogic approach. This self-reflexive case study shares the learning, challenges, and opportunities offered by the organisation of a networking event named ‘Decolonising Film Festivals and Curating African Cinemas.’ In so doing, it seeks to offer insights into one such forms of collaboration between Higher Education and the Industry. Through an analysis of the feedback by participants and the discussions at a round-table on decolonising, it highlights the horizontalism and distended environment of the experience, fostering a safe and fruitful discussion that engages in a call to action towards to sought change. In public facing events hosted at the university, the classroom becomes a brainstorming exercise in collaboration. The curatorial turn adopted through collaboration bridges theory and practice. Itlurifies voices in the learning and teaching experience, and collaboratively rehearses potential creative solutions to real life scenarios. It promotes social justice, engaging all participants in the process.
{"title":"Embracing collaborations between festivals and higher education: A case study of the ‘Decolonising film festivals and curating African cinemas’ networking event at King’s College London","authors":"Estrella Sendra","doi":"10.1177/09504222231222257","DOIUrl":"https://doi.org/10.1177/09504222231222257","url":null,"abstract":"In recent years, there has been an increasing awareness of the social responsibility of Higher Education, encouraging knowledge exchange initiatives and impact. This often involves the collaboration with the industry, embracing a curatorial turn in the pedagogic approach. This self-reflexive case study shares the learning, challenges, and opportunities offered by the organisation of a networking event named ‘Decolonising Film Festivals and Curating African Cinemas.’ In so doing, it seeks to offer insights into one such forms of collaboration between Higher Education and the Industry. Through an analysis of the feedback by participants and the discussions at a round-table on decolonising, it highlights the horizontalism and distended environment of the experience, fostering a safe and fruitful discussion that engages in a call to action towards to sought change. In public facing events hosted at the university, the classroom becomes a brainstorming exercise in collaboration. The curatorial turn adopted through collaboration bridges theory and practice. Itlurifies voices in the learning and teaching experience, and collaboratively rehearses potential creative solutions to real life scenarios. It promotes social justice, engaging all participants in the process.","PeriodicalId":46591,"journal":{"name":"Industry and Higher Education","volume":"6 6","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139000006","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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