









































Abstract
Strategic innovation ecosystems have complex forces for the transformative development of human so-

ciety through higher education. The sustainability of socio-economic development of Cameroon requires a 
robust national and regional innovation ecosystem in which higher education plays an important role in value 
and wealth creation. The challenge with Cameroon’s higher education is a transition from the traditional rigid 
bureaucratic system to a more dynamic performance-based management ecosystem that can mainstream re-
silience and recognise excellence. The study adopted the innovation ecosystem approach to explain the trans-
formative potential of higher education, using correlational research design. We selected nine advanced schools 
of technology, engineering, and management from public and private sectors across four regions of Cameroon, 
including a purposive and simple random sampling of 370 respondents. Spearman correlational ranking tested 
our three hypotheses. All three hypotheses were significant at PV=0.000 or 95% with the predictive coefficient 
of 59.7%, 55.8% and 71.3% respectively. We concluded that the transformative potential of higher education 
is evident through development of technological knowledge networks, innovation/knowledge clusters, and 
transformative digital governance in enhancing transformative learning. We recommend that higher education 
institutional leadership should consider these transformative development indicators as institutional bench-
marks for higher education quality assurance, responsiveness assessments, and governance practices. These 
can ensure the emergence of the clustered innovation ecosystems and competitive intelligence at the national 
and regional university environments that contribute to sustainable socio-economic development of Cameroon 
and Africa.
Keywords: Strategic Innovation Ecosystem, Technological transfer, Transformative Development, Fourth Indus-
trial Revolution, Competitive intelligence, Strategic institutional governance 

Bafon, J.N., Tanyi, A. M., Kamdjo, C.V., & Djeumeni, M. T. 
Global Journal of Transformative Education (2024) Vol 4   
pp 64-75  DOI  10.14434/gjte.v4i1.36663

Open Access

Published by the Global Insitutute of Transformative Education (http://www.gite.education)
© Bafon, Tanyi, Kamdjo, Djeumeni, 2024. Open Access This journal is distributed under the terms of the Creative Commons 
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The Transformative Development Potential of Higher 
Education in the 4th Industrial Revolution:  
A strategic innovation ecosystem approach for technological 
development and knowledge transfer in the 21st century Cameroon

Joel N. Bafon,1 Adolphe M. Tanyi,2  Carole V. Kamdjo3, Marcelline T. Djeumeni4

Full listing of authors and contacts can be 
found at the end of this article.

Introduction
The sustainability of socio-economic development 

in Africa requires a robust national and regional inno-
vation ecosystem. Higher education plays an important 
role in mainstreaming the national and regional devel-
opment agenda through knowledge production and 
open innovation ecosystems (Yan, Wang, Yan & Zhai, 
2020). In this light, the challenge with Cameroon’s high-
er education is a transition from the traditional rigid 
system to a more dynamic knowledge society and value 
creation ecosystem. Over the years, there have been 
many policy innovations at system level since 2005 

leading to new institutional governance (Njebakal, & 
Teneng, 2017). However, there exist institutional dis-
crepancies in building a robust institutional knowledge 
actualisation and crystallisation for higher education 
innovation ecosystem (Fagerberg, 2015). There have 
been many limitations to research and development in 
fostering technological innovation and relevant core 
competencies that respond adequately to competitive 
leverage of the fourth industrial estate (Fagerberg, 
2015).

The fourth industrial revolution is marked by indi-
cators such as virtual reality, the internet of things, ar-
tificial intelligence, and block-chain innovations. These 
variables have had significant but disruptive contribu-

64



Bafon, Tanyi, Kamdjo, & Djeumeni, Transformative Development Potential of Higher Education 65

tions to knowledge management, pedagogic inno-
vation, quality assurance and strategic institutional 
governance in higher education today (Igel, Ullrich, 
& Kravcik, 2018). The transformative development 
in education in Africa and in Cameroon, in particular, 
requires an endogenous knowledge and competencies 
built on competitive intelligence as means of guarantee-
ing new technological transformation for a sustainable 
and inclusive growth (Arbeiter, & Buča, 2021). These 
innovative processes need well-developed pre-incu-
bators, incubators, science parks, clusters and inter-
national research collaboration networks in scientific 
knowledge sharing and exchange (Ablaev, 2018). 
Therefore, adopting the cluster innovation ecosystem, 
transformative digital governance, digital knowledge 
networks and strategic-competitive intelligence in in-
novation development and knowledge provide strategic 
institutional capabilities of higher education to contri-
bution to sustainable socio-economic development of 
Cameroon and Africa (Bell, 2016).

