Our growing, multidisciplinary International Development list – now featuring almost 80 titles – includes leading researchers in the field including Jo Boyden, Pádraig Carmody, Gustavo Esteva, Garth Myers and David Simon and supports decolonial thought, indigenous research and transdisciplinarity.
Building on our reputation for publishing on poverty, inequality and social justice, and our not-for-profit status, the list explores key social challenges including poverty, cities, infrastructure and urban development, migration and health, and covers the impacts of COVID-19 in the Global South.
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Vocational teachers are at the centre of complex social ecosystems, albeit often without adequate resources and recognition. The skills ecosystem literature to date does not engage with the concept of vocational teachers and their role, positionality and agency within the skills ecosystem. Vocational teachers should be playing a broader mediating role within the skills ecosystem and are central to any reimagining of vocational education and training (VET). The chapter reviews typical narratives about low-quality vocational teaching and the challenges vocational teachers often face in contexts such as South Africa and Uganda. It shows how subsequent trends undermined the notion of the vocational teacher, drawing on more recent work to argue for a broader version of this notion. The case examples then provide the basis for the discussion of the possibilities (or otherwise) for vocational teachers as mediators. The chapter argues that an expanded notion of vocational teachers needs to be reimagined and embedded horizontally and vertically within the skills ecosystem to facilitate learning that aligns with the broader aims of VET Africa 4.0.
Not enough has been said about the kinds of skills development that are needed if we are to stem the rising tides and impacts of political economies that have largely been driving what some call ‘fossil capital’. This chapter develops an emerging argument that it is necessary to also rethink and reframe vocational education and training (VET) logics and approaches if the implications of a warming future are to be fully considered. This chapter provides the context of why this is such an urgent challenge and some thinking tools for understanding where we have come from and where we need to go.
5th Generation Universities will be very diverse in form; however, they will be highly collaborative across sectors and effective at tackling the UN SDGs. They will effectively integrate their core activities and operations around achieving transformation, innovation, and positive change. The authors have developed the theory and practice of a new type of digitally enabled and agile university that is starting to emerge on the world stage. Through Quintuple helix alliances, 5th Generation Universities will bring about positive change to their environment. They will have the people skilled in developing, implementing, and leading alliances and will be able to accelerate progress from transactional towards transformational partnerships. University-industry collaborations will form in an increasingly accelerated period thanks to the advancement of digital collaboration technologies, enabling both programmatic activities and corporate philanthropy across multiple disciplines to deliver real and measurable shared value and positive change.
The focus of this chapter is how alliances are forged and can be managed effectively. The authors consider the different motivations for partnership development between universities and industry. The importance of a data centric approach to gather intelligence both internally and externally is outlined. Tools such as the Balanced Scorecard and the VSEM (Vision, Strategy, Execution and Metrics) can be useful for measuring progress towards shared objectives. Within knowledge-based economies and societies, university-industry alliances and an expanded concept of multi-sector helix combinations are important for understanding the non-linear, ‘messy’ process of innovation. Strategies must be implemented effectively to deliver positive change through a stewardship approach that grows trust between universities and industry. Universities need to consider their institutional assets they will bring to deliver transformational strategic alliances. 10 Principles are provided for building strong alliances to address the UN SDGs, which are increasingly at the top of many corporates’ business agendas. CRM systems are discussed for mapping alliances and external interactions. Wider automation of university processes that are important for effective alliance development is considered vital for organisational agility. This is part of the digital transformation that is a prominent feature of a 5th Generation University.
This chapter develops the 5th Generation University concept and the relevance towards university-industry alliances to achieve positive change for humanity through addressing the UN SDGs. The approach outlined is multi-faceted covering the research, teaching and innovation environment within universities and contribution to their local, regional, national, and global contexts. The need to address global challenges at the local level (glocal) is explored. Technology transfer and commercialisation are seen as a component of wider knowledge exchange. The importance of transdisciplinary working is discussed. Institutional learning in a 5th Generation learning organisation includes benefits realisation for partnership activities to ensure that tacit knowledge is retained. The need to empower staff, ensure internal alignment and integration between researchers from both STEM and non-STEM backgrounds is highlighted. 5th Generation Universities will develop greater use of ‘team science’ and cross-sector engagement and collaboration including between the Global North and South. The concepts of ‘frugal innovation’ and Entrepreneurship Readiness Level (ERL) are explored and a case study of the National Science Foundation (NSF) is discussed extensively.
