1. The role of Universities in The Big Four Agenda
Presented By : Ndirangu Ngunjiri
PHD Student School of Business
University of Nairobi

2. Introduction
Being institutions of higher learning, universities have the following roles.
Teaching students the various disciplines while awarding degrees to those who successfully complete the course.
Research that ensures we are always discovering our world.
Provide trained workforce for both public and private sectors.

3. Agenda2063
An integrated, prosperous and peaceful Africa, driven by its own citizens and representing a dynamic force in international arena
Its builds on, and seeks to accelerate the implementation of past and existing continental initiatives for growth and sustainable development.

4. Vision 2030 pillars Economic and Macro Pillar Social pillar
Political pillar

5. The Big Four Agendas Manufacturing. Affordable Housing Food security
Universal healthcare coverage.

6. Research Objectives
To understand the problem issues related to role of universities in the big four agenda through an investigation of the factors from the literature, models and available evidence.
To examine the behavioural drivers and barriers to
Universities role in the big four agenda

7. Research Questions
What factors motivates universities to play their role in the big four agenda?
What factors motivates government to collaborate with universities?
What factors barriers universities to big four agenda?
What is likely to promote effective delivery of the big four agenda?
Can this information be Conceptualized into a useable model?

8. Methodology
The method used in this study were mainly a review of research done by various organisations and bodies.
The results of this study therefore give a glimpse of how universities can plug into the Big Four Agenda by providing an efficient and ready workforce with the relevant research and training skills.

9. Role of Universities Research
The direct influence of university research in economic growth is, however, not new. Specialization of the different institutions made them experts in their respective fields.
Fostering innovation
Kenya presents a number of opportunities especially for problem solvers and innovators. Solutions to existing challenges in food security, affordable housing, manufacturing and healthcare could be the necessary push in ensuring the government attains its vision of the Big Four Agenda.
Education and training
Universities should provide their students with various programs aimed at preparing them for different economic sectors, helping them to stay and progress in the labour market for long, programs that make a difference for labour market outcomes and keep pace with changes in the global economy and changes in the innovation process.

10. Promoting Universities-government collaboration
Improvements in Technology transfer processes include: a greater intermediary involvement, better rewards for inventors, better government funding of near to market technologies, greater availability of financial resources, and the availability of experienced technology transfer office staff (Decter et al., 2007).
Availability of an appropriate organizational structure, processes and context within the university is crucial in order to channel academic R&D towards exploitation (Debackere and Veugelers, 2005).
Decentralization is critical; universities require sufficient autonomy to develop research policies and relationships with companies.
Governmental policies can encourage companies to develop partnerships with universities e.g. by providing tax incentives and funding programmes that require companies to work with universities as a condition of their funding (Rynes et al.,2001).

11. Universities Barriers in Big four agenda
Informational and cultural barriers between universities and government, and insufficient rewards for faculty involvement in universities technology transfer, such as credit toward tenure and promotion (Lee, 1996; Siegel et al., 2004; Siegel and Phan, in Libecap, 2005; Dooley and Kirk, 2007).
Lack of understanding between universities and government via scientific norms and environments; bureaucracy and the inflexibility of university administrators and insufficient resources devoted to technology transfer by universities (Siegel et al.,2004).
Universities institutional rigidity, fragmented organization, and the lack of mutual trust between government and universities have been found to limit universities-industry interaction in developing countries such as Tunisia (Bouhamed et al., 2009) and Croatia (Singer and Peterka, 2009).
A cultural gap between partners also prevents trust building, which is a prerequisite for long term relationships benefiting all partners. Participation in regional networking organizations and also the presence of professionals can facilitates the process of good understanding between partners, bridge the cultural gaps, and as a result increase interaction and enhance level of trust (European Commission, 2003).

12. Conclusion
To attain the Big Four Agenda, we need a workforce and universities have the role of research the spear headers of this vision.
Public and private sectors have changed over the last decade; the dynamic processes take place in a range of contexts and landscapes. There are a lot of jobs today that failed to exist several decades ago. Innovation is changing the nature of work.
Higher education institutions should assure the relevance of their knowledge, identify skills gaps, create special programs and build the right skills that can help Kenya in achieving Big four agendas, adapt workforce development to the economy and changing demand for the new research skills, develop relevant skills and activate skill supply, and thus support improvement in productivity and growth towards Vision 2030.
Excellence must remain the prime objective of any institution of higher education, including universities in Kenya. The universities should focus their resources on quality education, encouraging students and taking account of students’ profiles and specific needs, strengthening teacher training and exposure to best working practices and creating incentives to attract the most experienced teachers.
Strengthening teaching institutions and increasing funding for research universities that create innovations that drive economic growth, also encouraging researchers to utilize the available resources. Switzerland invested heavily in its learning institutions, this made it develop and export human capital to other countries

13. Thank you
Questions

14. Contacts consult@watermarkconsultants. co
Contacts