Il-haam Petersen - Academia.edu (original) (raw)

Papers by Il-haam Petersen

The research addresses and analyzes connections between university-firm interactions, and innovat... more The research addresses and analyzes connections between university-firm interactions, and innovation systems in the sub-Saharan African context. The country studies (Uganda, Nigeria and South Africa) were conducted with a design methodology that can also enable comparison between Latin American and South Asian country studies. Economic development and poverty reduction require that African policy makers understand and apply themselves to how knowledge generated locally can be employed in the productive sectors of the economy. The project provides the opportunity for comparative analytical work across a wide range of countries in the South

Science & public policy, Jul 11, 2022

Growing concern about widening inequalities and a deepening sustainability crisis has prompted ne... more Growing concern about widening inequalities and a deepening sustainability crisis has prompted new directions and conceptions of the third mission of universities. This paper contributes by drawing attention to the capabilities required to enable mutually-beneficial engagement with community-based partners in resource-poor local settings to not only co-produce scholarly outputs but also co-produce development outcomes. Based on in-depth case study research of three resource-poor communities in South Africa, we identify a set of capabilities that communities need to possess to seek out and engage with suitable partners and to co-learn through their engagement activities. We propose a new framework, a community 'dynamic interactive capabilities' (von Tunzelmann and Wang, 2003) framework, extending the concept from firms and universities to local community settings. The framework prompts a fresh way of thinking about the third mission, whereby universities orient their engaged teaching and research activities in ways co-evolved with the capabilities of community partners.

Development Southern Africa, Jul 10, 2018

Innovation for inclusive development (IID) is widely promoted as a policy objective in the global... more Innovation for inclusive development (IID) is widely promoted as a policy objective in the global South, but the challenge is that there is little design and implementation of context-appropriate instruments and incentives. One critical foundation is network alignmentthat innovation policy should be aligned with the goals and strategies of government departments responsible for promoting inclusive development (Von Tunzelmann, N, 2007. Approaching network alignment. Draft Paper for the U-Know Consortium: Understanding the relationship between knowledge and competitiveness in the enlarging European Union). The paper contributes by using qualitative analysis software to analyse the nature of shared policy goals and instruments in South Africa, and assess how these can be aligned with each other and with the goals of IID. Three main spaces for policy intervention are identified, to promote IID in a way that goes beyond the aspirational and the rhetorical. Such analysis of formal policy does not take into account the political will, capabilities and resources for implementation, but it does provide a systematic evidence base to effect strategic change.

Technological Forecasting and Social Change, Jun 1, 2021

ABSTRACT University-community engagement is emerging as an important channel for social innovatio... more ABSTRACT University-community engagement is emerging as an important channel for social innovation, requiring universities to act as change agents in their local settings. The role of change agent presents new challenges for universities as it requires going beyond institutional borders to collaborate with non-traditional partners such as informal enterprises, and to stimulate and support innovation that may be seen as relevant to a given local setting only. Universities are thus grappling with finding suitable mechanisms and models for engaging in institutional contexts that are vastly different from traditional formal university- and firm-based settings. Based on empirically rich case study research in a South African township, the paper presents new conceptual insights on how universities can catalyse social change in resource-poor local settings through strategically selecting mechanisms and models of engagement that align with locally-embedded institutions, practices and needs. Four types of engagement models are identified, each relate to different models of entrepreneurship and innovation and thus different modes of learning. The typology distinguishes between dominant, traditional knowledge transfer models, and emergent, socially responsive models that show greater promise for promoting collective agency and effecting systemic social change. The typology can be used to assess current practice and inform future strategies.

Journal of International Development, May 26, 2016

The extent to which innovation can contribute to improving the livelihoods of marginalised commun... more The extent to which innovation can contribute to improving the livelihoods of marginalised communities in informal settings is greatly influenced by the social ‘spaces’ created for interactive learning and problem‐solving, i.e. interactive learning spaces. This paper addresses an important issue: How do different models of inclusion influence the outcomes of innovation capacity‐building interventions? With the use of a network‐institutional approach, the paper analyses and compares two projects—in South Africa and Malawi—aimed at improving the livelihoods of small‐scale farmers through introducing new farming practices and organisational arrangements. The research raises important questions for assessing the impact of innovation for inclusive development. Copyright © 2016 John Wiley & Sons, Ltd.

