Industry & Higher Education

IP Publishing Ltd

The world's leading journal for all involved in collaboration between higher education and business

Editorial coverage

Industry and Higher Education, published six times per year, is dedicated to the relationships between business and industry and higher education institutions. With a strong emphasis on practical aspects, the journal covers organizational, economic, political, legal, and social issues relating to developments in education-industry collaboration.
Among the key topics are:

Knowledge transfer from research to commercial application
Educating for entrepreneurship
Clusters and the regional economy
Preparing students for the world of work
International and national initiatives for collaboration
Respective needs in the industry–education relationship
Lifelong learning
University–industry networks
University–industry training programmes
Business–education partnerships for social and economic progress
Skills needs and the role of higher education
Formation, structure and performance of academic spin-off companies
Personnel exchange
Industrial liaison in universities
Intellectual property in the HE sector
Distance education

Submissions - Notes for authors

Please send submissions, either by e-mail or post, to John Edmondson, Industry and Higher Education, IP Publishing Ltd, 258 Belsize Road, London NW6 4BT, UK.
jedmondson(at)ippublishing.com

Type and length of contributions

The major part of the journal is taken up by papers between 4,000 and 8,000 words long. These should be analytical and evaluative in approach and not simply descriptive. Other contributions include opinion or 'viewpoint' pieces (1,500-3,000 words); case studies of specific ventures or programmes (1,500-3,000 words); brief factual summaries of reports, agency programmes, educational institutions, etc (1,000-2,000 words); and letters to the editors.

Presentation

Submissions should be double-spaced. They can be sent either by e-mail to the editor or by post (in which case one hard copy and a disk or CD should be enclosed). Papers should preferably be sent in Word (please note that PDF versions are not acceptable for review purposes). The title page should contain full names of the authors, their professional status or affiliation and the address to which they wish correspondence to be sent. There should be an abstract of about 100 words at the beginning of the paper. The text should be organized under appropriate cross-headings and where possible these should not be more than 800 words apart.

Between 3 and 6 keywords should appear below the abstract, highlighting the main topics of the paper.

References should follow the Harvard system. That is, they should be shown within the text as the author's surname (or authors' surnames) followed by a comma and the year of publication, all in round brackets: for example, (Smith, 1998). For textual citations, where there are two authors please use the word 'and', not the ampersand (thus: '(Smith and Jones, 2012)'. Where there are more than two authors, please use the first-named author only, followed by 'et al' in italics (thus: Smith et al, 2012). At the end of the article a bibliographical list should be supplied, organized alphabetically by author (surnames followed by initials - all authors should be named). Bibliographic information should be given in the order indicated by the following examples:

Articles: Woollard, D. (2010), ‘Towards a theory of university entrepreneurship’, Industry and Higher Education, Vol 24, No 6, pp 413–427.

Books: Viale, R., and Etzkowitz, H., eds (2010), The Capitalization of Knowledge, Edward Elgar, Cheltenham.

Notes should be numbered consecutively in the text and typed in plain text at the end of the paper (not as footnotes on text pages).

Figures and tables should be presented separately on separate sheets at the end of the text. Each figure or table must be referred to in the text - the first reference will be used to locate the figure or table in the final printed version.

Prior Publication

Articles are received on the understanding that they are original contributions, and have not been published officially, either in print or electronic form, or submitted for publication elsewhere. In this respect, ‘discussion’ or ‘working’ papers, conference presentations and proceedings are not considered to be official publications, unless they have been formally deemed so by conference organizers, or presented as edited works through recognized publishing channels. If in doubt, authors are asked to draw the attention of the Editor to any prior dissemination of the paper in their letter of submission. Please note that articles should not be posted on personal Websites or social networking sites before or after submission.

Refereeing

Other than research notes, reports, and personal opinion pieces, articles will be refereed. Papers by authors who are not academics (eg submissions from industry) will also be subject to review before acceptance, but their distinct nature and aims will be fully taken into account.

Copyright

Wherever possible, authors are asked to assign copyright to IP Publishing Ltd. Relevant authors' rights are protected.

Editorial Board

Editor: John Edmondson, IP Publishing Ltd, 258 Belsize Road, London NW6 4BT, UK. E-mail: Jedmondson(at)ippublishing.com.

