Promoting sustainable innovations in technical universities: Critical success factors of the triple helix model

Abstract

Purpose: This study aims to examine the critical success factors (CSFs) of the Triple Helix Model (THM) that promote sustainable innovations in Technical Universities (TUs). Design/methodology/approach: The mixed method approach was employed, using 233 TU convocation members and 14 interviews. Thematic analysis, exploratory, confirmatory and score plot loadings were run to measure the CSFs of the THM. Findings: Qualitative and confirmatory analyses aligned on five CSFs, including vision and policies, technology, evaluation, leadership, and innovation. EFA identified eight CSF measures consistent with factor and score loading plots. Research limitations/implications: The study sampled three TUs. The CSFs will contribute additional knowledge to the framework. Practical Implications: Implementing the CSFs by the TUs, industry and government will enhance sustainable innovation. Social Implications: Tertiary education policymakers could adopt this model for innovation. Originality/value: The three CSFs contributed to the robustness of the THM. © The Author(s) 2025

Keywords

Author Keywords

Sustainability Critical success factors Innovation technical universities triple helix model

Index Keywords

Author Affiliations

Koforidua Technical University, Koforidua, Eastern Region, Ghana

Ghana Institute of Management and Public Administration (GIMPA), Accra, Ghana

Funding & Acknowledgements

National Council for Tertiary Education, NTCE

In Ghana, linkages between the TUs and the government are formal and regulatory. These are evident in the Acts and policies of higher education by the Republic of Ghana on the ; ; . argue that national policies provide regulations, frameworks, grants, funding, and patent rights. These policies developed by the regulators reflect a top-down approach, with limited space for collaborative decisions between the TUs and regulators (). The TUs receive grants, funding, policies, and equipment through the National Council for Tertiary Education and the Council for Technical and Vocational Education Training (CTVET), and the Ministry of Education (MoE) (). Through these mechanisms the TUs and government can leverage on adopting a THM strategy for strong interactions (). The parameters which will constitute the CSFs between the TUs and government include sound policy alignments, strategic plan and directions, effective communication, total management commitment, provision of resources and effective communication ().

Ministry of Education, MOE

In Ghana, linkages between the TUs and the government are formal and regulatory. These are evident in the Acts and policies of higher education by the Republic of Ghana on the ; ; . argue that national policies provide regulations, frameworks, grants, funding, and patent rights. These policies developed by the regulators reflect a top-down approach, with limited space for collaborative decisions between the TUs and regulators (). The TUs receive grants, funding, policies, and equipment through the National Council for Tertiary Education and the Council for Technical and Vocational Education Training (CTVET), and the Ministry of Education (MoE) (). Through these mechanisms the TUs and government can leverage on adopting a THM strategy for strong interactions (). The parameters which will constitute the CSFs between the TUs and government include sound policy alignments, strategic plan and directions, effective communication, total management commitment, provision of resources and effective communication ().

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Promoting sustainable innovations in technical universities: Critical success factors of the triple helix model

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