sophistication and innovation, ranking 111th (out of 137 countries) in the
2017–2018 Global Competitiveness Index (WEF 2018). Some of the identified
factors include the (lack of) access to financing, high tax rates, high corruption,
inadequate supply of infrastructure, high inflation and poor foreign currency regulations, among others (see Chaps. 1, 5 Vol. 1).
To enhance innovation in the Ghanaian economy, universities will also need to
re-conceptualize their roles on how they contribute to innovation factors that drive
sustainable development. In many developed countries, universities have been
supported through broader national initiatives seeking to commercialize technology
through patenting, licencing and spin-offs (e.g. through science parks, business
incubators, public seed capital funds and bridging institutions that link universities
to industry) (Mathews and Hu 2007; EENEE 2014). Consistent with such efforts, the
UG (and HEIs in general in Ghana) will need to develop indicators for the evaluation
and periodic monitoring of technology transfer mechanisms. Ideally, this should
offer a good basis to formulate more appropriate supporting policies.
8.4.2 Institutional Structures Promoting Research
At the national level, the effectiveness of innovation systems for spurring long-term
sustainable economic growth depends on the quality of formal institutions (e.g. laws,
regulatory bodies) as well as on the linkages and knowledge flows between the
various actors (e.g. universities, private sector, governments, and other institutions)
(Watkins et al. 2014). However, this is very complicated in practice, especially in
SSA countries such as Ghana. Apart from the clear need to develop and implement
an integrative approach to boost innovative activities and technology development
(as proposed by the triple helix model), scholars have acknowledged the underlying
methodological and practical complexities for realistically mapping out the activities, connections and architecture of the institutional landscape. Sarpong et al.
(2017), for example, illustrate how the three organizing practices of “research
capacities”, “accountability” and “collective entrepreneurship” related to the “sayings” and “doings” of the various actors, shape the extent to which countries (un)
successfully transition to a triple helix model. Thus, steering a country successfully
towards a triple helix model would also require mutual collaboration between all
relevant actors at the micro-level (Sarpong et al. 2017).
As discussed throughout this chapter, universities are increasingly required to
transform from predominately centres of learning, to sources of socially relevant
knowledge through collaborative research with non-academic institutions (see
Chap. 8 Vol. 2). Co-innovation for sustainability therefore becomes a consequence
of these partnerships, rather than a specific recommendation from one institution.
However, in order to achieve the objectives of these institutions (and in the process
contribute meaningfully towards generating sustainable solutions for society and the
economy), the formal/informal institutional arrangements and rules/regulations have
to be modified to support these interactions (Yarime et al. 2012). Within universities,
8 Strategic Partnerships Between Universities and Non-academic Institutions for. . .
267
2017–2018 Global Competitiveness Index (WEF 2018). Some of the identified
factors include the (lack of) access to financing, high tax rates, high corruption,
inadequate supply of infrastructure, high inflation and poor foreign currency regulations, among others (see Chaps. 1, 5 Vol. 1).
To enhance innovation in the Ghanaian economy, universities will also need to
re-conceptualize their roles on how they contribute to innovation factors that drive
sustainable development. In many developed countries, universities have been
supported through broader national initiatives seeking to commercialize technology
through patenting, licencing and spin-offs (e.g. through science parks, business
incubators, public seed capital funds and bridging institutions that link universities
to industry) (Mathews and Hu 2007; EENEE 2014). Consistent with such efforts, the
UG (and HEIs in general in Ghana) will need to develop indicators for the evaluation
and periodic monitoring of technology transfer mechanisms. Ideally, this should
offer a good basis to formulate more appropriate supporting policies.
8.4.2 Institutional Structures Promoting Research
At the national level, the effectiveness of innovation systems for spurring long-term
sustainable economic growth depends on the quality of formal institutions (e.g. laws,
regulatory bodies) as well as on the linkages and knowledge flows between the
various actors (e.g. universities, private sector, governments, and other institutions)
(Watkins et al. 2014). However, this is very complicated in practice, especially in
SSA countries such as Ghana. Apart from the clear need to develop and implement
an integrative approach to boost innovative activities and technology development
(as proposed by the triple helix model), scholars have acknowledged the underlying
methodological and practical complexities for realistically mapping out the activities, connections and architecture of the institutional landscape. Sarpong et al.
(2017), for example, illustrate how the three organizing practices of “research
capacities”, “accountability” and “collective entrepreneurship” related to the “sayings” and “doings” of the various actors, shape the extent to which countries (un)
successfully transition to a triple helix model. Thus, steering a country successfully
towards a triple helix model would also require mutual collaboration between all
relevant actors at the micro-level (Sarpong et al. 2017).
As discussed throughout this chapter, universities are increasingly required to
transform from predominately centres of learning, to sources of socially relevant
knowledge through collaborative research with non-academic institutions (see
Chap. 8 Vol. 2). Co-innovation for sustainability therefore becomes a consequence
of these partnerships, rather than a specific recommendation from one institution.
However, in order to achieve the objectives of these institutions (and in the process
contribute meaningfully towards generating sustainable solutions for society and the
economy), the formal/informal institutional arrangements and rules/regulations have
to be modified to support these interactions (Yarime et al. 2012). Within universities,
8 Strategic Partnerships Between Universities and Non-academic Institutions for. . .
267