2.1. The role of interdisciplinary research and collaboration in promoting innovation in higher education

Interdisciplinary research and collaboration are critical components of promoting innovation in higher education. The complex challenges facing higher education nowadays, such as changing student demographics, technological advances and globalization, require a multidisciplinary approach that draws on diverse expertise and perspectives (^{Devlin & Samarawickrema, 2022}).

In light of that, interdisciplinary research brings together researchers from different disciplines to deal with a common problem or question. It thereby becomes a fusion of disciplinary perspectives and methods and aims to create new knowledge and insights that transcend traditional disciplinary boundaries (^{National Research Council, 2014}). It may in addition integrate multiple sources of data to create a more comprehensive understanding of complex phenomena (^{Klein, 2010}).

Highlighting the importance of interdisciplinary research in driving innovation in higher education, ^{Muños et al. (2022}) argue that it helps to promote innovative teaching practices which integrate research and learning, and foster collaboration between faculty and graduate students. Similarly, ^{Henderson et al. (2011}) suggest that it promotes change in undergraduate instructional practices by drawing on multiple perspectives and methods, and creating new knowledge that can be applied in practice.

As mentioned, collaboration is essential for promoting innovation in higher education. This is understood as working together towards a common goal, and can involve individuals from different disciplines, organizations, or sectors (^{Khalifa, 2023}). ^{Lattuca and Stark (2011}) point out that it may take many forms, such as joint research projects, interdisciplinary teams, or partnerships between universities and industry.

In addition, ^{Greenhow et al. (2022}) explain that collaboration among researchers, educators and industry helps to drive innovation in higher education by creating new knowledge, developing new technologies, and improving teaching and learning practices.

Although interdisciplinary research and collaboration have many potential benefits for promoting innovation in higher education, they also pose challenges that must be addressed (^{Meurer et al., 2023}). One of the key challenges is the need to overcome disciplinary boundaries and establish common goals and methods (^{National Research Council, 2014}). ^{Purvis et al. (2023}) add that levels of risk, disciplinary hierarchy, and knowledge can be described as asymmetries and generate conflicts. Consequently, those involved must have a commitment to open communication, mutual respect, and the willingness to engage with different perspectives and ways of thinking.

^{Fadda et al. (2022}) also mention as another challenge the need to establish effective governance and funding mechanisms to support interdisciplinary research and collaboration. This demands a commitment to shared decision-making, transparent and equitable resource allocation, and a focus on creating sustainable partnerships and networks.

It is also important to recognize that despite the extensive advantages of team science, universities have not generally developed standards to acknowledge its importance in terms of promotion and tenure (^{Meurer et al., 2023}). This reveals a gap in the analysis of the participation of early-stage researchers and experienced researchers in team science.

2.2. The impact of research on teaching practices, student outcomes, and assessment in university education

Over the past decade, numerous studies have been conducted on the impact of research on teaching practices, student outcomes, and assessment in university education. Correspondingly, research has been shown to improve teaching practices by providing faculty members with new, digital, innovative and effective approaches to teaching (^{Sobaih et al., 2020}). It was found that faculty members who engaged in research were more likely to use student-centered teaching methods, which resulted in better student engagement and higher academic achievement (^{Almeida et al., 2020}; ^{Delfino, 2019}). Furthermore, research promotes interdisciplinary collaboration, which can lead to the development of new teaching methods and more effective approaches and student engagement.

Additionally, research represents a positive impact on student outcomes in university education. ^{Lazowski and Hulleman (2016}) found that students who were exposed to research-based teaching methods had higher academic achievement and were more likely to pursue advanced degrees. In this sense, research helps to identify factors that contribute to student success and provides insight into how to address challenges that impede student progress. For instance, it can identify the impact of socio-economic factors on student outcomes and provide recommendations on how to address these disparities (^{Avvisati, 2020}). Besides, it is evidenced that research improves critical thinking and problem-solving skills in students, which are essential for success in both academic and professional contexts (Gormally et al., 2016). Moreover, ^{Aranibar et al. (2022}) and ^{Fernández et al. (2022}) point out that research contributes to student development in general from an entrepreneurial viewpoint. ^{De Lucas and Gavrila (2023}) and ^{Gaunand et al. (2022}) add that research helps students keep in touch with technology, digital transformation and develops social awareness.

It is widely acknowledged that research is important for assessment in university education. A study conducted by ^{Lightfoot (2020}) found that the use of research-based assessment practices led to more accurate and reliable assessments of student learning. This is because research-based assessments are typically more aligned with the learning objectives of a course and are therefore more effective at measuring student learning outcomes.

