In a time of global upheaval, Greece has decided to internationalise its higher education to keep pace with the rapidly changing international academic landscape. Combining technology and classics, the Greek Internationalisation Plan places a strong focus on international cooperation while rethinking higher education in terms of entrepreneurship and innovation.
Handshake's latest report, Netpotism, provides research suggesting that rather than acting as a true social accelerant, in many cases, the impact of the pandemic has been to move existing systems of entrenched privilege online. This, along with the digital divide affecting interviews, presents significant issues for those who are less well-off and well connected.
Despite recent efforts, UK universities are still lagging in their response to racial inequality. A holistic institutional strategy backed by strong leadership commitment and resources is required. Critically, those who experience racial discrimination should be at the core of any anti-racism policy.
Higher education is only called out in two of the 169 SDG targets; however, there are more than 60 targets in which it plays a pivotal role. Higher education leaders are urged to undertake a holistic evaluation of how they propose to address the SDGs and map out a way forward, whilst recognising that there are many limitations and barriers.
Deep tech has exploded in interest across policy, business and investor circles in just the last two years due to these technologies’ potential to address the grand challenges facing society. However, commercializing deep tech is challenging, requiring talent with a holistic understanding of science and business. Universities play an important role in creating the pipeline of students prepared to build the future of deep tech.
With the continuing interest of competition regulators in the work of universities and the never-ending debate about whether university students should or should not be thought of as consumers, it is always entertaining to see how shopping and studying can indeed overlap. Putting students as consumers in the centre of the higher education landscape is now coming to pass in perhaps unexpected ways.
The Collectif Mentorat, an organisation bringing together the main mentoring actors in France, has been entitled to the implementation of a major mentoring plan in the country as a solution to the educational and health crises.
By Christophe Paris
16 Mar 2021
Internal Support StructuresThird Mission Activities
India’s entrepreneurial universities have collaborated with the government, industries and stakeholders to shape an effective response to COVID-19. Their success highlights the fact that university-industry strategic partnerships can flourish in emerging and developing economies in times of crises.
There is no doubt that employers rely on higher education providers to deliver qualified and skilled employees. It is also true that universities rely on industry to support the making of a more skilled and entrepreneurial minded workforce. For the best fit to occur between input and output (graduates), the two parties should be clearly and regularly communicating their expectations with each other.
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.