The research was conducted under the Labour Market Intelligence Partnership, a research consortiu... more The research was conducted under the Labour Market Intelligence Partnership, a research consortium led by the Human Sciences Research Council, South Africa, and funded by the Department of Higher Education and Training. We acknowledge a large team of researchers who participated in the data-gathering and analysis process, as well as all of those who participated in the case studies.

International perspectives on education and society, Dec 16, 2016

Abstract The chapter reflects on research that rethinks classic concerns of comparative and inter... more Abstract The chapter reflects on research that rethinks classic concerns of comparative and international education – the relationships between education and work and the role of education in development. The promises of knowledge-led economic growth have instead yielded increased inequality, poverty, environmental degradation and a decline in the quality of life for the majority, whether in advanced economies of the North, or least developed economies of the South. For education and training systems, the ability to understand these complex social, economic and technological challenges, interpret implications and integrate new practices in response, becomes critical. We reflect on the use of an innovation systems approach in the South, over time, to investigate the ways in which higher education responds to and interacts with, demand for skills from the economy. By highlighting the role of university actors and their interaction in networks, comparative and international researchers can move beyond dominant human capital accounts that focus only on the responsibility of higher education to become more responsive to firms, or on individuals to prepare themselves to be more employable, in a mechanistic reactive manner. This is a promising new emphasis for comparative research.

Development Southern Africa, May 3, 2016

ABSTRACT Innovation and skills development require interactive capabilities to function effective... more ABSTRACT Innovation and skills development require interactive capabilities to function effectively. Interactive capabilities mediate between skills supply and skills demand actors in an innovation system, and in the knowledge economy more broadly. This article investigates such interactive capabilities, and the manner in which they facilitate labour market alignment. Within a case-study focus on the Square Kilometre Array (SKA) telescope in South Africa, we investigate how organisational capabilities, structures, and mechanisms facilitate or constrain interaction between the SKA and its network partners, including universities, firms, intermediaries, and a technical college. This illustrates how pockets of excellence within an unequal South African skills and innovation landscape were effectively connected in order to build a critical mass of skills and technologies that were highly competitive on the international stage. This shows how, in highly unequal developing countries, interactive capabilities form a lever for access to the global science and technology frontier.

Development Southern Africa, May 3, 2016

Demand-led skills development requires linkages and coordination between firms and education and ... more Demand-led skills development requires linkages and coordination between firms and education and training organisations, which are major challenges considering that each represents a "self-interested" entity. The need for a 'collaborative project' involving government, firms, universities and colleges, and other bodies is thus increasingly recognised. However, the crucial role of intermediaries has been largely overlooked. The paper addresses this gap by investigating the main roles of public and private intermediaries across three case studies: sugarcane growing and milling, automotive component manufacturing, and the Square Kilometre Array (SKA) sectoral systems of innovation. The research highlights the need for a move towards systemic thinking, to bridge across public and private objectives. It shows that private intermediaries play a larger role than is recognised in policy; that public-private intermediaries play crucial roles in coordination; and the potential for public intermediaries to contribute more effectively to systemic functioning.

Innovation for inclusive development and transformation in South Africa, 2022

The chapter reflects on research that rethinks classic concerns of comparative and international ... more The chapter reflects on research that rethinks classic concerns of comparative and international education – the relationships between education and work and the role of education in development. The promises of knowledge-led economic growth have instead yielded increased inequality, poverty, environmental degradation and a decline in the quality of life for the majority, whether in advanced economies of the North, or least developed economies of the South. For education and training systems, the ability to understand these complex social, economic and technological challenges, interpret implications and integrate new practices in response, becomes critical. We reflect on the use of an innovation systems approach in the South, over time, to investigate the ways in which higher education responds to and interacts with, demand for skills from the economy. By highlighting the role of university actors and their interaction in networks, comparative and international researchers can move...

Labour Market Intelligence Partnership (LMIP) and funded by Department of Higher Education and Tr... more Labour Market Intelligence Partnership (LMIP) and funded by Department of Higher Education and Training (DHET), November

Innovation and Development, 2021

Innovation is key to industrialization in Africa and must be aligned with industrial policy. A ch... more Innovation is key to industrialization in Africa and must be aligned with industrial policy. A challenge for African countries is to design and implement innovation and industrial policies that tak...

