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E-book Research Universities in Africa

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Penilaian

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It is now widely accepted that for a country to thrive in the knowledge economy, it must develop high-level skills and competencies (human capital), as well as its scientific research, innovation and technological development capacity. Higher education, and universities in particular, are regarded as key to delivering these knowledge capabilities for development, based on their traditional role of producing, applying and disseminating knowledge, as well as educating the next generation of knowledgeable and suitably qualified workers. Research has suggested a strong association between higher education participation rates and levels of development (Bloom et al. 2006; Cloete & Gillwald 2014; Marginson 2018; Salmi 2017). Furthermore, there is evidence that high levels of education in general, and of higher education qualifications in particular, are essential for the design and productive use of new technologies, provide the foundations for a nation’s innovative capacity, and contribute more than any other social institution to the development of society (Carnoy et al. 1993; Powell et al. 2017). In short, as the main knowledge-producing institutions in any society, it is assumed that universities are well-placed to leverage their research and education capacities to foster more innovative and dynamic economic growth.Today, many advanced industrialised countries have coordinated knowledge and innovation policies, and a national higher education system as the core of their development strategies. Increasingly, the importance of higher education for national development and global economic competitiveness is being recognised by emerging economies such as China, India and Brazil. Research has suggested that investing in higher education can help developing country economies to compete in the knowledge economy through technological catch-up with advanced industrialised societies via, for instance, the production of graduates who are better able to use and generate new technologies (Bloom et al. 2006; Powell et al. 2017). Similarly, it is suggested that the ability of developing countries to absorb, use and modify technology developed at home or elsewhere will drive more rapid transition to higher levels of development and standards of living. Higher education also has a range of private and public benefits (Bloom et al. 2006) – the latter including ‘entrepreneurship, job creation, good economic and political governance, and the effect of a highly educated cadre of workers on a nation’s health and social fabric’ (Pillay 2011: 26). At the same time, others have warned of the exclusionary effects of global networks if developing economies and their knowledge-producing universities have little of value to contribute to science and innovation (Castells 2017). To what extent has the idea of the university’s role in development become manifest in the African context? We begin to answer this question with reference to the dominant discourses that have emerged in the post-colonial era.

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Ketersediaan

Informasi Detail

Judul Seri

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No. Panggil

378.6 CLO r

Penerbit

South Africa : African Minds., 2018

Deskripsi Fisik

316 hlm

Bahasa

English

ISBN/ISSN

9781928331889

Klasifikasi

378.6

Tipe Isi

text

Tipe Media

computer

Tipe Pembawa

online resource

Edisi

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Subjek

Higher Education, Universities in Africa

Info Detail Spesifik

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Pernyataan Tanggungjawab

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Versi lain/terkait

Lampiran Berkas

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