| dc.creator |
Ibwe, K. |
|
| dc.creator |
Kalinga, E. |
|
| dc.creator |
Mvungi, Nerey H. |
|
| dc.date |
2017-11-21T14:18:05Z |
|
| dc.date |
2017-11-21T14:18:05Z |
|
| dc.date |
2017-11 |
|
| dc.date.accessioned |
2018-03-27T08:53:11Z |
|
| dc.date.available |
2018-03-27T08:53:11Z |
|
| dc.identifier |
K. Ibwe, E. Kalinga, N. Mvungi, A. Kelati, H. Tenhunen, I. Ben Dhaou (2017) THE ROLE OF CHALLENGE DRIVEN LEARNING IN ACTIVATING INDUSTRY-ACADEMIA COOPERATION IN LOW-INCOME COUNTRIES, ICERI2017 Proceedings, pp. 8158-8166. |
|
| dc.identifier |
978-84-697-6957-7 |
|
| dc.identifier |
2340-1095 |
|
| dc.identifier |
http://hdl.handle.net/20.500.11810/4593 |
|
| dc.identifier.uri |
http://hdl.handle.net/20.500.11810/4593 |
|
| dc.description |
Conference paper |
|
| dc.description |
The industry-academia cooperation to solve the real-life problems facing the societies of which the
industry and academia are serving is a common phenomenon in developed economies and even to
some of the middle-income countries. The challenges with such cooperation come from the level of
trust that the industries have in the capacity of academia to solve their technical and scientific
challenges. These challenges are vividly observable in low-income countries where large multinational
companies having franchisees in these countries do not prefer local experts from academic institutions
but rather engage such services from developed countries. The same applies to local companies and
industries, public institutions and government agencies. The challenge does not come from the
incompleteness of the academia to solve such challenges, but from the long perceived stigma that
academia solutions are merely theoretical and cannot be realized in practice. This may have been
perpetrated by the way academia have been conducting their research and development projects.
Conventionality, academia identified a challenge for industry and started working on perceived
solution to the change from start to finish just to find a nice work prototype mismatch the actual
operational environment and conditions. The importance of the cooperation with the industries was
only a concept which was never realized. It is important that the cooperation is emphasized early to
avoid the current situation of not recognizing the potentials, and/or using the local academia
multidisciplinary capacity. The challenge is how to make academia to effectively engage with local
industries for the mutual benefits of both parties in low-income countries. Hence, challenge driven
learning (CDL) is perceived as a possible way forward. To that effect, postgraduate course for MSc
and PhD programme was introduced specifically to use challenge driven education approach. It is a
project based course focused on building capacity in group/team work and multidisciplinary
engagement to reflect demands for addressing a real life challenge. The challenge to the students
which was systematically chosen inefficient and ineffective methods/systems used to clear faults
which occur in different parts of the electrical power system network, either reported or observed by
the utility company staff. The students, therefore, worked to develop solutions to facilitate efficient fault
clearance jointly with utility company staff involved design, innovation, workshops with stakeholders,
site visits and feedback from stakeholders. The regular involvement of the key stakeholder user, the
utility company, was perceived as a means to promote and strengthen industry-academia cooperation
in low-income countries. The Question is how can academia win trust from industries in low-income
countries that they can solve their real-life problems? This paper adopts the perspective of challenge
driven learning (CDL) methodology using a project based course in a postgraduate program as a tool.
The validation data for this paper are based on inputs from the PhD and Masters CDL attending the
course and the utility company staff. Based on the literature review, student’s iterative designs based
on student’s presentations to client and to other stakeholders in workshops, complimentary site visits
to study the actual situation on the ground and environment the students refined their designs and
implementation strategies |
|
| dc.description |
Sida of Sweden |
|
| dc.language |
en |
|
| dc.publisher |
IATED Academy |
|
| dc.subject |
Low-income countries, |
|
| dc.subject |
challenge driven learning, |
|
| dc.subject |
Industry-academia cooperation, |
|
| dc.subject |
methodology, |
|
| dc.subject |
pedagogical, |
|
| dc.subject |
client, |
|
| dc.subject |
trust-profile |
|
| dc.title |
The Role of Challenge Driven Learning in Activating Industry-Academia Cooperation in Low-Income Countries |
|
| dc.type |
Conference Proceedings |
|