The extent and ways in which universities as knowledge generators make their resources available ... more The extent and ways in which universities as knowledge generators make their resources available for innovation in firms and industrial sectors can make a critical diff erence to knowledge intensification and competitiveness in developing countries. The challenges for Sub-Saharan Africa and the Southern African Development Community (SADC) region are similar to other countries of the south, but at the same time, very specific. As Muchie (2008:1) so clearly proposes, the issue is how African universities can be aligned to economic development, poverty eradication and sustainability – “Here research and knowledge, far from being ivory tower pursuits, become critical to making poverty history and preparing countries to cope with disasters.” New knowledge and technological developments can be harnessed to address public health, food security, water resources, extraction of mineral wealth, exploitation of bio-diversity and indigenous knowledge.

Science and Public Policy

Growing concern about widening inequalities and a deepening sustainability crisis has prompted ne... more Growing concern about widening inequalities and a deepening sustainability crisis has prompted new directions and conceptions of the third mission of universities. This paper contributes by drawing attention to the capabilities required to enable mutually-beneficial engagement with community-based partners in resource-poor local settings to not only co-produce scholarly outputs but also co-produce development outcomes. Based on in-depth case study research of three resource-poor communities in South Africa, we identify a set of capabilities that communities need to possess to seek out and engage with suitable partners and to co-learn through their engagement activities. We propose a new framework, a community ‘dynamic interactive capabilities’ (von Tunzelmann and Wang, 2003) framework, extending the concept from firms and universities to local community settings. The framework prompts a fresh way of thinking about the third mission, whereby universities orient their engaged teaching...

Commissioned by a High Level Parliamentary Panel (HLP) of the South African Parliament, March

Technological Forecasting and Social Change, 2021

University-community engagement is emerging as an important channel for social innovation, requir... more University-community engagement is emerging as an important channel for social innovation, requiring universities to act as change agents in their local settings. The role of change agent presents new challenges for universities as it requires going beyond institutional borders to collaborate with non-traditional partners such as informal enterprises, and to stimulate and support innovation that may be seen as relevant to a given local setting only. Universities are thus grappling with finding suitable mechanisms and models for engaging in institutional contexts that are vastly different from traditional formal university- and firm-based settings. Based on empirically rich case study research in a South African township, the paper presents new conceptual insights on how universities can catalyse social change in resource-poor local settings through strategically selecting mechanisms and models of engagement that align with locally-embedded institutions, practices and needs. Four typ...

The research addresses and analyzes connections between university-firm interactions, and innovat... more The research addresses and analyzes connections between university-firm interactions, and innovation systems in the sub-Saharan African context. The country studies (Uganda, Nigeria and South Africa) were conducted with a design methodology that can also enable comparison between Latin American and South Asian country studies. Economic development and poverty reduction require that African policy makers understand and apply themselves to how knowledge generated locally can be employed in the productive sectors of the economy. The project provides the opportunity for comparative analytical work across a wide range of countries in the South

Science & public policy, Jul 11, 2022

Growing concern about widening inequalities and a deepening sustainability crisis has prompted ne... more Growing concern about widening inequalities and a deepening sustainability crisis has prompted new directions and conceptions of the third mission of universities. This paper contributes by drawing attention to the capabilities required to enable mutually-beneficial engagement with community-based partners in resource-poor local settings to not only co-produce scholarly outputs but also co-produce development outcomes. Based on in-depth case study research of three resource-poor communities in South Africa, we identify a set of capabilities that communities need to possess to seek out and engage with suitable partners and to co-learn through their engagement activities. We propose a new framework, a community 'dynamic interactive capabilities' (von Tunzelmann and Wang, 2003) framework, extending the concept from firms and universities to local community settings. The framework prompts a fresh way of thinking about the third mission, whereby universities orient their engaged teaching and research activities in ways co-evolved with the capabilities of community partners.

Development Southern Africa, Jul 10, 2018

Innovation for inclusive development (IID) is widely promoted as a policy objective in the global... more Innovation for inclusive development (IID) is widely promoted as a policy objective in the global South, but the challenge is that there is little design and implementation of context-appropriate instruments and incentives. One critical foundation is network alignmentthat innovation policy should be aligned with the goals and strategies of government departments responsible for promoting inclusive development (Von Tunzelmann, N, 2007. Approaching network alignment. Draft Paper for the U-Know Consortium: Understanding the relationship between knowledge and competitiveness in the enlarging European Union). The paper contributes by using qualitative analysis software to analyse the nature of shared policy goals and instruments in South Africa, and assess how these can be aligned with each other and with the goals of IID. Three main spaces for policy intervention are identified, to promote IID in a way that goes beyond the aspirational and the rhetorical. Such analysis of formal policy does not take into account the political will, capabilities and resources for implementation, but it does provide a systematic evidence base to effect strategic change.

