INTRODUCTION
Last week, we discussed the various educational theories in the context of universities and the society. Today, we shall continue with and conclude on the same theme- focusing on the Triple Helix Model. Thereafter, we shall conclude with an x-ray of the Core Functions Of Universities As Tools For Societal Development-wherein we shall discuss: Knowledge Creation and Dissemination; Human Capital Development, amongst others. Read on.
THEORETICAL FRAMEWORKS AND MODELS LINKING UNIVERSITY EDUCATION TO SOCIETAL DEVELOPMENT (Continues).
TRIPLE HELIX MODEL
The Triple Helix model, developed by Henry Etzkowitz (http://www.triplehelix.net/team.html> Accessed on 8th September, 2025) and Loet Leydesdorff (https://www.leydesdorff.net/ntuple/> Accessed on 8th September, 2025), conceptualizes innovation as the product of dynamic interactions between three key actors: universities, industry and government. Rather than functioning in isolation, these spheres increasingly overlap, with each actor capable of assuming hybrid roles. Universities, for instance, are no longer confined to the production of knowledge but are becoming entrepreneurial actors engaged in commercialization and spin-offs. Industry not only generates demand and develops technologies but also funds applied research and co-produces innovation. Governments, meanwhile, move beyond regulation to actively create enabling environments through policy, funding, and the provision of public goods (https://www.sciencedirect.com/org/science/article/pii/S2197192723000011> Accessed on 8th September, 2025.).
This model highlights the importance of overlapping networks, intermediaries, and institutional hybridity in fostering knowledge-based regional development. It explains the proliferation of technology transfer offices (TTOs), science parks such as Stanford Research Park (https://stanfordresearchpark.com/> Accessed on 8th September, 2025) and North Carolina’s Research Triangle (https://www.ncbi.nlm.nih.gov/sites/books/NBK158811/> Accessed on 8th September, 2025), and university spin-offs that translate academic discoveries into economic value. In many countries, it has provided the theoretical backbone for regional innovation strategies that deliberately position universities at the heart of economic clusters, ensuring that knowledge creation and economic growth are tightly interlinked.
Empirical evidence supports the explanatory power of the Triple Helix in accounting for many of the world’s most successful innovation ecosystems. However, outcomes are highly path-dependent. Cultural norms, institutional capacity, funding ecosystems, and governance quality all shape whether a triple-helix configuration translates into broad-based growth. Critics point out that the model sometimes privileges techno-economic goals at the expense of social inclusion. In contexts with weak institutions or poor governance, it can even reproduce elite capture, where the benefits of innovation are concentrated among a few powerful actors rather than distributed widely.
For universities, operationalizing Triple Helix thinking requires deliberate strategies. This involves creating and professionalizing TTOs and incubators while measuring impact through broader indicators than short-term licensing revenue. It also means co-designing research agendas with industry partners while safeguarding academic autonomy, to ensure that the pursuit of profit does not eclipse the pursuit of knowledge. Universities can also play an advocacy role, pushing for policy instruments such as matching grants, cluster funding, and innovation vouchers that strengthen the link between research and commercialization. Finally, an inclusive approach is critical: knowledge generated in universities should not only serve global corporations but also support local firms and communities, ensuring that innovation contributes to equitable and sustainable development.
CORE FUNCTIONS OF UNIVERSITIES AS TOOLS FOR SOCIETAL DEVELOPMENT
At its very core, the goal of the university is education, that is, the transfer of skills and knowledge. This begins with direct tutelage in theoretical concepts and continues through practical research work, where these theories are applied to real-life situations and tasks. Universities thus provide a dual platform: the acquisition of both foundational and specialized knowledge, and the creation of new knowledge through research. They foster critical thinking, nurture creative problem-solving, and equip students with the intellectual flexibility required to make informed decisions in complex and changing environments.
Knowledge Creation and Dissemination
A university is more than a space for absorbing facts; it is a crucible for knowledge creation and dissemination. Unlike other institutions of learning, it not only preserves inherited wisdom but also produces new ideas, subjecting them to rigorous inquiry and testing. Through laboratories, research institutes, and collaborative networks, universities expand the frontiers of discovery across medicine, engineering, social sciences, and the humanities. In doing so, they play a central role in advancing innovation, driving economic growth, and fostering intellectual curiosity. As one study notes, higher education institutions are “the primary source of renewable resources—knowledge and discovery—that will determine an economy’s competitiveness.”
