External engagement and the academic heartland: The case of a regionally-embedded university

Pinheiro, Rómulo; Normann, Roger; Johnsen, Hans Christian Garmann

doi:10.1093/scipol/scw020

Cited by 12 publications

(9 citation statements)

References 60 publications

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“…Qualitative data gathered through the study confirmed findings elsewhere (e.g. Huggins 2012, Bonaccorsi 2017, Pinheiro et al 2016, Kohoutek et al 2017, showing that peripheral or 'lagging' regions without a major urban centre, albeit with some promising areas of strength which they can build on, face additional challenges. Some of these are purely practical -adequate public transport for instance, and attractive, affordable housing for people starting their careers.…”

Section: Discussionsupporting

confidence: 79%

The role of universities in peripheral regions: the case of the North Wales and Mersey Dee area

Hinfelaar

Hildreth

2019

Policy Reviews in Higher Education

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The purpose of this paper is to address how universities contribute through a helix model of partnership to regional development in a peripheral but functionally connected area which finds itself outside major conurbations. In doing so, it shows how local universities may collaborate with each other and with other institutional actors, including the private sector, to gather data on how their graduates contribute to the regional economy. A case study of the North Wales Mersey Dee area (the 'NWMD'), a cross-border region within the UK, provides the evidence base. There are gaps in international studies into how universities contribute to the development of their cities and regions, because these studies typically assume that the university is part of an urban concentration with the impact of their development and engagement radiating out into the hinterland. This study explores a scenario with a more dispersed picture, requiring even more effort from key stakeholders, along with the universities, to effect positive change through a policy agenda of 'place-based' strategies. Recommendations are made for longitudinal studies in similarly peripheral and under-performing regions to gauge how universities can work within local partnerships, leveraging government-backed investment to drive improvements.

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Section: Discussionsupporting

confidence: 79%

The role of universities in peripheral regions: the case of the North Wales and Mersey Dee area

Hinfelaar

Hildreth

2019

Policy Reviews in Higher Education

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“…The fact that disciplinary area and epistemology does not affect open research behaviours is perhaps at odds with the policy stereotype of the engaged entrepreneurial engineer, and the idea that STEM subjects are more useful for society. We likewise see that this is not the same as saying that open behaviour in different disciplinary areas may bring different kinds of tensions and challenges for those seeking to implement it (see for example Pinheiro et al 2016, in this issue).…”

Section: Discussionmentioning

confidence: 95%

Does it take two to tango? Factors related to the ease of societal uptake of scientific knowledge

Olmos‐Peñuela

Benneworth

Castro‐Martínez

2016

Science and Public Policy

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Science policy increasingly focuses on maximising societal benefits from science and technology investments, but often reduces those benefits to activities involving codifying and selling knowledge, thereby idealising best practice academic behaviours around entrepreneurial superstars. This paper argues that societal value depends on knowledge being used, making knowledge's eventual exploitation partly dependent upon on whether other users -societal or scientific -can use that knowledge, i.

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“…Meanwhile, our empirical findings from the case of the University of Economics resonate with Thune (2010) and Pinheiro, Normann and Johnsen (2016), suggesting that the university-industry-government interaction could create a beneficial environment for the research training of doctoral students. Another challenge pertains to matching supply and demand (strategic response) in an environment laden with multiple and often contradictory demands imposed by institutional logics (Greenwood et al, 2011;Thornton et al, 2012).…”

Section: Discussionsupporting

confidence: 54%

Global education models in national contexts: the establishment of research universities in Ukraine

Hladchenko¹

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Aligment of the national context with the global models…. 7.1.3 Change in the formulation of the global models…………… 7.2 Organisational responses to institutional complexity………… 7.2.1 Institutional complexity and means-ends decoupling at the organisational level……………………………………………… 7.2.2 Means-ends decoupling and managerial responses to multiple organisational identities………………………………... 7.3 Implementing the research university model at the micro level of governance…………………………………………………….. 7.3.1 Implications of institutional and cultural complexities for individual actors…………………………………………………. 7.3.2 Identity work of Ukrainian academics……………………... 7.4 Contributions…………………………………………………. 7.5 Limitations and suggestions for further research……………... 7.6 Final words. Ukrainian higher education under means-ends decoupling at the state level………………………………………. References…………………………………………………………... Nederlandstalige samenvatting……………………………………… 2. Exploring change and stability in Ukrainian higher education and research: A historical analysis through multiple critical junctures 1 5. Means-ends decoupling at the state level and managerial responses to multiple organisational identities in Ukrainian research universities 9

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External engagement and the academic heartland: The case of a regionally-embedded university

Cited by 12 publications

References 60 publications

The role of universities in peripheral regions: the case of the North Wales and Mersey Dee area

The role of universities in peripheral regions: the case of the North Wales and Mersey Dee area

Does it take two to tango? Factors related to the ease of societal uptake of scientific knowledge

Global education models in national contexts: the establishment of research universities in Ukraine

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