Technological Forecasting and Social Change, Jun 1, 2021

ABSTRACT University-community engagement is emerging as an important channel for social innovatio... more ABSTRACT University-community engagement is emerging as an important channel for social innovation, requiring universities to act as change agents in their local settings. The role of change agent presents new challenges for universities as it requires going beyond institutional borders to collaborate with non-traditional partners such as informal enterprises, and to stimulate and support innovation that may be seen as relevant to a given local setting only. Universities are thus grappling with finding suitable mechanisms and models for engaging in institutional contexts that are vastly different from traditional formal university- and firm-based settings. Based on empirically rich case study research in a South African township, the paper presents new conceptual insights on how universities can catalyse social change in resource-poor local settings through strategically selecting mechanisms and models of engagement that align with locally-embedded institutions, practices and needs. Four types of engagement models are identified, each relate to different models of entrepreneurship and innovation and thus different modes of learning. The typology distinguishes between dominant, traditional knowledge transfer models, and emergent, socially responsive models that show greater promise for promoting collective agency and effecting systemic social change. The typology can be used to assess current practice and inform future strategies.

Journal of International Development, May 26, 2016

The extent to which innovation can contribute to improving the livelihoods of marginalised commun... more The extent to which innovation can contribute to improving the livelihoods of marginalised communities in informal settings is greatly influenced by the social ‘spaces’ created for interactive learning and problem‐solving, i.e. interactive learning spaces. This paper addresses an important issue: How do different models of inclusion influence the outcomes of innovation capacity‐building interventions? With the use of a network‐institutional approach, the paper analyses and compares two projects—in South Africa and Malawi—aimed at improving the livelihoods of small‐scale farmers through introducing new farming practices and organisational arrangements. The research raises important questions for assessing the impact of innovation for inclusive development. Copyright © 2016 John Wiley & Sons, Ltd.

The research was conducted under the Labour Market Intelligence Partnership, a research consortiu... more The research was conducted under the Labour Market Intelligence Partnership, a research consortium led by the Human Sciences Research Council, South Africa, and funded by the Department of Higher Education and Training. We acknowledge a large team of researchers who participated in the data-gathering and analysis process, as well as all of those who participated in the case studies.

International perspectives on education and society, Dec 16, 2016

Abstract The chapter reflects on research that rethinks classic concerns of comparative and inter... more Abstract The chapter reflects on research that rethinks classic concerns of comparative and international education – the relationships between education and work and the role of education in development. The promises of knowledge-led economic growth have instead yielded increased inequality, poverty, environmental degradation and a decline in the quality of life for the majority, whether in advanced economies of the North, or least developed economies of the South. For education and training systems, the ability to understand these complex social, economic and technological challenges, interpret implications and integrate new practices in response, becomes critical. We reflect on the use of an innovation systems approach in the South, over time, to investigate the ways in which higher education responds to and interacts with, demand for skills from the economy. By highlighting the role of university actors and their interaction in networks, comparative and international researchers can move beyond dominant human capital accounts that focus only on the responsibility of higher education to become more responsive to firms, or on individuals to prepare themselves to be more employable, in a mechanistic reactive manner. This is a promising new emphasis for comparative research.

Development Southern Africa, May 3, 2016

ABSTRACT Innovation and skills development require interactive capabilities to function effective... more ABSTRACT Innovation and skills development require interactive capabilities to function effectively. Interactive capabilities mediate between skills supply and skills demand actors in an innovation system, and in the knowledge economy more broadly. This article investigates such interactive capabilities, and the manner in which they facilitate labour market alignment. Within a case-study focus on the Square Kilometre Array (SKA) telescope in South Africa, we investigate how organisational capabilities, structures, and mechanisms facilitate or constrain interaction between the SKA and its network partners, including universities, firms, intermediaries, and a technical college. This illustrates how pockets of excellence within an unequal South African skills and innovation landscape were effectively connected in order to build a critical mass of skills and technologies that were highly competitive on the international stage. This shows how, in highly unequal developing countries, interactive capabilities form a lever for access to the global science and technology frontier.