Despite the many benefits of research for teaching practices, student outcomes, and assessment in university education, there are still challenges that need to be addressed. For example, some faculty members may not have the necessary skills or training to engage in research-based teaching practices (^{Muir & Schwartz, 2009}), and there may be a lack of funding or resources to support research in certain disciplines (^{Aranibar, 2023}).

To overcome these challenges, universities need to provide faculty members with the necessary support and resources to engage in research-based teaching practices. This could mean offering professional development opportunities, providing funding for research projects, or promoting interdisciplinary collaboration among faculty members.

2.3. The potential of emerging technologies and data-driven approaches to inform and transform university education

Emerging technologies and data-driven approaches have the potential to transform university education by enabling educators to provide more personalized, engaging, and effective learning experiences. However, in order to effectively integrate a novel technological tool within a curriculum, a researcher should employ a systematic approach aimed at increasing the likelihood of successful adoption of the new tool within the educational framework (^{Supriani et al., 2022}).

One of the emerging technologies with the potential to transform university education is artificial intelligence (AI). AI has the potential to enhance university education by offering customized and flexible learning opportunities, to streamline administrative duties, and to facilitate evidence-based decision-making. (^{Razia et al., 2022}). By using AI, universities can analyze large amounts of data to identify patterns and trends in student performance, predict learning outcomes, and tailor instruction to individual students’ needs. Additionally, AI-powered chatbots and virtual assistants have the capacity to offer individualized assistance and direction to students, responding to their questions and providing feedback in real-time (^{Baabdullah et al., 2022}). Furthermore, AI can streamline administrative tasks such as course scheduling, grading, and attendance tracking, allowing instructors to focus on teaching and interacting with students. However, the implementation of AI technologies in higher education requires careful consideration of ethical, social, and technical implications, including concerns about privacy, bias, and job displacement (^{Flores-Vivar & García-Peñalvo, 2023}). Universities must develop comprehensive policies and guidelines to ensure that AI is used ethically, transparently, and equitably, and to address the digital divide that may limit some students’ access to these technologies.

In addition, extended reality technologies - virtual reality, augmented reality and mixed reality- have emerged as promising tools to enhance university education by providing immersive and interactive learning experiences that can transform the traditional classroom setting (^{Rangel & Duart, 2023}). These technologies have the potential to enable students to engage with course content in more meaningful ways and to develop skills in a safe and controlled environment. For instance, virtual reality simulations can provide students with experiential learning opportunities that allow them to practice skills and gain practical experience before applying them in real-world settings (^{Dalgarno & Lee, 2010}). Moreover, extended reality technologies can promote collaboration, critical thinking, and problem-solving skills by enabling students to interact with each other and with instructors in a more dynamic and interactive learning environment.

Data-driven approaches also have a high potential to transform university education by providing insights and feedback to students and instructors, optimizing the use of resources, and enabling evidence-based decision-making (^{Aljohani et al. 2022}). By the collection and analysis of data from a range of sources including learning management systems, student information systems, and social media, universities can acquire valuable insights into student behavior, performance, and engagement. This information can be used to tailor teaching methods, pinpoint areas where students might be encountering difficulties, and deliver specific interventions to enhance student achievements (^{Teng et al., 2022}). Additionally, data-driven technologies can optimize resource allocation, such as course scheduling and faculty workload, based on student demand and performance (^{Serhani et al., 2020}); and inform evidence-based decision-making at the institutional level, such as program evaluation and accreditation (^{Siemens & Baker, 2012}). Nevertheless, the implementation of data-driven technologies also poses significant challenges, including data privacy and security, ethical considerations, and the need for specialized expertise.

Overall, while these approaches hold the potential to transform higher education, they face several challenges. One major issue is the lack of clear guidelines and policies on the ethical use and management of data, which raises concerns regarding privacy and data security (^{Florea & Florea, 2020}). Another issue is the digital divide that exists among students, faculty, and institutions, with some lacking the necessary technology infrastructure, access to reliable internet, and digital literacy skills needed to leverage these emerging tools (^{Cahyadi & Widyastuti, 2022}). Moreover, faculty needs training and support in using these technologies effectively and ensuring that they align with course learning objectives and pedagogical approaches (^{Wu et al., 2023}; ^{García & Cárdenas, 2022}). Addressing these challenges requires a collaborative effort among educators, administrators, and policymakers to develop comprehensive strategies for integrating emerging technologies and data-driven approaches in university education while mitigating their potential risks and ensuring equitable access for all students.

