Building Entrepreneurial Universities: Strategies for Fostering Innovation and Knowledge Capitals | Book Publisher International

 

A public university's conversion to an entrepreneurial university involves a thorough reassessment of the institution's identity, mission, and social value; it goes beyond simple academic or administrative change. Using Kyambogo University as a live case study of institutional renewal and innovation in Ugandan higher education, this book offers a thorough examination of this transformational path.

 

The idea that the university should become a proactive force for change, a place where knowledge is created and used to address pressing societal issues, lies at the heart of this book. By fusing teaching, research, community engagement and innovation in ways that have an impact on society, culture, and the economy, the entrepreneurial university exemplifies this idea.

 

The OECD and European Commission created the HEInnovate framework, which outlines eight interconnected characteristics of an entrepreneurial university and serves as the foundation for the book. A conceptual and practical roadmap for entrepreneurial university assessment and reform is offered by these factors.

 

Leadership and Governance: This section looks at how entrepreneurship can be ingrained throughout the university through strategic direction, visionary leadership, and supportive governance frameworks.

Organisational Capacity, People, and Incentives: This section examines how to match financial, human, and infrastructure resources to sustain entrepreneurial endeavours.

Entrepreneurial Teaching and Learning: Talks about innovative teaching strategies that promote creativity, problem-solving, critical thinking and hands-on learning.

Preparing and Supporting Entrepreneurs: This section focuses on the institutional ecosystems that provide funding, mentoring, and incubation to student and staff entrepreneurs.

Digital Transformation and Capability: Examines how digital tools may improve teaching, creativity, and teamwork both inside and outside of academic institutions.

Knowledge Exchange and Collaboration: Discusses the value of collaborations with communities, businesses, industries and the government in order to jointly create knowledge and innovations.

The Internationalised Institution: Examines how international collaborations and mobility might enhance the entrepreneurial environment.

Measuring Impact: Highlights the necessity of conducting an evidence-based assessment of institutional performance and entrepreneurial outcomes and impact.

In order to analyse Kyambogo University's preparedness, obstacles, and strategic routes towards becoming an entrepreneurial public university, each chapter of the book expands on these dimensions. To assist university administrators, policy makers, and educators in putting comparable reforms into practice in different settings, real-world examples, analysis, and suggestions are offered.

 

The research indicated that Kyambogo University is moving forward in its journey to establish itself as an entrepreneurial institution, showing enhanced recognition and involvement in innovation and entrepreneurship programs. Nevertheless, there are still shortcomings in the institutional culture, financial support, collaboration with industries, and systems that assist both students and staff.

 

In order to tackle these issues, the research suggests implementing a comprehensive entrepreneurial strategy across the university, bolstering capacity development and innovation centres, improving collaborations with industry, offering internal financial support for start-ups, and integrating entrepreneurship throughout all academic programs. These actions will assist Kyambogo University in completely fulfilling its vision as an entrepreneurial institution.

 

In the end, this book aims to respond to three basic questions:

 

In a world that is changing quickly, how can a public institution reinvent itself to remain relevant?

What mindsets and institutional frameworks are necessary to support entrepreneurship and innovation?

How can universities in Uganda and throughout Africa use entrepreneurship to make a significant contribution to sustainable national development?

 

Author(s) Details

Jacob L. Oyugi
School of Management and Entrepreneurship, Kyambogo University, P.O. Box 1, Kyambogo, Uganda.

 

Please see the book here :- https://doi.org/10.9734/bpi/mono/978-93-88417-43-3

ePortfolios for High School Students: Application and Assessment | Chapter 8 | An Overview of Literature, Language and Education Research Vol. 2

 We proposed to introduce four-year ePortfolios for high school students, with teacher-certified content featuring the best of the student’s activities and accomplishments in each of her four high school years. Our focus is high school students following STEM learning paths. We argue for a new system replacing test-focused rote learning with deep reflective learning. Fortunately, new movements in education are supportive of this objective. Growing numbers of colleges and universities are reducing or even removing the evaluative weights placed on standardized tests such as the SAT and ACT. The huge evaluative weight college admissions systems place on standardized test scores carries unacceptable negatives, many with social justice attributes. First, the test-taking skill of the candidate is the top measure for surviving the first cut. We suggest replacing these tests with secure and vetted student electronic portfolios (ePortfolios) that feature many artifacts of a student’s high school achievements, especially those associated with Project-Based Learning (PBL), as well as the student’s personal written reflections recorded over four years of learning. This more personalized admissions process will provide evaluative information far richer than what is currently available. Biases connected to gender, race, community wealth, and family wealth should all be lessened by the suggested ePortfolio approach. These biases should also be lessened by standardized testing. A number of significant and integrated changes to our educational system are necessary for the successful implementation of ePortfolios on a large scale. These include college admissions offices decreasing the weights assigned to standardized tests; high schools filling the void with ePortfolio content, requiring students to create ePortfolios starting in their freshman year; process reorganization to provide students with quantitative project-based learning activities throughout high school; and the provision of methods and resources for high school teachers and college admissions offices to evaluate ePortfolio content.

 

Author (s) Details

 

Richard C. Larson
Institute for Data, Systems, and Society, Massachusetts Institute of Technology, Cambridge, Massachusetts, USA.

Soheil Sibdari
Decision & Information Sciences, University of Massachusetts, Dartmouth, Massachusetts, USA

 

Please see the book here:- https://doi.org/10.9734/bpi/aoller/v2/982