Overview

As educational institutions strive to prepare students for an unpredictable future, traditional models of teaching and learning face obsolescence. The digital age demands a large shift in educational approaches, necessitating creative solutions to equip students with the skills required to navigate an era defined by rapid technological advancements and societal complexities. It is within this context that Empowering Students and Elevating Universities With Innovation Centers unfolds, offering a detailed exploration into the pivotal role of innovation centers in reshaping the educational narrative. The educational crisis is further exacerbated by the disconnect between academic learning and the demands of the real world. As universities grapple with bridging this gap, innovation centers provide a transformative space where students can bridge theory with practical application. This book contends that the establishment of innovation centers is not just a strategic choice but a necessary response to the evolving needs of a globalized society. Through a critical lens, it scrutinizes the contemporary challenges faced by universities and argues that the integration of innovation centers is not a luxury but a necessity for institutions to remain relevant, competitive, and responsive to the demands of the 21st century. Empowering Students and Elevating Universities with Innovation Centers challenges the status quo, advocating for a transformative shift in higher education through the establishment of innovation centers. By delving into the benefits of these centers, the book not only addresses the issues at hand but also provides a resource for universities to navigate the complex terrain of modern education successfully. As we confront the challenges of the present, this book offers a compelling vision for a future where innovation centers stand as pillars of educational resilience.

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Giuseppe Cantafio, prior to his role at the University of Sunderland in London, worked as a Lecturer and researcher on the impacts and scenarios evaluation of Autonomous and Connected Transport at the University of Greenwich. He held posts at Northeastern University in Boston, San Diego State University and the Universita Mediterranea of Reggio in Calabria, Italy, where he was a researcher for the MAPS-LED Project, exploring multi-disciplinary approaches to plan smart specialization strategies for local Economic Development. Afzal Sayed Munna is a Doctoral Researcher (PhD in Education) at the University of Bath, currently working as a Lecturer, Business Management at the University of Sunderland in London. Munna is also acting as a Programme & Module External Examiner at the University of Hertfordshire and London Metropolitan University. A Mentor, at the University of Westminster and a Qualified Assessor, IQA, Lead IQA and EQA. Afzal also serves as an independent education oversight consultant and an entrepreneur by profession. Afzal holds a Qualified Teacher Status (QTLS) and a Certified Management and Business Educator (CMBE), a Fellow in the Higher Education Academy (FHEA), a Member of the Society for Education and Training (SET), the British Educational Research Association (BERA) and the Chartered Management Institute (CMI). Afzal serve as a peer reviewer for Journal of Education (SAGE Publication) and sit in the editorial board of International Journal of Asian Education (IJAE) eISSN: 2722-8592, International Education and Culture Studies eISSN: 2766-6778, Gnosi: An Interdisciplinary Journal of Human Theory and Praxis eISSN: 2714-2485 and Asia-Pacific Journal of Educational Management Research (AJEMR).

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