2.4. The role of research in advancing diversity, equity and inclusion in higher education policies and practices

Diversity, equity and inclusion (DEI) have emerged as essential themes in higher education over the past few decades (^{Roscoe, 2022}). A growing body of research indicates that a more diverse and inclusive campus climate is associated with improved student learning, academic achievement, and retention rates (^{Chang et al., 2014}). Several universities and colleges have responded to this research by implementing various policies and practices aimed at promoting DEI. However, as pointed out by ^{Lewis (2022}), other universities are only focusing on conveying a DEI picture, but they are not working to pursue that aim.

Research plays a critical role in advancing DEI in higher education. It provides an evidence-based foundation for understanding the challenges and opportunities associated with promoting DEI and for identifying effective strategies to address them (^{Perez-Lopez, et al., 2022}). For instance, a study conducted by ^{Chang et al. (2014}) found that student interaction with diverse peers was positively associated with gains in critical thinking, problem-solving, and leadership skills. Similarly, a review of research on diversity in STEM fields determined that exposure to diverse role models and mentors was associated with increased interest and persistence in STEM among underrepresented minority students (^{Cheryan et al., 2017}).

Furthermore, research enables universities and colleges to identify and address the underlying causes of disparities in student outcomes. ^{Matthews et al. (2021}) have identified that minority students who are underrepresented in STEM majors are more likely to leave due to feelings of isolation and lack of support, highlighting the need for tailored interventions to support this group. In this regard, ^{Bowen and Bok (2016}) suggest that affirmative action policies can increase the enrollment of underrepresented students. Additionally, mentoring programs have been found to be effective in enhancing the academic and social integration of underrepresented minority students on campus, as reported by ^{Kolb et al. (2023}). ^{Tamtik (2023}) also points that the inclusion of indigenous knowledge strengthens the systems towards innovation, offering a decolonizing perspective.

Moreover, research helps evaluate the effectiveness of DEI policies and practices and identify areas for improvement. As revealed by ^{Devine and Ash (2022}) although many universities have implemented diversity training programs for faculty and staff, the effectiveness of these programs in promoting DEI is mixed. Pizarro and Wijesingha (2023) argue that the lack of coercive enforcement mechanisms, skepticism, excessive regulation, and bureaucratic systems have impeded DEI practices.

Besides, ^{Lahiri-Roy and Martinussen (2023}) state that while DEI initiatives have become commonplace in Anglophone universities, the intersection of social class is often overlooked. Social class is a significant factor in shaping the experiences of marginalized groups within academia, particularly with respect to access and inclusion. DEI efforts should consider the complex interplay of race, gender, sexuality, and social class to create a more comprehensive and effective approach to promoting diversity and inclusion in higher education (^{Yang et al., 2021}). This highlights the need to address the systemic barriers that prevent individuals from lower socioeconomic backgrounds from accessing higher education and the associated benefits.

In essence, although universities are implementing DEI policies because of the academic and professional advantages they bring, they do not always consider the ethical aspect (^{Burt et al., 2022}), when clearly it is required. More research is therefore still needed to guide the development and implementation of effective DEI policies and practices in higher education.

2.5. The importance of fostering a culture of research and innovation to drive progress in university education

A culture of research and innovation is critical for progress in university education. Nevertheless, creating a culture of innovation and research requires a mindset shift among faculty and administrators (^{Charrón and Rivera, 2020}; Zambrano, 2020). Faculty members should be encouraged to pursue research projects that are aligned with their interests and expertise, and to collaborate with colleagues across disciplines.

In addition, implementing innovation requires institutional support and resources. As discussed by ^{Guzmán y Gómez (2019}) universities must be willing to invest in research infrastructure and provide opportunities for faculty development in research methods and technology. This can include providing access to funding, research support staff and technology resources.

By creating a culture of research and innovation, universities can also benefit students by promoting active learning and engagement. According to ^{De Lucas and Gavrila (2023}), involving students in research projects can enhance their critical thinking skills, improve their understanding of course material, and increase their overall satisfaction with their educational experience. Similarly, ^{Supriani et al. (2022}) found that incorporating research into undergraduate curricula can lead to increased student motivation and success.

