Inter-Play Of Institutional Mindset And Knowledge Management In Human Capital Development: A Critique Of Ivory Tower Syndrome And Disengagement In Cameroon
Volume 3 - Issue 5, May 2019 Edition
[Download Full Paper]
Author(s)
Fomba Emmanuel Mbebeb
Keywords
Disengagement, human capital development, ivory tower syndrome, institutional mindset, knowledge management
Abstract
Recent debates on workforce development in knowledge-producing organisations cannot undermine the effect of mindset and knowledge culture of Universities gripped by ivory tower syndrome and spirit of disengagement. While acknowledging invaluable contributions of Cameroon Universities to labor market supply, the paper advances that mental dependence on ethnocentric epistemologies and delivery modes are responsible for employability crisis and knowledge deployment. The paper assesses the state of institutional mindset and knowledge management practices as determinants of human capital development within the BMD system, an indigenous knowledge framework. Analysis reveals that current state of disengagement has failed to embrace homegrown training values in bridging labor demand-supply gaps. A critique of training strategies reports policy gaps that thwart politico-academic ambitions of purported change-minded Universities to indigenize a workforce that can foster creativity and innovation. It submits that the epistemological dilemma in human capital development can best be resolved through the deconstruction of prevailing mindset and ivory tower syndrome through meaningful community engagement. Discussion advocates behaviour change as capable of bridging between exogenous and homegrown knowledge packages in creating useful organizational knowledge packages in competence building. Despite threatening global values, the paper proposes a demand-driven framework in churning out creative, flexible and resilient human capital capable of responsive knowledge deployment in any work situation.
References
[1] Alcantara, V.D., Valadares L.P, Macedo. A.D and Capelle M.C (2016) A solution through praxis? Reflections about the ivory tower metaphor and the indissociability between theory and practice in organizational studies, Revista de Administração Mackenzie, 17 (5) retrieved on 10/12/18 at http://dx.doi.org/10.1590/1678-69712016/administracao.v17n5p15-
[2] Amstrong, M (2014) Human Resource Management Practice, London: Kogan Page Limited
[3] Ajibada, A.P (2013) Building human capital for sustainable development: role of the University, a paper delivered on the occasion of the 2013 University of Ibadan Registry Discourse, Thursday 26th September, Ibadan, Nigeria
[4] Barth T. J. (2018) Escaping the Vines of the Ivory Tower: Reflections of an Engaged Professor, Journal of Community Engagement And Scholarship, 10 (2), 9-19
[5] Boist, B. and MacMillan, I.C. (2004) Crossing Epistemological Boundaries: Managerial and Entrepreneurial Approaches to Knowledge Management, Long Range Planning, 37, 505-524
[6] Dweck Dweck, C. S., Walton, G. M., & Cohen, G. L. (2014). Academic tenacity: Mindsets and skills that promote long-term learning. Bill and Melinda Gates Foundation. Retrieved on 06/07/18 from https://ed.stanford.edu/sites/default/files/manual/dweck-walton-cohen-2014.pdf
[7] Dole, J. & Sinatra, G. (1998): Reconceptaulizing change in the cognitive construction of knowledge, Educational Psychologist, 33(213) 109-128
[8] Eseyin, E. O., Uchendu, E. E. & Bright I.B. (2014) Higher Education as a Tool for Human Capital Development in Nigeria, International Journal of Education and Research, 2( 6) 591-600
[9] Fathali, M., Bianofi, C., daniels, K & Apter, M. (1999). Psychology and National Development, Psychology and Developing Societies 2 ( 2) 119-141
[10] Feudjio H Y. (2009). L’adoption du “système LMD†par les universités du Cameroun : enjeux, contraintes et perspectives, Journal of Higher Education in Africa/RESA, 7, (1&2),141
[11] Fischer, G. (1999). Lifelong learning: changing mindsets, 7th International Conference on omputers in Education, November 4-7, Chiba, Japan retrieved 11/03/11at l3d.cs.colorado.edu/~gerhard/papers/icce99.pdf
[12] Fomba, E. (2009). Re-engineering sustainable mindsets and revitalizing indigenous technology in knowledge-production institutions, Conference of the Vice-Chancellors, Deans of Science, Engineering and Technology (COVIDSET 2009) 23-25 November 2009, Kampala, Uganda
[13] Fonkeng, G. E & Ntembe, A N (2009) Higher education and economic development in Africa: The case of Cameroon, Educational Research and Review, 4 (5) 231-246