Theoretical Framework
Strategic Innovation Ecosystem

“The innovation ecosystem is defined as groups 
of symbiotically interacting ‘players’ which 
include companies and other players such as the 
providers of knowledge, resources, and ‘rules of 
the game’. It is the companies which constitute 
the economic ‘engine’ of the ecosystem since they 
create value for consumer-users, output, and 
employment.” (Fransman, 2014, p. 5). 
The higher education innovation ecosystem will 

integrate pedagogical innovation research systems, 
community development systems, and institutional 
governance systems. The symbioses of these complex 
transformative systems provide avenues for knowl-
edge distillation and valorisation (Johansen, 2018). 
According to Godin (2015) the early history of the the 
term “innovation” gives a pejorative connotation to the 
concept. To him, the term was first used by anthropol-
ogists and sociologists, and it has been popularised by 
economists and the management world. 

“Everyone agrees that innovation is crucial for 
the performance over time of both companies 
and countries. However, there is far less agree-
ment regarding two key questions: - How does 
innovation happen? - How can we make innova-
tion happen?” (Fransman, 2014, p. 5) 

Innovation therefore is an important indicator in 
the transformative development of knowledge economy 
through higher education. This concept deals with the 
creation and development of ideas, products, organ-
isations and quality management (Spinoglio, 2015). 
The implications of globalisation through the develop-
ment of information and communication technologies 
demands organisations to be more innovative to be 
competitive in the local and global knowledge environ-
ments (Fransman, 2014). In this line, the “strategic in-
novation” is crucial to aligning organisational processes 
and ensuring the success of its managerial operations 
(Palmer & Kaplan, 2007). Bridging the ecosystem and 
strategic innovation framework will give an organisa-
tion a sustainable strategic performance in the organ-
isational management in the disruptive knowledge 
ecosystem. The University as a non-profit organisation 
in the 21st century must adapt to new knowledge 
changes in order to be relevant to its environment. The 
effective and efficient deployment of resources depends 
on institutional innovation strategic ecosystems (Re-
ichert, 2019). 

According to Kotsemir, Abroskin, and Dirk (2013), 
the traditional reading of innovation from the Schum-
peterian concept see innovation as “a historic and irre-
versible change in the production of thing and creative 
destruction.” (p. 4) Our faculties and departments still 
lack the disruptive and creative destruction potential 
because there are no practical sites for innovation 
especially from the organisational configuration stand-
point. University knowledge production should be able 
to build an irreversible change that brings values and 
wealth creation to the community (Brennan et al 2014). 
Innovation is the “establishment or enlargement of 
organisation processes, methods assimilation, and ex-
ploitation of novelty” (Spinoglio, 2015, p. 5). Newness 
and change are the driving forces of innovation which 
can be manifested in organisational structures or pro-
cesses. But when institutions are hostile to innovation, 
rigidity will continue to plague its effective functioning 
(Lawal, 2017). Innovation is also seen as “incremental.” 
This is the process in which new products emerge. So, 
as total quality management in educational reforms are 
built on the strategic innovation, it is then the respon-
sibility of strategic leaders at the corporate level to 
design the development of strategic innovation (Palmer 
& Kaplan, 2014) as well as, foster the development of 
an innovation ecosystem (Reirchart, 2019). These ap-
proaches are more pragmatic in skills and competency 
development. The ecosystem reinforces the university 

Global Journal of Transformative Education (2024) Vol 4



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Global Journal of Transformative Education (2024) Vol 4

capacity in knowledge production and dissemination 
and the interconnected knowledge networks and 
collaboration. The concept of innovation has received 
varied scholarly attention since the dawn of the 20th 
century. Most scholars used innovation and creativity 
interchangeably, but from the onset they were never 
use as related terms (Godin, 2015). Innovation is per-
ceived by some scholars as an extension or the modifi-
cation of invention and production of new ideas (Godin, 
2015). 

This definition is very applicable in knowledge pro-
duction and dissemination when it concerns research 
and development. To improve university teaching, cur-
riculum innovation in Africa is key in the production of 
relevant content and not the duplication of the western 
norms. Lotz-Sisitka, (2015) notes that innovations bring 
competitiveness to the organisation. Also, distinctive 
innovation deals with development and re-engineering 
of knowledge, content methodologies and approach-
es, and disruptive innovation. The term also includes 
assimilation, transformation, exploitation, and transla-
tion of new knowledge in the practical context (Godin, 
2015). 

“Innovation ecosystem as co-innovation net-
works, in which actors from organizations con-
cerned with the functions of knowledge produc-
tion, wealth creation and norm control interact 
with each other in forming co-evolution and 
interdependent relations (both direct or indirect) 
in cross-geographical contexts, and, through 
which new ideas and approaches from various 
internal and external sources are integrated into 
a platform to generate shared values for the sus-
tainable transformation of the society.”(Cai, Ma, 
& Chen, 2020, pp.)

