Doctoral students and young researchers from Dehli’s universities share their stories of dealing with the new challenges and limitations impacting their research work in the pandemic. Their experiences reveal increased pressures, anxiety and a lack of support from their institutions. Tackling this problem will require universities to become more innovative, entrepreneurial and engaged with key stakeholders.
The pandemic has unearthed latent issues of access, equity, and attainment of valuable higher educational credentials. Confronted with these challenges, universities should explore the competency-based online model: at WGU it has been effective in transforming the traditional relationships among students, faculty, the institution, and the market.
Higher education officials need to reimagine what colleges and universities will “look like” after the confusion of the pandemic passes, and why the times require, and support, innovation and entrepreneurship to guide higher education in the future.
The COVID-19 pandemic has shaken universities in many profound ways and will likely continue to affect higher education after the pandemic subsides. In this context, little is being made on how a yearning for normality may eschew innovations in the post-pandemic periods as universities may feel increasingly compelled to revert to old practices. Driving innovations forward will present a huge challenge for university leadership.
Africa has been noted for its entrepreneurship culture and potential. Still the lack of clarity of the concept and a weak policy environment are inhibiting a total embrace by higher education institutions on the continent
In recent years increased attention has been paid to the link between the attention deficit hyperactivity disorder (ADHD) and Entrepreneurship. Here, Professor David A. Kirby considers the implications for Entrepreneurship Education based on early research he undertook at the University of Surrey.
By David Kirby
07 Sep 2020
Institutional CommitmentShared GoalsInternal Support Structures
It takes a village to bring up a child, and an all-institutional effort to encourage third mission. Austria’s approach to promoting universities ‘roles beyond education and research has limitation on several levels. Can Germany’s more centralised government-backed model help? Here, we outline why the establishment of stand-alone transfer centers are just a drop in the ocean.
Indian universities that aim at producing social impact will face various challenges in funding, student expectations, student admission, academics perception, and university governance. Understanding these challenges is important before any viable strategy can be developed and implemented.
Entrepreneurial education is in trend and fashion, yet many implementation challenges it faces stem from biases and misconceptions of educators and society. Admitting this fact opens a way to solutions.
The traditional ‘big number’ approach to measuring economic impact is out of step with what places need from their universities. As a result, improvements in engagement are difficult to analyse, plan and implement.