It is also important for universities to create an environment which encourages and celebrates creativity and risk-taking (^{Aranibar et al., 2022}). This means both supporting innovative approaches to teaching and learning and providing opportunities for faculty and students to experiment with new ideas and technologies. It also means promoting collaboration and interdisciplinary work, as research has shown that diverse perspectives and experiences lead to more innovative solutions. In this regard, ^{Prado (2023}) says that formative research across lessons is a powerful tool to engage students in research. Additionally, ^{Gallardo-Cerón and Duque-Castaño (2022}) indicate that research units and hotbeds of research are important for promoting research and engaging students with it. Nonetheless, ^{Guberman and Zuzovky (2022}) point out that power issues are common among organizations like these, especially regarding new participants.

Moreover, it is crucial to recognize and reward excellence in research and innovation (^{Cohen, 2022}). This can include providing funding and resources for groundbreaking research, recognizing outstanding achievements through awards and honors, and providing opportunities for researchers and innovators to share their work with a broader audience.

Furthermore, partnerships and collaborations with external organizations, such as industry, government, and nonprofits, can be a powerful way to advance research and innovation in university education (^{Khalifa, 2023}). These partnerships can provide access to new resources, expertise, and funding, and can lead to impactful research and innovation with real-world applications.

However, creating a culture of research and innovation can be challenging in universities which prioritize teaching over research. As noted by ^{Pellegrini and Vivanet (2021}), institutional policies that emphasize teaching over research can discourage faculty from pursuing research projects and hamper the development of a research culture. To address this, universities can implement policies that incentivize research and provide resources for faculty to balance their teaching and research responsibilities.

2.6. The role of funding and resources in supporting research and innovation for quality university education

Research funding has been a persistent challenge for universities, and the government funding available has often been inadequate. ^{Li-Ying et al. (2022}) argue that to conduct research and innovation effectively, universities need to allocate resources such as personnel, equipment, and facilities. Without these resources, research and innovation efforts will be hampered, and universities may struggle to attract and retain top talent (^{van Donselaar et al., 2022}). Furthermore, the unequal distribution of funding resources across institutions and regions can lead to disparities in research outcomes and delay progress in specific fields of study (^{Heo et al., 2022}). It is therefore critical to ensure that funding and resources are allocated equitably and sustainably to support a diverse range of research endeavors. In this regard, interdisciplinary collaboration and partnerships between universities, industry and government can be an effective way of mobilizing additional resources and funding to support research and innovation, leading to more impactful and meaningful outcomes (^{Khalifa, 2023}).

However, relying solely on government funding is not enough to support research and innovation in universities. Universities need to seek alternative sources of funding, such as private sector funding, philanthropic donations and international grants. In recent years, there has been an increase in the number of philanthropic donations to universities (^{Shaker & Nelson, 2022}). In addition to funding, universities must allocate resources such as personnel, equipment, and facilities. It is essential to highlight that funding plays a crucial role in supporting research activities, including the acquisition of equipment and supplies and dissemination of research outcomes. Hence the need to ensure that universities have access to proper funding and resources to support their research and innovation efforts.

Moreover, the assessment of scientific research for funding resources is a critical process that requires careful consideration and evaluation. ^{Madani (2019}) argues that traditional metrics such as citation counts, and publication records are commonly used to evaluate the quality of research and allocate funding resources. Nevertheless, these metrics may not fully capture the impact and significance of research, as they do not account for factors such as collaboration, novelty, and interdisciplinary approaches. As a result, there has been a growing call for alternative metrics and evaluation methods that better capture the complex nature of scientific research. Funding agencies have started to incorporate more qualitative evaluation methods such as expert review panels and assessments of broader impacts to evaluate the potential impact of research (^{Arellano-Rojas et al., 2022}). By using more comprehensive and nuanced evaluation methods, funding resources can be allocated more effectively and fairly, resulting in more impactful and meaningful scientific research.

Furthermore, one critical aspect of funding research-practice partnerships is the power dynamics at play. ^{Rivera and Chun (2023}) argue that funders often hold significant power over such partnerships, influencing the research agenda and priorities. This can lead to a mismatch between the research conducted and the needs of the community or practice partners. Academic researchers often hold more power and access to resources, which can lead to unequal partnerships. To address these power imbalances, it is suggested that research-practice partnerships prioritize building strong relationships and trust between partners, engaging in collaborative decision-making, and valuing the unique perspectives and contributions of all partners (^{Kilpatrick et al., 2015}). By acknowledging and addressing the power dynamics at play in funding research-practice partnerships, the partnerships can better serve the needs of the community and produce more meaningful research outcomes.