Alkhanbouli (2022) explored the typology of inno-
vation ecosystems based on the university innovation 
ecosystem in the United Arab Emirate universities. 
The study explored university incubators and research 
centres with entrepreneurial mentality. In this typology. 
The research identified six innovation ecosystems:  cor-
porate innovation ecosystem, digital innovation ecosys-
tem, city-based innovation ecosystem, high-tech- SMEs 
centre ecosystem, hyper-local innovation ecosystem, 
and university-based innovation ecosystem. In the con-
text of Cameroon all these typologies of the ecosystem 
can be applicable. These micro innovation ecosystems 
are interconnected in building the macro higher educa-
tion innovation ecosystem. Cai, Ma, and Chen (2020) 

outlined the overarching framework of higher educa-
tion and innovation ecosystem. Knowledge economy 
ecosystem, new knowledge and technologies employs 
an ambidexterity in the exploration and exploitation 
of knowledge. In the knowledge innovation ecosystem, 
system relation to the university and economic devel-
opment are very important. in this way, higher educa-
tion become a driving engine of economic growth in the 
macro innovation ecosystem (Fagerberg, 2015). Tier-
ney and Lanford (2016) think that these new trends in 
public life demands knowledge, innovative frameworks, 
and social intelligence competences in institutional 
knowledge management (Viviers, Saayman, Muller, & 
Calof, 2002). Yan, Wang, Yan, & Zhai (2020) examined 
the open innovation ecosystem of higher education. In 
their research, they suggested that the higher educa-
tion open system concerns the university capability to 
create open sources of knowledge that contribute to 
innovation outcomes. The open innovation ecosystem 
enhances the flow of ideas knowledge, information 
and data. The open innovation provides opportunities, 
efficiency in research transformation and valorisa-
tion as well as commercialisation. Knowledge-driven 
innovations in internationalised environment create 
avenues for the organisational competitive advantage 
and institutional visibility. The study concluded that 
the open innovation ecosystem could have a positive 
effect on the development of higher education. This 
kind of innovation provides auto-financing strategies 
and wealth creation opportunities for the universities 
to fulfill their third mission through knowledge and 
technological transfer. The research also found that the 
university innovation ecosystem influences a student’s 
creative potential as they navigate the innovation 
ecosystems with creative ideas and exchange avenues 
(Bocket et al 2020).

Ansgar, Bernardo and Gerhard (2016) examined the 
role of innovation in public policy. Even though innova-
tion has been perceived as more of a business concept, 
the concept is well-rooted in public policy and corpo-
rate governance. Disruptive environmental changes and 
extensive globalisation informs innovations in public 
policy. The sustainability and relevance of public policy 
today relies on the continuous strategic innovation 
processes in institutional governance. Higher education 
public policy has equally undergone the innovation pro-
cesses. The knowledge driven Fourth Industrial Estate 
demands incessant innovative strategies which mutual-
ly build strategic innovation ecosystems for the univer-
sity in the effective implementation of public policy and 

Bafon, Tanyi, Kamdjo, & Djeumeni, Transformative Development Potential of Higher Education



67

university contribution to national and regional eco-
nomic development. In the innovation ecosystem, 
sustainable strategic management is one of the driving 
forces of imaginative thinking in policy development. 
In this view, balancing production and governance 
innovation are some ambidextrous strategies that an 
institution may harness in order to remain responsive 
to external environmental exigencies (Akin ,2016). 
Vlasov (2021) analysed the influence of massification 
on internalisation and state funding on higher educa-
tion on innovation development. The internalisation of 
funding leads to infrastructural development which can 
mitigate massification challenges, creativities, and inno-
vative competences for the fourth Industrial Revolution 
(Nakano & Wechsler, 2018).

 Stukalenko, et al, (2016) analysed innovation tech-
nologies of learning in the modern education teacher’s 
professional preparedness. Higher education innova-
tion ecosystems enable stakeholders to build clusters 
and incubators which enhance pedagogic transfor-
mative proficiency and professional preparedness for 
the fourth industrial complex (Lawal, 2017). Rashidi, 
Azma, Sami, and Sobhoni (2020) note that universities 
in disruptive advanced technologies knowledge-based 
organisations can only adapt to national and regional 
economies by reinforcing national relation with indus-
tries. They set out to develop a value creation univer-
sity framework based on higher education innovation 
indicators. They employed exploratory and taxonom-
ical approaches. The result of the study showed that 
financial and pragmatic strategies have positive effects 
on university adaptability. Also, social outcomes and 
intra-organisational platforms equally have positive ef-
fects. Value creation and higher education have positive 
impacts on institutional change and competitive intelli-
gence (Pellissier & Nenzhelele, 2013).

