How and what knowledge do universities and academics transfer to industry in African low-income countries? Evidence from the stage of university-industry linkages in Mozambique

Zavale, Nelson Casimiro; Macamo, Elísio

doi:10.1016/j.ijedudev.2016.04.001

Cited by 39 publications

(42 citation statements)

References 37 publications

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“…University-industry linkages were perceived as weak in both countries. Similar findings were reported from Mozambique (Zavale and Macamo, 2016), another sub-Saharan African country.…”

Section: Discussionsupporting

confidence: 89%

“…Universities in developing countries generally face greater challenges in such alliances, because they look to the Government to provide the overall framework for developing these linkages, through the formulation of policy directions and reward systems (Bano and Taylor, 2014). Also, the linkages between universities and industry are often informal and weak (Zavale and Macamo, 2016) due to lack of time, insufficient internal capability to manage relationships and difficulty in identifying partners (Hughes and Kitson, 2012). In developed countries, these linkages emerge from incentivizing universities' KT activities (Rossi and Rosli, 2015).…”

Section: Enablers and Barriers To Knowledge Managementmentioning

confidence: 99%

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Enablers and barriers to knowledge management in universities: perspectives from South Africa and Mauritius

Ramjeawon

Rowley

2020

AJIM

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PurposeUniversities need to manage their knowledge assets, and, to work creatively to maximize the enablers and minimize the barriers associated with knowledge management processes. This research offers a comparative perspective on knowledge management in universities in two countries whose university sectors are at different stages of their development, South Africa and Mauritius.Design/methodology/approachSemi-structured interviews were conducted with expert informants from 10 high-ranking universities in Mauritius and South Africa, who held senior roles in research and its management within their respective universitiesFindingsBoth enablers and barriers (eandb) were evident in relation to: strategies and policies, organizational structures, rewards and incentives, culture, technology, leadership, human resources, resources and funding, and university-industry linkages, although the significance of these eandbs varied between the three knowledge processes, knowledge creation, knowledge sharing and knowledge transfer. Overall, Mauritius, with a less developed university sector, faced more challenges in respect of knowledge management than did South Africa.Originality/valueThis study's theoretical contribution is a holistic framework for enabling KM in universities on the basis of a mapping between KM eandb's and KM processes. This comparative country level study, embracing a number of universities, offers insights into national policy, and cultural expectations that influence the extent and nature of barriers and enablers to effective KM. The insights offered by this study will be valuable for Mauritius and South Africa, and also for universities in other countries.

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“…University-industry linkages were perceived as weak in both countries. Similar findings were reported from Mozambique (Zavale and Macamo, 2016), another sub-Saharan African country.…”

Section: Discussionsupporting

confidence: 89%

Section: Enablers and Barriers To Knowledge Managementmentioning

confidence: 99%

Enablers and barriers to knowledge management in universities: perspectives from South Africa and Mauritius

Ramjeawon

Rowley

2020

AJIM

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“…The waqf institutions have to adopt new and innovative techniques and technologies to attract maximum number of donors and increase and generate waqf funds for infrastructural development. Moreover, HEIs need to focus on diversity in fund management, other collaborations and linkages for perpetual income and alternate income sources (Zavale & Macamo 2016).…”

Section: Lack Of Infrastructural Developmentmentioning

confidence: 99%

“…These days, universities are also supposed to be engaging in activities and attaining achievements as their "third mission" through academia-industry linkages (Tijssen et al, 2016). The phenomenon accounted significantly for higher education renaissance thanks to trends of expansion, privatisation and emergence of new funding channels (Zavale and Macamo, 2016).…”

Section: Lack Of Infrastructural Developmentmentioning

confidence: 99%

Financing Higher Education through Waqf in Pakistan: Issues and Challenges

Usman

Rahman

2021

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This paper aims to study various issues waqf faces in general in Pakistan and probes in particular impediments and challenges to waqf funding in higher education. The paper formulates its arguments and results on the basis of information gleaned from twelve interviewees, archival records, documents and library sources. It looks at the subject matter from three different perspectives; government, waqf for higher educational institutions and general society. Waqf practice for higher education in Pakistan is largely restricted to private sector and is marred by various issues and challenges, including lack of legal framework and government support. Equally, lack of transparency and fears of centralisation have stifled its integrity and prospects for growth. Since society does not fully grasp waqf assets' eternal nature characterised by perpetuity, irrevocability and inalienability, most of the waqf assets fail to receive sustained support. These challenges can be overcome through proper planning, understanding, and awareness of waqf. Hence, it is the responsibility of the government to make laws and provide a feasible environment for waqf practice in higher education funding as a third sector.

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“…Analyzing the transfer of knowledge from the academic world to industry in Mozambique,Zavale and Macamo (2016) supported this view when they ascertained that informal exchange of "embodied" (not codified) knowledge dominated. Notably, some literature on the Global North, too, calls for broadening the view on the university's regional engagement and for applying an analytical methodology different from mere commercialization(Breznitz & Feldman, 2012;Perkman et al, 2013).…”

mentioning

confidence: 91%

The Nonmetropolitan University’s Regional Engagement in the African Context: The Case of Cameroon

Schamp

2018

Geographies of the University

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How and what knowledge do universities and academics transfer to industry in African low-income countries? Evidence from the stage of university-industry linkages in Mozambique

Cited by 39 publications

References 37 publications

Enablers and barriers to knowledge management in universities: perspectives from South Africa and Mauritius

Enablers and barriers to knowledge management in universities: perspectives from South Africa and Mauritius

Financing Higher Education through Waqf in Pakistan: Issues and Challenges

The Nonmetropolitan University’s Regional Engagement in the African Context: The Case of Cameroon

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