[14] Guenther, J. & Wagner, K. (2008) Getting out of the ivory tower: New perspectives on the entrepreneurial university, European J. International Management, 2 (4), 400-4017
[15] Hollister, R.M & Gear, M (2013) Moving beyond the ivory tower: An exploration of the growing global movement towards greater social responsibility in higher education, Amsterdam: European Association for International Education
[16] Hyun, H. S. (2010) Human Capital Development, Asian Development Bank Economics Working Paper Series No. 225, October 2010, Asian Development bank, Manila, Philippines
[17] Itibari, M. (2006).Critical Indigenous African Education and Knowledge, The Journal of Pan African Studies, .1(3), 32-49
[18] Khelfaoui, H. (2009). Le Processus de Bologne en Afrique : globalisation ou retour à la “situation colonial?â€, Journal of Higher Education in Africa/RESA, 7, (1&2), 1–20
[19] Kim S. (2000) the roles of knowledge professionals for knowledge management, INSPEL, 34 (1) 1-8
[20] Marimuthu, M., Arokiasamy, L. & Ismail, M. (2009): Human capital development and its impact on performance: evidence from developmental economics, The Journal of International Social Research, 2(8) 265-272
[21] Ministry of Higher Education [MINESUP] (2007): “Pour comprendre le systeme Licence- Master-Doctorat (LMD), Inspection Generale des Affairs Academiques, Cameroon
[22] Moahi, K. (2007). Globalization, Knowledge Economy and the implication for Indigenous Knowledge, International Review of Information Ethics, 7 (09), 1-8
[23] Msila, V. (2009). Africanisation of education and the search for relevance and context, Educational Research and Review, 4 (6), 310-315
[24] Ngara, C. (2007). African Ways of Knowing and Pedagogy Revisited, Journal of Contemporary Issues in Education, 2(2), 7-20.
[25] Nsamenang, A. (2005). (2005) Educational development and knowledge flow: local and global forces in human development in Africa, Higher Education Policy, 18, 275-288.
[26] Nyamnjoh, F. (2004). A relevant education for African development- some epistemological considerations, African Development, 29 (1) 161-186
[27] Osita, O. (2006). Knowledge dependence and its discontent: the demand for policy research in Africa in the era of globalization, (25-54), In B.Louk & E. Routger (Eds), Science and Technology Policy for Development Dialogue at the Interface, London:Anthem Press.
[28] Pohlmann, M. & Valarini, S.B. (2014) The Analysis of Collective Mindsets: Introducing a New -Method of Institutional Analysis in Comparative Research, Revisita Sociologia e Politica, 22 (52) 07-25
[29] Rodney, W. (1971). How Europe underdeveloped Africa, Dar es salaam: Tanzania Publishing House
[30] Savo H. (2018) Decolonizing knowledge in South Africa: Dismantling the ‘pedagogy of big lies’, Ufahamu: A Journal of African Studies, 40(2) 47-65
[31] Savo H. (2018) Decolonizing knowledge in South Africa: Dismantling the ‘pedagogy of big lies’, Ufahamu: A Journal of African Studies, 40(2) 47-65
[32] Shibanda, G. (2006). University Perspectives in African Indigenous Knowledge Management, World Library and information congress: 72nd IFLA General Conference and Council, Seoul, Korea
[33] Shibanda, G. (2006). University Perspectives in African Indigenous Knowledge Management, World Library and information congress: 72nd IFLA General Conference and Council, Seoul, Korea.
[34] Siakas K, Georgiadou, E & Balstrup B. (2010) Cultural Impacts on Knowledge Sharing:Empirical Data from EU Project Collaboration, VINE: The Journal of Information and Knowledge Management Systems, 40 (3/4) 376-389
[35] Shapin, S (2012) The Ivory Tower: the history of a figure of speech and its cultural uses, British Journal of History of Science, 45(1): 1–27
[36] Gg Sihna, D. (1986). Psychology in a third world country: the Indian experience, London: Sage Publications
[37] Stockdill, B.C. and Danico, M.Y (2012) The Ivory Tower paradox: Higher education as a site of oppression and resistance, Stockdill, B.C. and Danico, M.Y (Eds), Transforming the ivory tower: challenging racism, sexism, and homophobia in the academy, Hawaii: Univwersity of Hawaii Press, PP 1-30
[38] Vlaenderen, H. (2001). Psychology in developing countries: people-centre development and local knowledge, Psychology in society, 27, 88-108
[39] Vyacheslav, A, P., Elena V. P. and Elena S. M. (2016) Evolution of the Concept of “Human Capital†in Economic Science, International Journal of Environmental & Science Education, 11 (15) 7649-7658
[40] Yetunde, A. A. & Ola, A. (2012) Human Capital Development: Nigeria's Greatest Challenge, Journal of Management Policy and Practice, 13(1) 162-177