This chapter explores the need to move beyond short-term transactional relationships between universities and industry towards deep, long-term, sustainable and transformational strategic alliances. These have aligned vision, mission and strategy around achieving both mutual and societal benefits including the UN SDGs. Transformational alliances are a vital component of Knowledge Exchange (KE) that create shared value (co-valorisation). The growing importance of cross-disciplinary KE is recognised by governments in both the Global North and South. Impact is defined as building long term, trusted two-way, sustainable, trans-disciplinary relationships with industry that do social good and align with institutional values. The book is practitioner focused highlighting the importance of alliance and KE professionals in universities. It aims to deliver a comprehensive holistic framework covering both programmatic, co-innovation and philanthropic activities. The concepts of quintuple helix collaboration, the 5th Generation University and transformational collaborative advantage are introduced, and the authors argue that universities must rediscover their public good role to create shared value. The importance of foresight amongst university leaders is also discussed in this chapter.
Authors explore the characteristics of 5th Generation Universities in relation to their ability to lead and execute sustainable partnerships that are ‘purpose driven’. Such institutions scale-up their impact to address the UN SDGs, a framework seen to support the core interests of universities worldwide. They are recognised for contributing to the global public good and societal benefit. In addition to societal benefit, the importance of ‘mutual benefit’ to realise benefits and release value to partners is considered. The concept ‘Minimum Viable Partnership’ (MVP) is explored to assist with strategic planning, implementation, and performance management. People are the most critical factor for achieving the organisational change needed to transition universities towards the 5th Generation. Building resilience into alliance value propositions and MVPs by creating flexible, agile organisational structures is a necessary safeguard against disruption. The role of leaders in driving positive, transformational change is discussed including their risk appetite in new forms of operational management and business models. Building multi-sector teams in Quintuple-helix alliances is a key skill for future alliance leaders. Challenge or mission-oriented ecosystem approaches are advocated. 5th Generation Universities remain focused on their institutional mission, vision and values and form alliances to advance shared goals, interests, and priorities.
Authors discuss trends emerging that are likely to significantly impact the next decade of alliances, creating new opportunities for collaborative innovation to achieve positive change. Disruption, digital transformation, and Industry 4.0 convergence are key trends. Governments can enable the environment for long term, multi-sector, mission-driven collaboration to be scaled for societal benefit. Policymakers will recognise and value 5th Generation Universities that deliver innovation infrastructure to support regional economies to release and realise value. Multi-disciplinary research and teaching will underpin innovative cross-sector partnerships. Industry will increasingly form pre-competitive consortia involving multiple universities and industry partners to tackle specific challenges e.g., zero-carbon economy. TTOs within universities will prioritise impact on humanity over commercialisation metrics alone and provide more equitable access to technology through licensing. 5th Generation Universities will effectively achieve impact at scale across STEM and non-STEM (SHAPE) disciplines. They will enable entrepreneurship amongst staff, students and within their regions and beyond. They will promote both diversity of talent and diverse (heterogenous) approaches to innovation. They will attract growing interest from impact investors driven by ESGs. Greater Global North-South alliances around innovation and entrepreneurship will create significant economic growth at different scales and facilitate more inclusive access to higher education worldwide.
Robust university–industry partnerships are vital to achieve the 17 UN Sustainable Development Goals (SDGs) and create a better world for everyone.
Developing the theory and practice of the ‘5th Generation University’, this book shows how cross-sector collaboration and innovation are crucial to maximising the societal benefits of research, education and knowledge exchange, while also driving economic growth and productivity.
The authors bring extensive experience in working at the interface between academia, industry and government to demonstrate how universities can effectively combine transdisciplinary programmatic activities and strategic corporate philanthropy. They explain how long-term alliances can be forged to have a transformational impact on the greatest challenges facing our world such as climate change.
This chapter explains how community activists in Complexo da Maré, Brazil, worked to enhance the sense of identity of local residents by recording and celebrating their stories, lives and the social relations that exist, in addition to physically mapping the area for the first time. This participative mapping exercise, undertaken with the support of sympathetic academic and civil society actors, provided an evidence base to make effective demands on service providers. The chapter also refers to the range of strategies adopted by Redes da Maré, from creative approaches to the training of local volunteers, and from the provision of direct services to advocacy and legal tactics.