Development Southern Africa, May 3, 2016

Demand-led skills development requires linkages and coordination between firms and education and ... more Demand-led skills development requires linkages and coordination between firms and education and training organisations, which are major challenges considering that each represents a "self-interested" entity. The need for a 'collaborative project' involving government, firms, universities and colleges, and other bodies is thus increasingly recognised. However, the crucial role of intermediaries has been largely overlooked. The paper addresses this gap by investigating the main roles of public and private intermediaries across three case studies: sugarcane growing and milling, automotive component manufacturing, and the Square Kilometre Array (SKA) sectoral systems of innovation. The research highlights the need for a move towards systemic thinking, to bridge across public and private objectives. It shows that private intermediaries play a larger role than is recognised in policy; that public-private intermediaries play crucial roles in coordination; and the potential for public intermediaries to contribute more effectively to systemic functioning.

Innovation for inclusive development and transformation in South Africa, 2022

The chapter reflects on research that rethinks classic concerns of comparative and international ... more The chapter reflects on research that rethinks classic concerns of comparative and international education – the relationships between education and work and the role of education in development. The promises of knowledge-led economic growth have instead yielded increased inequality, poverty, environmental degradation and a decline in the quality of life for the majority, whether in advanced economies of the North, or least developed economies of the South. For education and training systems, the ability to understand these complex social, economic and technological challenges, interpret implications and integrate new practices in response, becomes critical. We reflect on the use of an innovation systems approach in the South, over time, to investigate the ways in which higher education responds to and interacts with, demand for skills from the economy. By highlighting the role of university actors and their interaction in networks, comparative and international researchers can move...

Labour Market Intelligence Partnership (LMIP) and funded by Department of Higher Education and Tr... more Labour Market Intelligence Partnership (LMIP) and funded by Department of Higher Education and Training (DHET), November

Innovation and Development, 2021

Innovation is key to industrialization in Africa and must be aligned with industrial policy. A ch... more Innovation is key to industrialization in Africa and must be aligned with industrial policy. A challenge for African countries is to design and implement innovation and industrial policies that tak...

The extent and ways in which universities as knowledge generators make their resources available ... more The extent and ways in which universities as knowledge generators make their resources available for innovation in firms and industrial sectors can make a critical diff erence to knowledge intensification and competitiveness in developing countries. The challenges for Sub-Saharan Africa and the Southern African Development Community (SADC) region are similar to other countries of the south, but at the same time, very specific. As Muchie (2008:1) so clearly proposes, the issue is how African universities can be aligned to economic development, poverty eradication and sustainability – “Here research and knowledge, far from being ivory tower pursuits, become critical to making poverty history and preparing countries to cope with disasters.” New knowledge and technological developments can be harnessed to address public health, food security, water resources, extraction of mineral wealth, exploitation of bio-diversity and indigenous knowledge.

Science and Public Policy

Growing concern about widening inequalities and a deepening sustainability crisis has prompted ne... more Growing concern about widening inequalities and a deepening sustainability crisis has prompted new directions and conceptions of the third mission of universities. This paper contributes by drawing attention to the capabilities required to enable mutually-beneficial engagement with community-based partners in resource-poor local settings to not only co-produce scholarly outputs but also co-produce development outcomes. Based on in-depth case study research of three resource-poor communities in South Africa, we identify a set of capabilities that communities need to possess to seek out and engage with suitable partners and to co-learn through their engagement activities. We propose a new framework, a community ‘dynamic interactive capabilities’ (von Tunzelmann and Wang, 2003) framework, extending the concept from firms and universities to local community settings. The framework prompts a fresh way of thinking about the third mission, whereby universities orient their engaged teaching...

Commissioned by a High Level Parliamentary Panel (HLP) of the South African Parliament, March

Technological Forecasting and Social Change, 2021

University-community engagement is emerging as an important channel for social innovation, requir... more University-community engagement is emerging as an important channel for social innovation, requiring universities to act as change agents in their local settings. The role of change agent presents new challenges for universities as it requires going beyond institutional borders to collaborate with non-traditional partners such as informal enterprises, and to stimulate and support innovation that may be seen as relevant to a given local setting only. Universities are thus grappling with finding suitable mechanisms and models for engaging in institutional contexts that are vastly different from traditional formal university- and firm-based settings. Based on empirically rich case study research in a South African township, the paper presents new conceptual insights on how universities can catalyse social change in resource-poor local settings through strategically selecting mechanisms and models of engagement that align with locally-embedded institutions, practices and needs. Four typ...