Abstract
PurposeThis research seeks to identify evidence of innovation elements in the implementation of a sustainable development ecosystem in the HE environment. For the purposes of this investigation, the use of developmental evaluation has been deemed appropriate to fully explore the depths of the topic.Design/methodology/approachThe research follows a qualitative approach of inductive reasoning. For the purpose of this developmental evaluation, the collection of information from several stakeholders has been pursued in the study. Both a semi-structured interview and documents analysis were used.FindingsDifferent awareness levels among logistics faculty members, while the incentives given are minimal. Availability of grants and lack of tenure are some of the reasons raised. Industry is not cooperative in providing placements/internships restricting students of industry experience. Internationalisation is slow and international collaborations limited. Limited freedom in topical discussions and their implications to learning.Research limitations/implicationsThe research has considered possible limitations and used other methods for triangulation of the findings.Practical implicationsLow awareness on the implementation of pedagogical approaches for innovation. Not all faculty can be innovative (owing to current practice) neither they are incentivised to be so. Government spending is very low on R&D – 0.136 of the GDP in 2016. The industry is not ready for University-Business Collaborations, therefore achieving a low theory to practice ratio for students.Originality/valueIn the context in which the research has taken place (HE in Oman), there has been no evaluation (and more so developmental evaluation) previously implemented. Additionally, a longitudinal study, integrated as part of an ESD system targeted to innovation could increase the innovation capacity of the country on the international innovation index.
Highlights
Sustainable development (SD) is of interest to researchers and policymakers alike since diminishing natural resources, mismanagement and contamination of existing resources could pose threats to future generations (Granados Sanchez et al, 2011; Blessinger et al, 2018)
Five questions were addressed to a total of seven logistics faculty members from six out of the 13 HEIs running bachelor programmes in Oman, to study their awareness of sustainable development goal (SDG) and how these are translated in HEI teaching and learning for innovation
This study adds to the literature by considering two different innovation approaches to an exploratory developmental evaluation in a transitioning ecosystem, a developing country, in the process of diversification from oil and gas, and in a non-Western context
Summary
Sustainable development (SD) is of interest to researchers and policymakers alike since diminishing natural resources, mismanagement and contamination of existing resources could pose threats to future generations (Granados Sanchez et al, 2011; Blessinger et al, 2018) It has been defined by the World Commission on Environment and Development (WCED, 1987) as development that “meets the needs of the present without compromising the ability of future generations to meet their own needs”, and each generation makes use of the surrounding environment in an equitable, inclusive and secure manner for social development and sustained economic growth, in an effort to create the conditions necessary for preserving life on Earth (see Figure 1). The technological transformation that was coined as a concept by Klaus Schwab (2016) has already been responsible for dramatic changes in the ways we live, work and communicate, disrupting almost every industry and every country with technology breakthroughs
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