The required specifications of a fourth-generation university to shape innovation district under anchor approach: a meta-synthesis analysis using text mining

Abstract

Purpose This paper aims to introduce a conceptual model for the shaping of the innovation district under the anchor approach by extracting the specifications of the fourth-generation university. Design/methodology/approach This study selected 550 resources and reduced them to 190 to achieve the most appropriate resources. This study used a meta-synthesis analysis approach using a text-mining method due to the multidisciplinary and voluminous nature of contents. Findings The results first reveal the shaping process and the components of innovation districts, which are: innovational urban infrastructures, knowledge economy and competitiveness and academic development. Second, this study also shows the specifications of a fourth-generation university to shape innovation districts. Practical implications This study also informs the policymakers and researchers internationally about the implementation requirements of a fourth-generation university and the shaping mechanisms of an innovation district. Originality/value This paper is pioneer about two concepts, first, it shows the shaping process of an innovation district, providing a large-scale insight about the components and second, this illustrates for the first time the specifications of a fourth-generation University practically as an anchor institute to shape innovation district.

What systematic connections should we have around schools to support the work of teachers?

“…Post digital theory assumes that the digital revolution has already happened and that "we need to change our focus from specific technologies to explore the processes, relations and material conditions engendered by its presence and use." (Arantes and Buchanan, 2022, p. 2 [212]). There is still a need to support digital literacies and digital skills for teachers and students, including being able to critically engage with mis-and dis-information, and creation of new knowledge using technology.…”

“…Education policy makers should seek active connections with whole of government expertise, particularly related to emerging topics, but also ensure that the voice of the schools sector is integral in whole of government decision making. Policy makers develop career specialisation roles that enhance teacher voice and agency and connections between practice, policy and networking relationships with EdTech industry These positions could include education ethicist roles similar to bio-ethics (Arantes and Buchanan, 2022 [212]) and teacher influencers (Arantes and Buchanan, 2022 [212]) who can assist in mediating the challenges and opportunities utilising teacher voice. This can include examining equity issues to identify approaches that can support teachers and learners.…”

Architecture for innovation and entrepreneur in terms of sustainability for building regional competitiveness. “Case study on higher education in Egypt”

“…Later, the role of university expanded to include the production of research side by side with teaching role creating both professionals and scientists; this model is called the second generation of universities, also known as the Humboldtian model of education referring to Humboldt University in Berlin. Afterwards, a new revolutionary change took place within the mission and role of universities to encompass economic development and community services another meaning with the spark of the entrepreneurial dimension which means in fact initiating market innovations [10] creating a third mission for universities mostly based on knowledge transfer KT and technology transfer TT. This by default helps start-ups to link with new ideas fulfilling market needs through having ideas brough outside the university, this model of universities is known for the third-generation universities and was originally initiated by Cambridge University.…”

“… program portfolio: which includes different educational systematic and non-systematic programs for undergrad, post grads studies including vocational trainings.in fourth generation universities program portfolios are extremely dynamic through pull and push approaches. Pull approach focus on responding to different marker and society demands while push approach focus on adopting programs to create of new demands or solutions for marker and society [10].…”