Enablers Facilitating Industry-Academia, Transnational Education and University-Community Partnering Agility in Higher Education

Autor/inn/en	Menon, Shalini; Suresh, M.; Raghu Raman, R.
Titel	Enablers Facilitating Industry-Academia, Transnational Education and University-Community Partnering Agility in Higher Education
Quelle	In: Higher Education, Skills and Work-based Learning, 12 (2022) 3, S.604-626 (23 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Menon, Shalini) ORCID (Suresh, M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2042-3896
DOI	10.1108/HESWBL-04-2021-0067
Schlagwörter	Partnerships in Education; Classification; Institutional Cooperation; School Business Relationship; Industry; Foreign Countries; International Education; Higher Education; Correlation; Capacity Building; Organizational Change; College Faculty; Teacher Attitudes; Government School Relationship; College Administration; India + Suchen Sie Ihr Suchwort? Hochschulpartnerschaft; Classification system; Klassifikation; Klassifikationssystem; Institute; Co-operation; Cooperation; Institut; Kooperation; Industrie; Ausland; Internationale Erziehung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Korrelation; Organisationswandel; Fakultät; Lehrerverhalten; College administrators; Hochschulverwaltung; Indien
Abstract	Purpose: The study has a two-fold purpose--first, to identify the enablers of partnering agility in higher education, and, second, to analyze the interplay between the enablers. Design/methodology/approach: Total interpretive structural modelling (TISM) was used to construct a theoretical model of partnering agility enablers, and cross-impact matrix multiplication applied to classification (MICMAC) analysis was used to rank and segregate the enablers into independent, autonomous, dependent and linkage zones on the basis of their driving and dependence power. Findings: The study helped in identifying eight enablers that can be instrumental in driving partnering agility in higher education. According to the TISM model, clarity on roles and responsibilities of partners was found to be the most crucial and vital enabler followed by resource sharing. Practical implications: The conceptual model provides a new direction on how to develop and strengthen higher education partnerships. The model has prioritized all the crucial enablers that the management can work around in order to drive partnering agility in higher education institutions. Originality/value: Studies in the past have majorly focused on academia-industry partnerships. This research has tried to provide a comprehensive view of the enablers and the multidirectional interplay between the enablers that can facilitate partnerships between academia and industry, Indian and international universities, and academia and community. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01