Higher education and European regionalism

Paterson, Lindsay

doi:10.1080/14681360100200117

Cited by 24 publications

(6 citation statements)

References 39 publications

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“…Literature highlights especially the regional role of universities. In the context of new pressures on higher education to embed itself in the local economy, culture, and the system of politics [57] universities increasingly become development engines for the regions and mobilize their change. They might contribute in several dimensions, for example, they support economic advancement, change the image of a region, inspire cultural change, promote aspiration raising, provide opportunities, tackle inequalities and relative disadvantage, promote active citizenship, offer leadership and coordination, etc.…”

Section: Universities As Culture Change Agents For Sustainable Develomentioning

confidence: 99%

A Conceptual Model Proposal: Universities as Culture Change Agents for Sustainable Development

2020

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This paper aims to propose a conceptual model that synthesizes the existing findings concerning universities as culture change agents for sustainable development. The model could serve as a guidance on how universities might get involved in the pro-SD activities. It also underlines the prerequisite of the quality culture that should be introduced within all the activities of universities to successfully act as culture change agents for SD. This paper builds upon the holistic and inter-disciplinary approach to demonstrate that SD does not happen in isolation and that the role of universities in its creation is significant. This study includes a literature review to contextualize the impact of universities on culture and their potential role in SD. The conclusions stemming from the literature review materialize in the proposal of the conceptual model of the university as the culture change agent for SD. The elaborated framework responds to the need for greater clarity, ordering and systematization of the role of universities in the processes of initiating, promoting and modelling the SD-oriented changes while appreciating the role of culture as an enabler, means of social change and a result of SD-focused interventions. The paper contributes to the body of knowledge by offering a novel perspective on the assumed interrelations between university, its quality culture, university main operations such as education, research and engagement with the society as well as the culture and the agency of stakeholders in the context of meeting the world’s current demands without compromising the needs of future generations.

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Section: Universities As Culture Change Agents For Sustainable Develomentioning

confidence: 99%

A Conceptual Model Proposal: Universities as Culture Change Agents for Sustainable Development

2020

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“…of cultural, governance, and economic factors (see Keating, 1997;Rodríguez-Pose and Gill, 2003;Rodríguez-Pose and Sandall, 2008), has created a dynamic towards regionalisation in other higher education systems. In European countries such as Belgium, the United Kingdom, and Spain in particular, higher education has been amongst the first areas of state powers decentralised to new or strengthened regional governments (Paterson, 2001).…”

Section: Regional Decentralisationmentioning

confidence: 99%

The engagement of higher education in regional development in China

Wang

Vallance

2015

Environ Plann C Gov Policy

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The widely established role of higher education institutions in contributing to regional development is now also encouraged by the Chinese government. This development has been enabled by changes in state policy that in some respects align with global trends towards expansion, marketisation, and regional decentralisation in national higher education systems. However, the regional engagement of higher education institutions in China takes distinctive forms that are shaped by specific features of its governance system, including the politicisation of higher education, the incorporation of higher education institutions into the administrative hierarchy, and the disequilibrium of funding schemes between central and provincial owned higher education institutions. This paper provides a preliminary analysis of this relationship between higher education and regional development in China. It argues that the policy to encourage regional engagement by higher education institutions in China has generally served to enhance patterns of regional inequality between the coastal and inland regions and between upper-and lower-administrative level cities.

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“…Spain and Belgium offer striking examples of "a new level of political accountability for higher education" (Paterson, 2001;IMHE, 1999, pp. 138-144).…”

Section: )mentioning

confidence: 99%

The Impact of the State on Institutional Differentiation in New Zealand

Codling¹,

Meek²

2003

Higher Education Management and Policy

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The New Zealand higher education system is a small but complex arrangement of colleges, polytechnics, institutes of technology and universities that on the surface appears to display admirable diversity for a system that serves around four million people. However, while major legislation introduced in 1990 formalised four distinct types of public tertiary institution, in practical terms, the last 12 years have been characterised by the progressive convergence of institutional types. Through a brief historical review and the analysis of institutional mission and values statements, and published performance indicators, this article explores and illustrates different perspectives of diversity amongst New Zealand higher education institutions which have converged over the last 12 years. This convergence occurred during an extended period of deregulation in which the market has acted as a surrogate for overt government policy in shaping the direction of the system and the institutions within it. Even recent formal government policy supporting the development of strong and distinct institutional identities and greater differentiation amongst tertiary institutions has been thwarted by the same government’s intervention to prevent system change by limiting the number of universities in the country.

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Higher education and European regionalism

Cited by 24 publications

References 39 publications

A Conceptual Model Proposal: Universities as Culture Change Agents for Sustainable Development

A Conceptual Model Proposal: Universities as Culture Change Agents for Sustainable Development

The engagement of higher education in regional development in China

The Impact of the State on Institutional Differentiation in New Zealand

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