Research

CREHUD

Whilst leading innovation wavefronts in advanced research and human development, the CREHUD mainstreams Founation, Intermediate, and Advanced entrepreneurial development. It therefore develops world-leading (online) short courses, training events, and multi-channel public understanding of entrepreneurship, enterprise development, and employability (EEDE), through, for example:

• international research in applied EEDE up to PhD levels, in collaboration with the the Afri-World Higher Education & Research Observatory, UK, www.afrihero.org.uk, www.oseluxworldhero3e.com; see also the ICRED, www.icred7e.com
• in-course applied EEDE modules across all semesters and years in BSc and BTech degrees at the DUI and partner universities in Africa and developing countries
• online and face-to-face EEDE short  courses at certificate and diploma levels
• community services surveys and supporting training of artisans and vocational workers in the entrepreneurial mindset
• EEDE and higher education newsletters
• Triple Helix (academia, industry, and government) advisory notes, towards creating entrepreneurial universities in Africa and developing countries
• related CREHUD and comparative international professional reports
• world-class academic papers in top ICRED, globally leading and high-impact journals
• pervasive diffusion of innovations and public understanding of EEDE mindsets, principles, and case studies, by way of blogs, vlogs, YouTube lectures, social media, and digital marketing, and
• underpinning research in the School of 7E and Enterprise Development at the ICRED, UK, www.icred7e.com and www.oseluxworldhero3e.com.

Fundamental Research

We are committed to leading basic, discovery-focused research in key disciplines studied in the DUI, ICRED and partner universities. The thrill in this is to seek the ‘truth’ about the nature of reality. It borrows from deep insights about how the world works, from disciplines captured in various ICRED schools, for example.

The fundamental research deepens the traditional metrics of originality and contributions to knowledge from three main criteria which govern acceptance of academic papers in top journals, to seven criteria instituted in the School of Academic and Global Publishing at the ICRED.

This fact arguably makes our academic and global publishing the best in the world, including our forthcoming journals which are aligned with remits in corresponding ICRED schools.

Applied Research

Informed by the Corporate-Academic Research and Enterprise Development (CARED) Philosophy, we are ruthlessly focused on translating research results to practice across the Triple Helix of academia, industry, and public services. We therefore defy the pull to conform with the oftentimes narrow and limiting specialisation achieved in fundamental research, to intimately explore how the research insights can be applied to challenging real-world problems, at local, national, and international levels. That we achieve these innovations using a set of four key innovative enabling frameworks for structuring and resolving messy problems, projects, and related consulting engagements, is a testament of our capacity to lead change-setting translational and transnational applied research, and knowledge exchange networks, which support a wide range of Triple Helix organisations acrosss the world.

Integrative Research 

True to our goal of advancing the four scholarships that underpin the core university business – Discovery, Integration of Knowledge, Applications, and Teaching – as explored in Ernest L. Boyers (1990)’s magisterial text, ‘Scholarship Reconsidered: Priorities of the Professoriate’, Carnegie Foundation for the Advancement of Teaching, we:

• ruthlessly use key aspects of the four-pronged enabling frameworks mentioned in Applied Research above, to integrate relevant perspectives across these scholarships, for any research, consulting, and community services engagement
• through ‘systematic reviews’, meta-analysis of cogent evidence bases for the problem remits, continual online surveys, and exemplary, oftentimes mixed, research methodology, which is guided by a world-beating Research Methods Canvas (RMC(c)) that addresses all these perspectives, and is one of the four key enabling frameworks
• train a new cadre of academics, students, and professionals who are extraordinarily corporate-academic and able to address challenging world problems with ‘disciplinary, creating, synthesising, responsible, and ethical minds’
• use this integrative capacity in tandem with innovative applied statistics, mathematical sciences, computing and information technologies, and advanced multidisciplinary studies skills, to achieve best-in-class quantitative, qualitative, data and business analytics solutions to structured and messy real-world problems
• ensure that the knowledge integration is supported by leading traditions of model building in related ICRED schools, for the above mentioned remits, see www.icred7e.com
• ensure that the knowledge integration is also supported by streetwise  ICRED  spin-offs, institutes, centres, academies, research and academic development consortia, and training programmes – interntional schools, symposia, conferences, workshops (ISSCWs) 
• for example, see the following ecosystem of Afrihero-ICRED spin-offs – https://www.duicrehud.com, www.sigma-zconsulting.com, www.oseluxworldhero3e.com, www.icred7e.com, and www.glotress.co.uk
• ensure that some of the pedagogical innovations are used in growing a best-in-class set of secondary and pre-university students around the world, who are nurtured as young corporate-academics; see for example www.7emastertutors.com
• commit to relentless execution of the circa 42 innovations in research, teaching, learning, assessments, consulting, and community services, gleaned from Boyers (1990), in ways that have never been seen in traditional academia
• emerging perspectives

Teaching

We apply appropriate techniques from Discovery, Integration of Knowledge, and Applications, to the scholarship of Teaching. This is  supported by advanced research in in the ICRED school of 7E Education and Enterprise Education, and adapted to disciplinary nuances through ideas explored in other ICRED schools, www.icred7e.com. We thus

• ruthlessly use key aspects of the four-pronged enabling frameworks mentioned in Applied Research above, to integrate relevant perspectives across curriculum developmen and innovations, teaching, learning, and assessments for/of learning
• use the Research Methods Canvas (RMC(c)) to conduct research in teaching and learning up to PhD levels
• run interntional schools, symposia, conferences, workshops (ISSCWs) in key aspects of teaching and learning
• use the pedagogical innovations to grow a best-in-class set of secondary and pre-university students around the world, who are nurtured as young corporate-academics; see for example www.7emastertutors.com
• commit to relentless execution of the circa 42 innovations in research, teaching, learning, assessments, consulting, and community services, gleaned from Boyers (1990), in ways that have never been seen in traditional academia
• run online and intensive face-to-face short courses in teaching and learning skills, including
• specialist subject-specific PGCE for learning and teaching in higher education
• innovative teacher education on use of technology in teaching and learning, including online learning
• training lecturers on a best-of-the best integrated pedagogical strategies which combines six different ‘signature’ pedagogies
• facilitating curriculum reviews, knowledge transfers, fellowships, research-teaching excellence, and quality assurance in higher educational institutions
• emerging perspectives