 Lappalainen, Markkula, and Kune (2015) focused 
on finished construction clusters on building a region-
al innovation ecosystem. This study involves action 
research methods, digital modelling, co-development 
process parallel research, development and innovation, 
pathfinders, prototype development, radical innova-
tion, human development, and leadership. These are 
key ecosystem indicators in a knowledge-based econ-
omy. In this perspective, Brito (2018) explored deeper 
understanding and the dynamics of the university as a 
promoter of the development of innovation ecosystems. 
In this setting, universities are perceived as leaders and 
integrators into this ecosystem. Their contributions are 
in three-dimensions: knowledge, transformative talent

of the university, and university industrial linkage 
as well as long-term relation strategy. However, the 
Cameroon higher education institutions still need much 
resource deployment and policy effectiveness for this 
structural transformation to take place. Institution-
al leadership in higher education in Cameroon must 
consider these new strategic innovation approaches to 
ensure sustainable structural configuration and system 
innovation. There is also a need for the integrators of 
diversity of actors’ resources and competences. From 
this approach, we urge that the university role in the in-
novation ecosystem be adaptive, complex, and dynamic 
in order to ensure sustainable strategic innovation and 
knowledge valorisation processes. This strategic man-
agement dimension can guarantee sustainable social 
economic development, specifically in Cameroon and 
in Africa in general (Cabeza-Pullés, Fernández-Pérez, & 
Rodán-Bravo, 2020).

Statement of Research Problem
Cameroon, and, in general, Africa, are still facing 

many challenges in embracing the Fourth Industrial 
Revolution due to the lack of digital infrastructure that 
adequately ushers in this industrial estate. The con-
sciousness of African governments and higher educa-
tion institutions is crucial in this direction. This is kind 
of industrial estate needs a digital technological cluster, 
a security cluster, knowledge management clusters, 
and high levels of digital governance to inform deci-
sion-making through data analyses. The combination 
of these variables will morph into a robust strategic 
innovation ecosystem. Therefore, to what extent does 
transformation potential of higher education from the 
strategic ecosystemic approaches respond to techno-
logical development and knowledge transfer in the 
emerging fourth industrial complex in Cameroon?

Research Objectives
i) To examine the relationship between digital tech-

nological knowledge networks and transformative 
learning in Cameroon’s higher education.

ii)  To examine the relationship between innovation/
knowledge clusters and transformative learning in 
Cameroon’s higher education.

iii) To examine relationships between transformative 
digital governance and transformative learning in 
Cameroon’s higher education.

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Research Questions
i) What is the relationship between digital technolog-

ical knowledge networks transformative learning 
Cameroon higher education? ii) Is there a rela-
tionship between innovation/knowledge clusters 
and transformative learning in Cameroon’s higher 
education?

iii) Is there a relationship between transformative 
digital governance and transformative learning in 
higher education in Cameroon?

Research Hypotheses
i) Ha1: There is no significant relationship between 

digital technological knowledge networks and 
transformative learning in higher education in Cam-
eroon.

ii) Ha2: There is a significant relationship between 
innovation and knowledge clusters and transforma-
tive learning in Cameroon in higher education.

iii) Ha3: There is no significant relationship between 
transformative digital governance and transforma-
tive learning in Cameroon in higher education.

Significance of the Study
 This study is important in that it highlights the 

current technological and economic changes that are 
affecting higher education in Cameroon. The adoption 
of an innovation ecosystem approach to explain digital 
technological knowledge networks, innovation/knowl-
edge clusters, and transformative digital governance 
demonstrates the importance of these variables in the 
Fourth Industrial Revolution. This variable addresses 
the needs of transformative education at the higher 
education level. It is necessary for universities in Cam-
eroon to build innovation ecosystems that will create 
avenues for wealth and value creation, knowledge 
management and technological infrastructure, as well 
as human capital. There is need for continuous devel-
opment of new skills and competences such that higher 
education can adapt to the complex-dynamics of digital 
innovations.

Research Methodology
In this study we used the quantitative approach 

with correctional research design 

Sampling Procedures
 This study was conducted in nine public and pri-

vate higher education institutions across four regions of 
Cameroon. The target population was students in 

public and private higher education institutions from 
four regions of Cameroon. These regions include the 
northwest, southwest, littoral and the centre regions.

Table 1 presents the accessible population com-
prised of 10,185 students. The respondents were 
selected through simple random sampling and pur-
poseful techniques that allowed every member of the 
target population to be selected. In this regard, research 
students were more involved in pedagogical, adminis-
trative, and research activities. In this study, only col-
leges of technology and engineering were considered. 
Statistics were drawn from the 2021 Higher Education 
Annual Statistics. We worked with a sample size of the 
370 respondents. After administering 435 copies of 
questionnaires, 370 questionnaires were submitted 
with a retention rate of 85.52%. Therefore, 370 respon-
dents were engaged in the study, of which 224 (60.5%) 
of the respondents were males and 146 (39.5%) of 
respondents were females.

