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Fostering Innovation
Through Research
Engagement
Vivene Jones-Robinson
May 14, 2015
Purpose of This Presentation
Answer three questions:
• What is the problem?
• Why is it important?
• What is the proposed solution?
Vision 2030 Jamaica
Jamaica aims
to become a
fully developed
country by the
year 2030.
Developed
country status
refers to
countries that:
• possess advanced productive
sectors
• have achieved relatively high
levels of per capita income
• enjoy high quality infrastructure
and social services
• undertake relatively high levels of
research and innovation
AIM
Resulting in
Economic
Development
To Engage in
Research for
Innovation
To enable
TVET
Institutions
The Goal
Vision 2030
Jamaica
INTRODUCTION
The Government of Jamaica
has identified Technical
Vocational Education and
Training (TVET) as a vehicle for
economic growth and
development.
(National Policy For TVET 2012 p.11)
The question is
how can TVET
drive economic
growth and
development?
World Economic Forums
A number of recent world economic fora way in on the
matter of TVET and economic growth and
development.
The Europe 2020 Strategy underlines that education, research
and innovation are key drivers for competitiveness, jobs,
sustainable growth and social progress
Emphasized that effective industry-academia links, as well as
the development and implementation of research and innovation
agendas through public–private partnerships, are essential in
addressing competitiveness and economic growth (COM (2010)
2020:13).
World Economic Forum 2015
The World Economic Forum (January, 2015) insight report
recommends the building of strong public private collaborations. The
recommendation focuses on a particularly weak link: the quality and
strength of the academia-industry relationship, which has crucial
implications for both the skills and innovation development in the
region.
According to the WEF a renewed effort by all stakeholders to create
effective collaborations would signal an opportunity to redefine and
reinvigorate this relationship, with the shared goal of rebuilding the
governance and incentive structures of education and research
institutions to be more responsive to (and better aligned with) the
region’s business needs.
Knowledge Economy
According to (Majumdar, 2014), “One of the major
economic trends that have taken place in the 21st
century is the changing of material value to
knowledge value with the coming of the
knowledge economy. The role of manual workers
is fast changing to knowledge worker”.
Knowledge economy is based
on creating, evaluating, and
trading knowledge
Knowledge Economy
One of the characteristic features of the
knowledge economy is that Higher Education
Institutions are becoming increasingly engaged in
the utilization of research” (Petrusson 2011).
The development of efficient academia-industry
collaboration is a key issue in a well-functioning
knowledge- economy (Kelli and Pisuke
2008:223– 238)
Government is Playing its Part
The Government of Jamaica is providing
tax incentives to businesses to encourage
participation in research and innovation.
The incentives are being provided under
The Income Tax Relief (Large- scale
Projects and Pioneer Industries) Act, 2013,
which came into operation on January 1st
2014. The act allows businesses that
engage in research and innovation
activities to apply for income tax relief.
KNOWLEDGE HUB
The medieval universities looked backwards
and was a store of knowledge. The modern
university looks forward and is a factory of
knowledge. The 21st century university
functions as a knowledge hub. Engaging in
research and innovation, taking on roles of
economic and social development. (Philip,
2008)
Research Questions



What is the state of academia- industry research
partnership at TVET institutions?
What organizational structures and processes
are needed by institutions to establish and
maintain successful partnerships with industry?
Do TVET institutions (Industry) possess the
organizational structures and processes
required for successful partnerships?
OBJECTIVES
To identify success factors for academiaindustry collaborations
Develop a framework for academia-industry
partnerships to promote research engagement
among higher education TVET Institutions
LITERATURE REVIEW
Four
categories that
characterized
how institutions
established
and maintained
successful
partnerships
with industry
• Organizational structures
• Internal processes
• Cultivating relationships with
potential
corporate partners
• Benefits of collaboration
• The issues relating to ownership
of IP intellectual prosperities
Organization Structures
Have a central organization that is responsible for
establishing and maintaining partnerships with industry
Each unit/school had a dedicated staff whose primary
responsibility is to establish and maintain partnerships with
industry
Utilize formal and regular communications mechanisms
Characteristics of Industry
Age
 Size
 Industry Specificity
 Benefits
 Intellectual property (IP)

METHODOLOGY
The method used was a semi crosssectional survey
• Compare different population groups at a single point
in time.
• Compare many different variables at the same time.
• Used to describe the characteristics that exist in a
group or the prevalence of something in a given
population
DATA
The data was derived from two separate
surveys conducted between January and
April of this year.
 TVET institutions survey
 Industry leaders survey
 The survey was constructed and
disseminated using the online tool Survey
Monkey.
SAMPLE
A stratified random sample of 20 faculty heads
from a population of 42 higher educational
institutions
Ten Industry samples were drawn from six
disciplines including technology, beauty services,
food service, construction services
telecommunications and automotive
VARIABLES
The likert-scale measures (1 to 4; not important
to very important) was also used to measure the
perceived importance of research collaboration
as well as other variables.
Questions were designed to explicate
demographics, discipline, years of research
experience, involvement in public engagement
policy on intellectual property etc.
Analysis
Basic descriptive statistics
including counts, averages
(means), midpoints
(medians), standard deviations
and
percentages (proportions)
percentages (proportions)were
used to describe the data
Are you interested in research
partnerships with industry?
Ninety % of respondents were interested in research partnerships
Are you interested in research
partnership with institutions
Respond yes or no to the
following
Prior
institutionindustry
relationships
Research
office
Research
partnership
staff/
personnel
Policy on
intellectual
property
Publication
rights &
dissemination of
research
results policy
Preferred
position
documents or
contract
templates
Research
portfolio with
your
technology
transfer office
Rate the areas in which you are
interested in partnership
Transfer of technology
Technological/consulting advice
Absorb technological information
Trends in research and
development
Contract research to complement
firm R&D
Contract research that the firm
cannot perform
Graduate recruitment for supporting
R&D activities
process testing and improved
quality control
Innovative products that can be
taken to market
RECOMMENDATIONS
Identify the
strength of each
university to
collaborate with
specific industries
Provide more
scholarships for
PHD programs to
institutions
Provides rules and
regulations for
university-industry
collaboration as
well as provides.
Conclusion
The rise of a global knowledge economy has
intensified the need for TVET institutions to shift from
the traditional focus of the acquisition of practical
skills, attitudes and knowledge relating to occupations.
TVET institutions must be at the forefront of the
knowledge economy. In short, they must transform
the role of higher education institution for the 21st
century, anchoring it as a vital centre of competence
to help tackle social challenges and drive economic
growth.