Editorial Advisory Board

Special Adviser: Professor John Kelly, University College Dublin, Ireland
David E. Allnutt
Axia Limited, USA
Dr Susanne Bahn
Edith Cowan University, Australia
Professor Graham Beaver
Warwick Business School, UK
Richard A. Bendis
Innovation America, USA
Howard W. Bremer
Attorney at Law, Patent and Licensing Causes, USA
Professor Bruce Calway
Swinburne University of Technology, Australia
Professor Elias Carayannis
George Washington University, USA
Dr Mike Clements
Staffordshire University, UK
Professor Manlio Del Giudice
Second University of Naples, Italy
Dr E.J. Duff
Innovation Management Consultant, UK
Professor D.J. Edwards
Birmingham City University, UK
Dr Brian K. Fitzgerald
Business-Higher Education Forum, USA
Professor Piero Formica
National University of Ireland
Dr Pat Frain
University College Dublin, Ireland
Dr Thomas Gering
Intellectual Asset Management Corp., USA
Keith Gilchrist
GlaxoSmithKline Inc, Canada
Professor Aaron W. Hughey
Western Kentucky University, USA
Professor Ron Johnston
University of Sydney, Australia
Professor Okyay Kaynak
Bogaziçi University, Turkey
Dr John Kirkland
Association of Commonwealth Universities, UK
Dr Glenda Kruss
Human Sciences Research Council, South Africa
Professor Loet Leydesdorff
University of Amsterdam, The Netherlands
Professor Michael J. Lynskey,
Komazawa University, Japan
Professor Harry Matlay
Birmingham City University Business School, UK
Professor Gerard McElwee
Sheffield Hallam University, UK
Professor Jay Mitra
University of Essex, UK
Professor Phillipe Mustar
École Nationale Supérieure des Mines de Paris, France
Professor Hiromitsu Muta
International Development Center, Japan
Professor George M. Papadourakis
Technological Institute of Crete, Greece
Edward Prosser
Consultant, UK
Professor David Rae
University of Lincoln, UK
Dr E. H. Robson
Oxford, UK
Dr Robert Ronstadt
former Vice President of Technology Commercialization,
Boston University, USA
Professor Howard Rush
University of Brighton, UK
Dr Peter van der Sijde
Free University Amsterdam, The Netherlands
Dr Paul J. Smith
University of Sunderland, UK
Professor Urmas Varblane
University of Tartu, Estonia
Professor Hebe Vessuri
Instituto Venezolano de Investigaciones Cientificas, Venezuela
Dr Mary Lindenstein Walshok
University of California at San Diego
Professor Andrew Webster
University of York, UK

April 2013 ISSUE (VOL 27, NO 2)

81 Monitor

85 Is Indonesia producing enough business graduates to assist its development aspirations?

Kym Fraser

89 Preparing a future graduate workforce for work: an assessment of the standard of graduates from the Public Authority of Applied Education and Training in Kuwait

Salah Al-Ali

105 Redefining entrepreneurial learning paradigms in developing countries: a case study of Ghana

D. Owusu-Manu, S.K. Afrane, E. Badu, D.J. Edwards and M. Brown

117 Exploring entrepreneurial activity at Cape Town and Stellenbosch Universities, South Africa

Rachel Jafta and Ramazan Uctu

129 Building leadership capacity: an evaluation of the University of Cape Town’s Emerging Student Leaders Programme

Stella Kyobula Mukoza and Suki Goodman

139 British students’ academic writing: can academia help improve the writing skills of tomorrow’s professionals?

Nabil Sultan

148 Calendar

Title: Is Indonesia producing enough business graduates to assist its development aspirations?

Author(s): Kym Fraser

Abstract: Business plays an important role in most economies around the world, but businesses rely on the higher education system to supply an adequate number of qualified business graduates. In nations such as the USA, the UK and Australia, business degrees are the most popular university qualification; and the growth in the number of Chinese students undertaking business degrees in universities outside their home country over the past decade has been astronomical. In contrast, for Indonesia there has been a decline in the number of business degrees being undertaken abroad and at home. Indonesia has set a number of ambitious development goals and if these are to be achieved, there will need to be increasing activity from the business sector. Therefore, it is argued, questions should be raised about the current declining rate of student numbers in higher education business degree courses, and about whether the trend will have a detrimental impact on the future development aspirations of this highly populated country.