Data collection instrument
 The instrument used for data collection was a 

questionnaire that was analyzed to measure the rela-
tionships between variables. The questionnaire was 
operationalised into four sections containing the con-
struct of the study. These constructs had seven items 
each. After the development of the questionnaire, it 
was submitted for expert evaluation of content validity, 
clarity, and coherence were confirmed. We also admin-
istered the questionnaire to ten students within the 
target population of the students at 0.85. The question-
naire was shown to be consistent and reliable for our 
study.

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Reliability of the Instrument 
 After one month of pretesting the questionnaire, it 

was redistributed to the respondents. From obtaining 
the copies of the questionnaires, the responses were 
computed into the SPPS software in which we obtained 
a reliability coefficient stability score of 0.86. the 
coefficient showed the coherence and reliability of the 
instrument after recurring tests.

Data Presentation and Interpretation

Relationship between digital technological knowl-
edge networks and transformative learning

 Table 2 shows patterns in respondents’ views on 
digital technological knowledge networks in higher 
education in Cameroon. The seven items designed to 
measure digital technological knowledge networks had 
a mean above 2.5. In the first item, 349 (94.6%) of the 
respondents generally agreed that “Your institution 
promotes digital collaboration and knowledge net-
working ecosystems.”  The second item shows that 348 
(94.1%) of the respondents generally agreed with the 
statement, “There exists open access to digital knowl-

edge sharing opportunities and talent development 
in your institutions”. For the third item, 333 (90.0%) 
of the respondents generally agreed that. “There exist 
continuous or digital lifelong learning programmes in 
your institution.” In the fourth item, 321 (86.7%) of the 
respondents agreed that their institution promotes the 
development of regional digital knowledge ecosystems. 
In the fifth item, 224 (60.5%) of the respondents gen-
erally agreed with the view that their institution pro-
motes the development of regional digital knowledge 
ecosystems. The sixth item shows that 277 (74.4%) 
of the respondents agreed on the opinion that their 
institution creates an attractive environment for digital 
investment. Finally, in the seventh item, 323 (87.3%) of 
the respondents generally agreed that there are digital 
opportunities for the commercialisation of research 
findings. From the results of the research question 
one, the majority of the respondents generally agreed 
at an overall percentage of 84.7% that digital techno-
logical knowledge networks have significant relation 
with transformative learning in higher education with 
a cutoff mean of 3.1 and with a standard deviation of 
2.4, which is above a normal cutoff mean of 2.5. Digital 
technological knowledge networks have significant 
influence over transformative learning capabilities in 
higher education. 

Relationship between innovation/knowledge clus-
ters and transformative learning 

Table 3 presents the results from the respondents’ 
views on innovation/knowledge clusters in higher 
education in Cameroon. Among the items are ones 
designed to assess innovation/ innovation clusters in 
higher education in Cameroon. All seven items had a 
mean above the normal cut off mean of 2.5. In the first 
item, 284 (76.8%) of the respondents generally agreed 
that their institution encourages entrepreneurship and 
start-up ecosystems. The second item shows that 319 
(86.2%) of the respondents generally agreed with the 
statement, “There are emerging technological-based 
ventures.” For the third item, 327 (98.3%) of the re-
spondents generally agreed with the statement, “There 
is accessibility to funding and mentoring in innovative 
research.” The fourth item indicated that 189 (51.1%) 
of the respondents agreed that “There are knowledge 
brokers and accelerators within the innovation clus-
ters.” The fifth item shows that 267 (72.2%) of the 
respondents generally agreed with the view that “There 
is the concentration of knowledge and expertise within

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Global Journal of Transformative Education (2024) Vol 4

clusters.” The sixth item shows that 255 (66.9%) of the 
respondents agreed with the opinion that “There is the 
concentration of knowledge and expertise within clus-
ters and knowledge clusters have industrial-relevant 
skills and competences.” Finally, in the seventh item, 
288 (78.0%) of the respondents generally agreed that 
“Your institution ensures the stimulation of local eco-
nomic growth through research and cooperation pro-
grammes.” For research question 2, findings portrayed 
that the majority of respondents generally agreed 
(75.6%) that innovation/knowledge clusters have sig-
nificant relations with transformative learning in higher 
education, with a cutoff mean 2.9 and with a standard 
deviation of 2.1, which is above a normal cutoff mean 
of 2.5. Innovation knowledge clusters have significant 
contributions towards building a transformative learn-
ing capability in Cameroon’s higher education. 

