Welcome to the blog of Griffith Enterprise

Griffith Enterprise is Griffith University‘s dedicated office for business and government engagements, innovations and new ventures. As such, this blog is an opportunity for us to share our knowledge, experience and useful tips to successfully work in partnerships with other organisations to create meaningful solutions for our society. This is also a place for us to engage, discuss and share ideas with our readers. Happy reading!

Latest posts

Section 9: Operating Model

Each university incorporates its own unique and complex system in its endeavour to deliver value. For larger institutions with a broad or diverse range of elements and disciplines, the complexity may be multiplied significantly. An operating model is a complicated, multidimensional concept and this series does not cover all of the aspects involved. Rather, with a singular focus on the university sector, the following definition will be utilised: A description of the processes, systems and functions required to deliver value to stakeholders. Read More

Section 8: Channels for Engagement

In the previous section of this series we considered the activities through which universities ensure relevant and up-to-date information is always available to guide key decisions. To this end we framed and established the case for ‘purposeful engagement’ – focusing internal and external engagement activities around key University objectives and therefore the purposes for engagement. In this section we give important thought to the support mechanisms for these engagement activities which can only be brought about through suitable avenues. These are the lines of connection, always live, always open, within the university complex; the myriad tributaries that support the flow of valuable information and expert knowledge as they reach past university perimeters to catchments beyond. Read More

Section 7: Purposeful Engagement

Determining the best ways to maximise societal impact is challenging and for universities operating with constrained resources in increasingly dynamic internal and external environments, this challenge becomes even more difficult. Setting organisational direction in such a climate requires universities to thoroughly understand their underlying assets and the potential societal impact they can deliver. It behoves any university, therefore, to ask itself: ‘What are we doing here? Where exactly are we going with this?’ Read More

Section 6: Determining the Proficiencies

Quite unlike any other social institution, universities are charged with ensuring that the most people possible gain the greatest benefits from their expert knowledge, research capabilities and innovations. It is not a burden to be underestimated or sidestepped in any way; it remains a seminal part of any university’s DNA. The opening five parts of this series have laid out the multidimensional approach required to achieve this goal and derive impact from universities. We have established and framed the need for universities to identify and attract potential partners with whom they can work in addressing societal needs, and we have explored the far-reaching complexities involved in shaping engagements that benefit universities, their prospective partners and our communities. Read More

Section 5: Opportunity Spectrum

In today’s rapidly changing environments, intensifying competitive landscapes and challenged funding models, universities cannot be everything to everyone – it is an impossibility and needs to be recognised as such. Instead, universities must increasingly make judicious and far-seeing choices about the opportunities and possibilities that present. These business decisions address what consumers and markets to chase, what programs, products or services to offer, what partnerships and collaborations to pursue. These are hard decisions which require a clarity of thought about how a wealth of resources at the proverbial fingertips of a university is to be used. Read More

Section 4: Understanding the ‘Knowledge-Capital Value Chain’

The omnipresence of rapidly changing environments within which universities now operate has been a presiding theme in the opening sections of this series, prompting the call to focus on the ‘North Stars’ (section 2) that help universities set ‘direction’ and the (‘Spheres of Impact’, section 3) through which universities can better articulate their ‘purposes’. In the case of the former, we pointed to the changing natures of workforces, the rise of innovation and entrepreneurship, and significant societal needs; while the overarching aim to maximising societal impact from tangible education programs and research outcomes through collaborations with partners guided our thinking around the latter. Setting direction and articulating purpose in this way establishes the ‘intent’ which galvanises shared action across a university. Read More

Section 3: Spheres of Impact

Meaningful direction for universities is best established around ‘North Stars’ – those major trends and demographic shifts that impact society. Universities must then couple this with a strong sense of purpose in order to establish ‘intent’ and galvanise shared action within its academic fold.  But how is such a strong sense of purpose arrived at? What is the procedure through which that purpose is identified, agreed upon and then garners ‘buy-in’ from all quarters of the university populace? Read More

Section 2: The ‘North Stars’

Meeting the challenges that universities face in the dynamic environments of today commences with determining direction. Finding our way can be difficult at the best of times, but given the rapid pace of change in the world right now, it can seem a little like being cut adrift in an ocean storm. Clearly, universities need to mobilise their resources in different ways in order to manage, but to what end and in which direction? How can universities reset their bearings to remain relevant to the issues of today? An appropriate way to start answering these questions is by examining major trends and demographic shifts and the associated roles that universities play. This is where opportunity lies for universities. Read More

Section 1: The University Imperative

We live in a changed world. We live in a changing world. This space where once we set down roots with some certainty and nurtured dreams and ambitions is no longer the same space. Everything moves differently – faster, more furiously, in directions we once thought not possible. Disruption will not be the new normal, it is that already. Today we lead disrupted lives. Read More

Deriving impact from universities – foreword

Ever since their establishment as institutions of higher education and research, universities have been different. Their evolution across the past ten centuries has seen them infused with an enduring ethos to benefit society. A university is still a community of teachers and scholars, a veritable epicenter of ideas, a concept factory, a birthplace of innovations and products that make the world a better place in which to live. A university is fueled by thought and progress, it is a think-tank for the betterment of society, an environment where the very act of education is an exercise in social enrichment. Certainly that is the intent. However, we live today in a world of constant change, uncertainty and unprecedented challenges, a situation only accentuated by the global events of 2020. We find ourselves in profoundly difficult territory. Read More