Journal of Research and Innovation in Higher Education

Quadruple Helix partnerships for social innovation: A case study of the Spanish region of Castilla-La Mancha

2024-01-19T04:22:39-08:00

This study explores the state of social innovation (SI) in the Spanish region of Castilla-La Mancha, focusing on its collaborative aspects from the perspective of the Quadruple Helix (QH) model. Using a qualitative approach, it examines the existing support mechanisms for SI, the roles played by the government, industry, university, and civil society, their motivations, and the challenges these sectors face regarding SI. Based on a thematic analysis of primary data consisting of semistructured interviews with regional experts from the four QH sectors, as well as secondary data, which comprises regional policies, this study presents an overview of the SI ecosystem of Castilla-La Mancha. The results suggest that QH partnerships can facilitate the implementation of SI in the region, where each of the sectors can positively contribute to the initiatives. While the QH model for SI does not appear to be established yet, there is a strong motivation for collaboration and a willingness to co-create solutions to the existing challenges. This diagnosis of the current situation can guide the public administration, as well as the private and third sector, in future endeavours.

Is art only a matter of aesthetic? Changes, potential and future challenges for artistic research in Italy

2024-01-19T07:09:01-08:00

Art is not only a matter of Aesthetic, but it is also a matter of Knowledge. By acknowledging this, artistic research - the knowledge produced, and the knowledge applied from the arts - is an undeniable presence within Higher Education. There is no universal approach to artistic research, which necessitates an exploration from a national perspective to stimulate reflections applicable at a broader, supra-national, global level. In the European Higher Education Area (EHEA), since 2021, Italy has been experiencing one of the most crucial changes in art-related Higher Education: the implementation of art-based doctoral programmes. Moved by this recent event, this paper focuses on the recent developments of artistic research in Italy. Structured into three main sections, this study unfolds with a historical perspective on the context of artistic research in the EHEA, followed by the definition of artistic research through the theoretical framework Mode 3 Knowledge Production and Quadruple and Quintuple Helix, to finally delve into the recent developments of artistic research in Italian Higher Education, shedding the light on its changes, opportunities, and challenges.

Beyond prestige: Seven criteria to assess global university rankings and their influence on higher education institutions

2024-01-31T11:01:51-08:00

Global rankings have become a world wide phenomenon in the past years. They allow for accountability and help various stakeholders make decisions regarding universities. This literature review explores 24 articles and follows an analytical framework composed of 7 criteria of assessment to determine the quality different global university rankings. This framework was developed by using the 5 indicators theorized by Dill & Soo (2005): validity, comprehensiveness, relevance, comprehensibility, and funcionality; as well as two new criteria (fairness and sustainability) conceptualized by the author, by drawing inspiration from the work of Carayannis & Campbell (2021). This comprehensive review not only identifies existing gaps in the literature but also proposes a future research agenda that will allow for a more nuanced understanding of the complex relationship between universities and global rankings, and hopefully inform future policies and practices in the higher education sector on a global scale. The conclusion of this paper is that global rankings carry several flaws in their design, they do not account for the contextual difficulties and needs of many countries and regions. Thus, rankings should be reconsidered by society and eventually intervened by experts, so as to allow the global higher education landscape to become more fair, diverse, and sustainable.

Unveiling linguistic dynamics: A critical discourse analysis of Taiwan's Bilingual Nation 2030 policy and its impact on Taiwanese identity

2024-02-15T08:08:50-08:00

This research engages in a critical discourse analysis to scrutinize the linguistic dynamics embedded within Taiwan's Bilingual Nation 2030 policy and its implications for Taiwanese identity. The study employs a qualitative approach, drawing on official documents, policy statements, and public discourse to uncover the underlying ideologies, power structures, and discursive strategies shaping the implementation and reception of the policy. The analysis focuses on the intersections of language policy, identity formation, and innovation, exploring how the promotion of bilingualism is framed in relation to notions of cultural heritage, globalization, and geopolitical security. By examining ideological underpinnings, representations of linguistic diversity, and the construction of national identity, this research aims to provide insights into the broader socio-political context influencing the shaping of language policies in Taiwan. Furthermore, the study investigates the impact of the Bilingual Nation 2030 policy on individual and collective identities, considering how linguistic choices and representations contribute to the negotiation and construction of Taiwanese identity. By unpacking the impact on various stakeholders, including government, academia, and civil society, this research seeks to contribute to a nuanced understanding of the complex interplay between language, policy, and identity in the context of Taiwan's evolving socio-political landscape. Ultimately, the findings aim to inform discussions on the role of language policies in shaping national identity and fostering cultural cohesion within diverse and dynamic societies.