Relationship between transformative digital gover-
nance and transformative learning

Table 5 describes respondents’ perceptions on 
transformative digital governance in higher education 
in Cameroon. In the seven construction items to

measure transformative digital governance, six of the 
seven items have means above 2.5 which is a nor-
mal distribution. In the first item, 275 (74.3%) of the 
respondents generally agreed that there is availability 
up-to-date and quality digital infrastructures in their 
institutions. The second item shows that 187 (50.5%) 
of the respondents generally agreed with the statement 
that “There is effective steering of electronic manage-
ment systems in the internal management processes.” 
For the third item, 218 (64.3%) of the respondents gen-
erally agreed with the view that their institution fosters 
data analytics for informed digital decision making. The 
fourth item, 213 (80.3%) of the respondents agreed 
that there are facilities for content personalisation and 
mobility. In the fifth item, 253 (68.4%) of the respon-
dents generally agreed with the view there is online 
dashboard/ or portal for institutional change manage-
ment. The sixth item shows that 288 (87.8%) of the 
respondents agreed on the opinion that There is a dig-
ital framework for transparency and accountability in 
institutional management performance. in the seventh 
item, 276 (74.6%) of the respondents generally agreed 
that there exist digital collaboration and engagement in 
soliciting feedback, ideas and suggestions for the best 
institutional management performance. Drawn from 
the results of the research question three, the majority

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Global Journal of Transformative Education (2024) Vol 4

of the respondents generally agreed at an overall 
percentage of 71.4% that transformative digital gover-
nance has a significant relationship with transformative 
learning in Cameroon higher education with a cut off 
mean 2.8 with standard deviation 1.87 which is above a 
normal cut off mean 2.5. Transformative digital gover-
nance has significant contribution in building transfor-
mative learning capabilities sin higher education.

Table 5 presents respondents’ views on transforma-
tive learning capabilities in Cameroon higher education. 
Based on the items designed to measure this variable, 
all the 7 items have a mean which is above the normal 
cutoff mean of 2.5. This implies that the respondents 
generally agreed on the importance of transformative 
learning in Cameroon’s higher education in the Fourth 
Industrial Revolution. In the first item, 298 (81.2%) of 
the respondents generally agreed that there is a high-
er need for an open knowledge sharing process. The 
second item shows 286 (77.3%) of the respondents 
generally agreed with the statement that “Continuous 
curriculum development and innovation is a require-
ment in knowledge transfer.” For the third item, 260 
(70.3%) of the respondents generally agreed with the 
view that project-based and experiential learning

approaches foster knowledge creation. The fourth item, 
253 (68.5%) of the respondents agreed that prob-
lem-solving and strategic thinking competences pro-
mote the development of products. In the fifth item, 168 
(61.6%) of the respondents generally agreed with the 
view that knowledge resources mobilisation enhances 
efficiency in knowledge development and transfers. The 
sixth item shows that 310 (83.7%) of the respondents 
agreed on the opinion that strategic monitoring and 
evaluation ensure quality and incremental innovation. 
In the seventh item, 315 (85.2%) of the respondents 
generally agreed that the creation of effective com-
munities of practice facilitate knowledge transfer. The 
findings of the of the dependent variable shows that, 
the respondents generally agreed at an overall per-
centage of 75.4%. More so, all the items designed to 
measure transformative learning in Cameroon’s higher 
education with a cutoff mean of 2.8 with a standard 
deviation of 2.04, which is above a normal cutoff mean 
of 2.5. This implies that higher education stakeholders 
should foster transformative learning capabilities in 
higher education.

Hypotheses Testing
H01: There is a significant relationship between digital 

technological knowledge networks and transfor-
mative learning in Cameroon’s higher education.

H02: There is a significant relationship between in-
novation/knowledge clusters and transformative 
learning in Cameroon’s higher education.

H03: There is a significant relationship between trans-
formative digital governance and transformative 
learning in Cameroon’s higher education.

Table 6 shows a significant correlation between 
digital technological networks and transformative 
learning capabilities in higher education in Cameroon. 
(r=0.597, p = 0.00,  =0.005). The correlation coef-
ficient signifies that a unit increase of digital techno-
logical networks influences transformative education 
capabilities at 59.7%. Therefore, the Spearman’s rank 
correlation coefficient suggests that an improvement 
in digital technological knowledge networks will lead 
to an exceptional increase of transformative education 
capability in Cameroon’s higher education. Institutional 
managers should strive to promote the development 
of digital technological networks by means of boosting 
transformation in learning.

Table 6 also shows the correlation between innova-
tion/knowledge clusters and transformative education

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Global Journal of Transformative Education (2024) Vol 4

capabilities in higher education in Cameroon. 
(r=0.558, p=0.00,  =0.005). This implies that there is 
statistically significant relationship between innova-
tion/knowledge clusters and transformative learning 
in Cameroon’s higher education. The spearman correla-
tion coefficient signifies that innovation/knowledge 
clusters impact transformative learning capability in 
Cameroon’s higher education correlated at 55.8%. 
Therefore, the Spearman’s rank correlation coefficient 
indicates that an incremental unit of development in 
innovation knowledge clusters should yield a corre-
sponding increase in the transformative education in 
capabilities in Cameroon’s higher education.

