National innovation and knowledge performance: the role of higher education teaching and training

Saad, Mohammed; Guermat, Cherif; Brodie, Lisa

doi:10.1080/03075079.2014.881344

Cited by 22 publications

(18 citation statements)

References 54 publications

(60 reference statements)

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“…Studies also show that there is an association between higher education institutions and development (Huijs 2003;Nieuwenhuis et al, 2003). Saad and Guermat (2014) in their study on national innovation and knowledge performance, stressing the role of higher education teaching and training, show that there should be a focus to increasing access to and investment in higher education, which they argue could be vital for innovation performance. The employees with higher education qualification could influence the performance of an innovative firm more propitiously in the following ways.…”

Section: H1mentioning

confidence: 99%

EMPLOYEES’ HETEROGENEOUS QUALIFICATIONS, INTERNAL R&D, FORMAL TRAINING AND INNOVATION PERFORMANCE

Medase

2020

Int. J. Innov. Mgt.

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The capacity to generate knowledge and disseminate it in a firm is considered a primary strategic competence to attaining competitive gain. Knowledge literature reveals how relevant it is to increase interest in recognising and managing knowledge inherent in workforces and other firms’ dynamic capabilities that allow them to benefit from available knowledge within the milieu. In recognising the importance of employees’ baggage of knowledge, this study uses the Nigerian Innovation Survey for two waves, 2008 and 2010 of 1359 repeated observations of firms in the manufacturing and service sectors to examine the interplay of firms’ dynamic capabilities and innovation optimisation. It uses a recursive bivariate probit and a Tobit model for the estimations. Evidence shows that PhD, BSc, and Diploma associate positively and significantly with the ability of the firms to introduce product innovation. On the moderating estimations, there are mixed results regarding the blend of employees’ qualifications, training and internal R&D. Based on this, while the share of the highly educated workforce supports the introduction of product innovation, it does not, however, substantially increase the probability of firm-level innovativeness regarding process innovation. Although the blend of BSc and HND with R&D supports the propensity to introduce process innovation, it results in a decline with Diploma and R&D. The implication of the results offers management some investment choices on the initiation of formal training and the management of internal R&D through employees’ expertise. This study contributes to the existing literature on the relevance of employees’ different degrees being reinforced by training and internal R&D being boosted by employees’ qualifications in supporting the development of product and process innovation.

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Section: H1mentioning

confidence: 99%

EMPLOYEES’ HETEROGENEOUS QUALIFICATIONS, INTERNAL R&D, FORMAL TRAINING AND INNOVATION PERFORMANCE

Medase

2020

Int. J. Innov. Mgt.

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“…Traditions are not limited to foreground and playful rite of passages, however. They also pervade more 'backstage' spaces and many facets of academic work, including the broader civic work in society and national innovation systems (Saad, Guermat and Brodie, 2015), pedagogy (Petersen, 2014), research (Berg andÖstergren, 1979) and administration (Rudderford, 1992). These traditions can shape the specific practices of universities such as lecture delivery modes (Goldfinch, 2006), quality assurance initiatives (Findlow, 2008) textbook (non-)adoption (Palmer et al 2013), university-industry collaborations (De Silva, 2015) and admissions-recruitment activities (Brändle, 2016).…”

Section: Work Of University Traditionsmentioning

confidence: 99%

“…Tradition debates are notably visible in the role of the higher education system (HES) in the production of national innovation (Saad, Guermat and Brodie, 2015). Saad, Guermat and Brodie's (2015) discuss the traditional civic role of universities and mechanisms through which this happens (e.g. traditionally supplying human capital and producing useful knowledge that supports innovation and economic and social development.…”

Section: Work Of University Traditionsmentioning

confidence: 99%

“…This omission might, in part, be attributed to the dominant industrial economic foundations of innovation research and the various ways in which Michael Porter's work pervades much of the thinking on innovation as an attempt to create competitive advantage. This perspective has arguably presented an abstract, detached and deterministic (science push) account of pedagogic innovations, portraying institutional human actors as 'docile' and reacting to a 'given' innovation imposed upon them (Rudderford, 1992), as part of a generally distributed acceptance model (Saad, Guermat and Brodie, 2015), or as a pedagogic change and fashion (Badat, 2009).…”

Section: Introductionmentioning

confidence: 99%

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Temporary institutional breakdowns: the work of university traditions in the consumption of innovative textbooks

Palmer

deKervenoael

Jacob

2017

Studies in Higher Education

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Universities are rich in both tradition and innovation. This study explores a temporary institutional breakdown when a radical pedagogic innovation meets institutionalised university traditions. The study employs a Reader-Response Theory, a prominent school of literary criticism, of two textbook innovations within a university establishment which had a distinct tradition to research beginning in the early 1960s. The findings suggest that the temporary institutional breakdown provides a powerful medium to understand the work of university traditions in the consumption of innovative textbooks. We show that in the consumption of pedagogic innovation, the recipients are not passive but are coconstructors of university tradition defence, via the articulation of values, boundary containment and identity work. We identify, moreover, four types of readings of the pedagogic innovation -interpretative, instrumental, inversive and reflexive. The findings also reveal three distinct forms of tradition vocabularies employed in pedagogic innovation -breach concerns, redress articulation and reintegration epistemology. Overall, the findings contribute to a better understanding of pedagogic innovation and university traditions.

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“…4) The analysis core infrastructure puts its attention on mapping, geodesign, and, foremost, spatiotemporal modeling (Harvey, 2012; University of Minnesota, n.d. As of late, a third mission has emerged. The third mission focuses on the relationship between HE and society to favor the exploitation of the research produced in HEIs for the society's benefit as a whole (E3M Project, n.d.; Saad, Guermat, & Brodie, 2015). This relatively new mission is also known as knowledge transfer (KT), which is key to innovation.…”

Section: The Spatial Universitymentioning

confidence: 99%

Geospatial Social Network lnnovation Assessment of the Spanish Higher Education

Valero¹

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First of all, I would like to thank my supervisor, Dr. Jesús Manuel Palomar Vázquez for his support, assistance and availability. I would also like to thank Dr. José Vicente Pérez Cosín and the research institute Institut Interuniversitari de Desenvolupament Local in Valencia (Spain) for their trust and for providing a space where I have learnt so much. Likewise, I would like to thank Dr. Elena Tsomko from the Computer Engineering Department and the Global Studies Institute at Dongseo University in Busan (South Korea) for their dedication and for sharing their applied knowledge. I would also like to thank the Department of Spatial Information Engineering at Namseoul University, in Cheonan (South Korea), for their support and shared experiences. Specially, I would like to thank the department dean Dr. Hwangbae Kim for his trust in me and for his contribution to create a space where I could develop this thesis. Finally, I would like to thank my family for their unconditional support, understanding, and the delicious meals that have given me the energy to continue until the end.

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National innovation and knowledge performance: the role of higher education teaching and training

Cited by 22 publications

References 54 publications

EMPLOYEES’ HETEROGENEOUS QUALIFICATIONS, INTERNAL R&D, FORMAL TRAINING AND INNOVATION PERFORMANCE

EMPLOYEES’ HETEROGENEOUS QUALIFICATIONS, INTERNAL R&D, FORMAL TRAINING AND INNOVATION PERFORMANCE

Temporary institutional breakdowns: the work of university traditions in the consumption of innovative textbooks

Geospatial Social Network lnnovation Assessment of the Spanish Higher Education

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