Title: Preparing a future graduate workforce for work: an assessment of the standard of graduates from the Public Authority of Applied Education and Training in Kuwait

Author(s): Salah Al-Ali

Abstract: This paper reports on a study that examined factors which had a direct impact on the quality of graduates from the Public Authority of Applied Education and Training (PAAE&T) in Kuwait. The study also examined the extent to which the graduates met the requirements of local employers. It consisted of a review of the literature; a questionnaire given to a sample of students in selected departments; interviews with department heads at the PAAE&T; Deans of related colleges and institutions; Deans of industrial liaison offices in the selected sample of the PAAE&T; supervisors in industry who had direct contact with prospective PAAE&T graduates; and employed graduates. The findings indicate that there is a need to develop a proper labour strategy to ensure that graduates from PAAE&T are equipped with the required knowledge, skills and attitudes to meet industry and business requirements.

Title: Redefining entrepreneurial learning paradigms in developing countries: a case study of Ghana

Author(s): D. Owusu-Manu, S.K. Afrane, E. Badu, D.J. Edwards and M. Brown

Abstract: In a rapidly changing world of knowledge exchange, innovation and technological advancements, entrepreneurship continues to fuel economic growth in both developed and developing countries. In the developed world, an increased influx of graduate entrepreneurs sustains economic growth whilst, in contrast, developing countries continue to suffer from a dearth of entrepreneurial learning mechanisms. To remedy this situation in Ghana a collaborative and interdisciplinary venture, involving the Business School of the Kwame Nkrumah University of Science and Technology and an international panel of experts, has developed the Kite Vision Actualization Laboratory (KVAL). The raison d’être of the KVAL is to support and nurture talent, develop and implement business solutions and innovations, encourage the development of entrepreneurial undergraduate and postgraduate programmes and stimulate graduate business start-ups. The KVAL integrates four development stages of entrepreneurial learning: knowledge transfer and exchange; innovations and inventions; technology and enterprise development; and panel review, assessment and final approval protocols. The innovative KVAL framework mirrors demand-led transformation and self-actualization processes that represent a departure from traditional offerings in entrepreneurship education.

Title: Exploring entrepreneurial activity at Cape Town and Stellenbosch Universities, South Africa

Author(s): Rachel Jafta and Ramazan Uctu

Abstract: Entrepreneurial activity at universities, especially spin-off formation, has emerged as an important mechanism for accelerating the transfer of technology and knowledge to commercial markets. With some exceptions, such as China, studies on university entrepreneurship have tended to concentrate on the experiences of developed countries. Perhaps because of the lack of a comprehensive database of university spin-offs, studies on experience in South Africa have typically included spin-offs only as part of a broad examination of university–industry partnerships, technology transfer mechanisms or academic entrepreneurship. This study is based on a questionnaire and interview survey of spin-offs at Cape Town and Stellenbosch Universities. The results suggest that the most important reasons cited for spin-off formation are market opportunities and a desire for commercial exploitation of knowledge and experience. As with university spin-off founders elsewhere, funding is regarded as the most significant problem, followed by such factors as recruiting skilled people, lack of facilities, product marketing and time pressure. It is argued that this exploratory study provides lessons and insights that will inform similar, future research on a larger scale.

Title: Building leadership capacity: an evaluation of the University of Cape Town’s Emerging Student Leaders Programme

Author(s): Stella Kyobula Mukoza and Suki Goodman

Abstract: Universities worldwide are becoming increasingly interested in the importance of emerging co-curricula that focus on developing graduate attributes beyond specific academic disciplines. This is being influenced by industry demands for graduates with behavioural and cognitive skills aligned to the work they will do in their early careers. This paper presents findings of a formative evaluation of the Emerging Student Leaders Programme (ESLP) implemented by the University of Cape Town (UCT) in South Africa. The authors adopted a theory and implementation evaluation design and their findings show that the programme conforms to established best practice and, given the pressure on universities to offer specialized training, may serve as a model for other higher education institutions in South Africa and elsewhere.

Title: British students’ academic writing: can academia help improve the writing skills of tomorrow’s professionals?

Author(s): Nabil Sultan

Abstract: The problem of poor academic writing among British university students is a major cause of concern for universities and their tutors; and it is also of concern to employers struggling to recruit individuals able to communicate clearly and accurately. This article reports on a study designed to highlight some of the reasons for the lack of writing skills, with a view to identifying remedial measures that could be taken to address the problem. The object of the study is an Academy (secondary school) in the North of England, referred to as Northland Academy (NA), one of the new Academies first introduced by the Labour Government in 2000 and now enthusiastically endorsed and promoted in England by the current UK Coalition Government. A first group of students at NA was given relatively simple tests of punctuation and word selection and essay writing; and, separately, a second group was presented with a research proposal and given the task of writing an essay on it. It is suggested that a change in Government policy is needed in order to emphasize and include the importance of academic writing for secondary and FE students intending to progress into HE.