The third block in Table 6 shows the correlation be-
tween transformative digital governance and transfor-
mative education (r=0.713, p=0.00,  =0.005). There is 
a statistically significant correlation between transfor-
mative digital governance and transformative learning 
in Cameroon’s higher education. The correlation coef-
ficient means that transformative digital governance 
has an influence on transformative learning capability 
in education at 71.3%. Therefore, the Spearman’s rank 
correlation coefficient reveals that the effective imple-
mentation of transformative digital governance may

lead to an extraordinary impact on transforma-
tive education capabilities in Cameroon’s higher 
education.

Discussion
Digital Technological Knowledge Networks 

Digital technological knowledge networks 
have an important role in Cameroon’s higher 
education in knowledge transformation and 
economic growth. The findings of the study 
revealed at the level of descriptive statistics that 
the respondents generally agreed at 84.7% on 
the different measurements of technological 
knowledge networks (Reirchart, 2019). These 
findings were shown to corroborate Sivasankaran 
and Karthikeyan (2021). This signifies that the 
promotion of digital collaboration and knowledge 
networking ecosystems, open access to digital 
knowledge sharing opportunities, talent devel-
opment, continuous or digital lifelong learning 
programmes, institutional promotion of the 
development of regional digital knowledge eco-
systems, and an attractive environment for digital 
investment are indispensable in the sustainabil-
ity of an institutional technological knowledge 
network and transformative learning capabilities 
in higher education in Cameroon (Sivasankaran 

& Karthikeyan, 2021). Also, the inferential statistics 
revealed that digital technological knowledge networks 
have a significant relationship with transformative 
learning in Cameroon’s higher education with a predic-
tive coefficient of 59.7%. Our study corroborates with 
Akan (2020) which focused on developing hyper-local 
innovation ecosystems (Yan, Wang, Yan, & Zhai, 2020). 
Findings demonstrate that higher education in the re-
gionalisation and decentralisation processes work with 
regional and local authorities in developing a robust 
and completive innovation ecosystem. Findings also 
show that digital technological knowledge networks in 
the innovation ecosystem will facilitate value creation 
(Cai, Ma, & Chen, 2022). Therefore, higher education 
has a transformative potential in the emerging Fourth 
Industrial Revolution.

Innovation Clusters
Innovation/knowledge clusters in higher education 

stimulate entrepreneurial initiative and build a robust 
innovation ecosystem. From our findings, innovation 
and knowledge clusters have a significant relationship 
with transformative education capabilities in 

Bafon, Tanyi, Kamdjo, & Djeumeni, Transformative Development Potential of Higher Education



73

Global Journal of Transformative Education (2024) Vol 4

Cameroon’s higher education. This relationship affects 
transformative learning capabilities at 55.8%. Clusters 
and incubators are the building blocks of a national 
and regional innovation ecosystem. Higher education 
institutions are motors that drive these ecosystems 
through innovation production and dissemination 
(Reirchart, 2019). These results show the positive effect 
of innovation clusters on knowledge and competences 
development (Yan, Wang, Yan, & Zhai, 2020). Therefore, 
entrepreneurship and start-up ecosystems, emerging 
technological-based ventures, accessibility to funding 
and mentoring innovative research, knowledge brokers 
and accelerators within the innovation clusters, con-
centration of knowledge and expertise within clusters 
and industrial-relevant skills, competences and the 
stimulation of local economic growth through research 
and cooperation are indispensable indications of in-
novation clusters in the micro-meso-macro innovation 
ecosystems. These findings are supported by Bocket et 
al, 2020. 

To further confirm these innovation ecosystem 
benchmarking indicators, the descriptive statistics 
show that 75.6% of respondents generally agreed that 
innovation/knowledge clusters have a significant rela-
tionship with transformative learning in higher educa-
tion in Cameroon, which is above a normal cutoff mean. 
Innovation knowledge clusters have significant contri-
butions towards building a transformative learning ca-
pability in Cameroon’s higher education (Sivasankaran 
& Karthikeyan, 2021). Knowledge and innovative 
cluster promote knowledge and technological transfer 
(Bocket et al, 2020).