Yet the creation of knowledge alone is not sufficient. Dissemination is equally central to the university’s mission. Structured teaching, mentoring, scholarly publications, conferences, seminars, and increasingly, open-access platforms ensure that the insights generated within universities do not remain confined to the so-called “ivory tower.” Instead, they are made available to society at large, informing policy, guiding industrial strategies, enriching cultural life, and advancing social justice. This dual function of knowledge creation and dissemination ensures that universities act not merely as centers of learning but as catalysts for societal transformation.
Beyond intellectual development, universities prepare their students for the workforce in concrete, practical ways. Through partnerships with industries, alumni engagement, and internship programs, they create pathways for students to gain first-hand experience in their chosen fields. These opportunities allow students to build networks with established professionals, develop employable skills, and begin constructing their portfolios before graduation. As a direct by-product of this preparation, universities open up career opportunities across multiple industries, giving graduates tools for self-sustenance and social mobility. In many cases, education becomes a pathway out of poverty, enabling individuals to increase their productivity and earning potential, thereby breaking cycles of deprivation for themselves and their families.
This preparation for the world of work extends beyond the immediate years of formal study. Universities are increasingly embracing lifelong learning through online and adult education, ensuring that distance, access, or age is not a barrier to the pursuit of knowledge. In today’s knowledge economy, where innovation and knowledge production are recognized as the most renewable resources, such lifelong learning becomes indispensable to national competitiveness.
Moreover, the modern university often assumes the role of an “entrepreneurial university,” actively commercializing research outputs through mechanisms such as Technology Transfer Offices (TTOs), science parks, and start-up incubation hubs. These initiatives ensure that knowledge does not remain theoretical but is translated into tangible goods and services with economic and social value. However, this commercialization is not only about revenue generation; it is also about ensuring that knowledge contributes to the public good, addressing pressing societal needs and promoting inclusive development.
Human Capital Development
Human capital development is best understood not as an abstract concept, but as a living force made tangible in the lives of individuals and communities. One compelling example is the story of Hammed Kayode Alabi, a Nigerian social entrepreneur whose educational journey through the University of Ilorin and later the University of Edinburgh positioned him to establish the Kayode Alabi Leadership and Career Initiative (KLCI). Through this initiative, he has provided over 8,500 underserved youths across Africa with 21st-century skills that enhance employability and social mobility. His story captures how the university is not merely a transmitter of certificates but a generator of capacity that reshapes destinies and multiplies opportunities across society.
This transformative power is not limited to individuals alone but extends to entire regions. In Somalia, Gedo International University (GIU) has emerged as a lifeline for human capital development in the Beledhawa District. Its graduates—such as midwives Aisha Abdirahman and Fardowsa Sh. Ahmed, and pharmacist Abdiqafaar Ali—testify to how its curriculum equipped them with the skills to deliver healthcare services in underserved communities. These professionals are not just products of a university; they are embodiments of how higher education, even in fragile contexts, can translate into immediate improvements in public health and community well-being (Abdiaziz Abdullahi Hussein (Mubarak), Human Capital Investment in Universities: A Case Study of Gedo International University https://dx.doi.org/10.47772/IJRISS.2024.8110183).
Beyond personal narratives, empirical research underscores the national significance of higher education. Studies in Nigeria confirm that university education correlates strongly with human capital development, which in turn fuels economic growth and societal advancement (Idongesit David, “University education and its impact on human capital development in Nigeria” (2021) Formazione 24(1). In other words, the productivity of a nation is tied to the investments made in nurturing the minds and skills of its people. When universities empower citizens, they indirectly expand national capacity for innovation, governance, and sustainable development.
Sustaining this momentum, however, requires more than producing graduates—it demands strong leadership and institutional resilience. Research on Nigerian universities highlights that effective leadership and continuous staff development play a decisive role in improving educational outcomes and retaining academic talent. Similarly, findings from private universities in Southwestern Nigeria reveal that staff development programs directly strengthen academic retention and teaching quality, ensuring that institutions continue to generate value across generations.
The ripple effect of human capital development is also evident in sectoral performance. At the University of Calabar Teaching Hospital, for example, staff members who benefitted from robust university education demonstrated superior performance in healthcare delivery. Their qualifications, technical knowledge, and interpersonal skills translated into measurable improvements in patient care, showing that university-generated human capital has direct implications for the efficiency of public institutions.
Taken together, these cases illustrate that human capital development through universities is not a distant ideal but a present reality. It is visible in individuals like Alabi who scale up youth empowerment, in institutions like GIU that sustain communities, in national growth trajectories, in staff retention within universities, and in the performance of public services. To invest in human capital through higher education is, therefore, to invest in the very engine of societal transformation. (To be continued).
THOUGHT FOR THE WEEK
“The illiterate of the future will not be the person who cannot read. It will be the perso
n who does not know how to learn”. (Alvin Toffler).