Transformative Digital Governance
 The integration and sustainable appropriation of 

transformative digital governance strategies is central 
to transformative education capabilities in the Fourth 
Industrial Revolution in Cameroon’s higher education. 
The findings of our study reveal that transformative 
digital governance has a predictive coefficient of 71.3%. 
These results implied that, availability of up-to-date 
and quality digital infrastructures, effective steering of 
electronic management systems, internal management 
processes, data analytics for informed digital decision 
making, content personalisation and mobility, online 
dashboard or a portal for institutional change manage-
ment, a digital framework for transparency and ac-
countability in institutional management performance 
and digital collaboration, and engagement in soliciting 
feedback, ideas and suggestions for the best institu-

tional management performance are key digital gov-
ernance assessment methodology indicator(Vlesov, 
2021). The development and provision of digital infra-
structures in an institution of higher education improve 
efficiency and cost-effectiveness in the institutional 
resource-based management. Moreso, the respondents 
generally agreed at an overall descriptive score of 
71.4% that digital transformative digital governance 
has a significant relationship with transformative learn-
ing capabilities in higher education. Transformative 
digital governance strategies will foster tremendous 
transformative learning capabilities in higher education 
(Lotz-Sisitka1 et al, 2015). Digital governance indi-
cators in higher education are primordial in shaping 
research development, pedagogical innovation, knowl-
edge flows, and institutional steering for quality assur-
ance and community outreach (Brito, 2018)

Conclusions
 This paper evaluated the relationship between 

transformative development in the Fourth Industrial 
Revolution and transformative education capabilities 
in Cameroon’s higher education as a means of fostering 
technological development and knowledge transfer for 
the strategic innovation ecosystem approach. At a more 
in-depth level, the paper focused on digital technologi-
cal networks, innovation/knowledge clusters, transfor-
mative digital governance, and transformative educa-
tion capabilities. The strategic innovation ecosystem 
theory demonstrated that higher education is a major 
stakeholder in the leading national and regional inno-
vation ecosystems through decentralisation and region-
alisation in Cameroon’s higher education (Reirchart, 
2019). The promotion of digital collaboration and 
knowledge networking ecosystems in the community 
and at inter-university levels fosters ecosystem de-
velopment, open access to digital knowledge sharing 
opportunities just as talent development creates trans-
formative communities of practice, and continuous or 
digital lifelong learning programmes. These also foster 
entrepreneurship and start-up ecosystems, emerging 
technological-based ventures, and accessibility to fund-
ing and mentoring innovative research.

Knowledge brokers and accelerators are innovation 
opportunities that build students’ communities and 
create a competitive knowledge environment, as well 
as promote excellence in research and development. 
Further, they offer developing data analytics tools for 
informed digital decision making, harnessing content-
personalisation and mobility frameworks. Also crucial

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74

Global Journal of Transformative Education (2024) Vol 4

are an appropriation of online dashboard/or portal 
for institutional change management, a digital 
framework for transparency and accountability in 
institutional management performance pragmatic 
digital approach to transformative education. We 
therefore conclude that higher education knowledge 
and innovation practices from an exosystemic approach 
have indispensable contributions to transformative 
education in Cameroon’s higher education. 
Consequently, institutions of higher education 
must develop transformative digital governance, 
technological knowledge, and benchmarking 
frameworks to ensure continuous improvement, 
sustainability, competitiveness, visibility in knowledge 
production, and commercialisation in Cameroon’s 
higher education (Njebakal, & Teneng, 2017).

Recommendations
 Policies makers and institutional administrators 

should consider concentrating investments on 
technological infrastructures that pay attention to the 
realities of the emerging Fourth Industrial estate while 
equipping human resources with digital capabilities 
through knowledge networks and innovation clusters 
that create a competitive leverage for universities in 
the global knowledge society. Also, providing students 
with up-to-date digital tools resources which are 
fundamental to the formation of the responsive human 
capital is a crucial component. That said, effectiveness, 
efficiency, transparency, and equity of institutional 
governance also depend on the appropriation and 
crystallisation of digital technology into a university 
management system. This digitalised infrastructure will 
facilitate data analytics, which could greatly contribute 
to informed decision-making in higher education. 
Institutional administrators must continuously 
improve their knowledge infrastructures and network 
ecosystems for a transformative education.

New Perspective
 This study focuses on technological knowledge 

networks, innovation and knowledge clusters, 
transformative digital governance in higher education 
in the emerging Fourth-Industrial Revolution. A future 
study has the possibility of extending the research 
to Artificial Intelligence (AI) and its implications in 
transformative education in Africa or in Cameroon’s 
higher education. 

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1 Joel N. Bafon (bafonnshom@gmail.com) is a doctoral 
student in the Department of Curriculum and Evaluation 
at University of Yaounde I, Yaounde, Cameroon.
2 Adolphe M. Tanyi (tanyiadolf@yahoo.fr) is an Lecturer in 
the Department of Didactics at University of Yaounde I, 
Yaounde, Cameroon

3Carole V. Kamdjo (carole.kamdjo@fse-uy1.cm) is a 
doctoral student in the Department of Curriculum 
and Evaluation at University of Yaounde I, Yaounde, 
Cameroon.

Authors

4Marcelline T. Djeumeni (marcelline.djeumenictamabe@
yahoo.fr) is an Associate Professor, H.TT.C, at University 
of Yaounde I, Yaounde, Cameroon.

Bafon, Tanyi, Kamdjo, & Djeumeni, Transformative Development Potential of Higher Education

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