Pulling Together in Lowell: The University and the Regional Development Process

Abstract

Universities are increasingly involved in regional economic development and innovation. In the long-established industrial city of Lowell, Massachusetts, in the US north-east, rms, community groups, and various centres, institutes, and academic departments at the University of Massachusetts have been engaged in systematic activities designed to revitalize neighbourhoods and improve industry performance. This paper examines these relationships and assesses changes made at the University since 1990 as it seeks to implement an enhanced regional development mission. An iterative process has begun at Lowell that involves faculty from diverse disciplines and off-campus constituencies. Internal relationships among faculty and between faculty and administrators are being altered, while external relationships are being reconstituted to make certain that the campus listens better and engages the community in collaborative activities in the best land-grant university tradition.

Higher Education Institutions’ Impact on the Economy

“…Nevertheless, for the purposes of this literature review, it is useful to focus on short-term expenditure. The direct, or first order effects that can be directly attributed to the presence and activities of institutes of higher education Borralho, Feria, and Lopes, 2015;Kotosz, Gaunard-Anderson, and Lukovics, 2018;Elliot, Levin, and Mesisel, 1988;Huggins and Cooke, 1997;Siegfried, Sanderson, and McHenry, 2007;Thanki, 1999;Goddard and Vallance, 2013;Harris, 1997;Forrant, 2001 Long-term value creation effects…”

“…One of the most straightforward means of assessing the economic impact of HEIs is by examining the direct, or first-order effects that can be directly attributed to their presence and activities (Kotosz, Gaunard-Anderson, & Lukovics, 2018). Of the considerable outputs that universities, and especially large public universities produce, it is employment that is most commonly considered by researchers (Elliot, Levin, & Mesisel, 1988;Huggins & Cooke, 1997;Siegfried, Sanderson, & McHenry, 2007;Thanki, 1999;Goddard & Vallance, 2013;Harris, 1997;Forrant, 2001). Universities are typically large employers, especially in urban and suburban areas (Jaeger & Kopper, 2014;Goddard & Vallance, 2013).…”

“…hiring practices) universities and colleges make an important contribution to the local employment market for HEI staff. Jaeger and Kopper, 2014;Elliot, Levin, and Mesi sel, 1988;Huggins and Cooke, 1997;Siegfried, Sanderson, and McHenry, 2007;Thanki, 1999;Goddard and Vallance, 2013;Harris, 1997;Forrant, 2001 Universities and colleges boost employment in third sectors through procurement activities Ciccone and Peri, 2006 Universities and colleges enhance the employability prospects of graduates through upskilling Borralho, Feria, and Lopes, 2015 The employment and employability enhancing effects of universities and colleges depends on the extent to which the local economy is already developed Psacharopoulos and Patrinos, 2002;Moretti, 2004;Yen, Ong, and Ooi, 2015 Through expenditures and the disbursement of wages salaries, HEIs have a positive effect on local and regional consumption levels Jaeger and Kopper, 2014 Universities and colleges help to spur local economic growth through the consumption activities of student populations Beck, Elliott, Meisel, and Wagner, 1995;Steinacker, 2005;Siegfried et al, 2007;Carroll and Smith, 2006 Investments and expenditures undertaken by the HEI produce positive demand effects Huggins and Cooke, 1997;Power and Malmberg, 2008;Drucker, 2016 To summarise this section, several authors have adopted an approach to economic impact that places emphasis on the direct effects that can be directly attributed to the work, presence and activities of HEIs. This is the most straightforward approach to measuring economic impact.…”

Assessing economic impact and efficiency of higher education institutions

“…More recently, the importance of HE to broader economic objectives has been recognized by policymakers and researchers alike (Brennan et al, 2018). It is increasingly acknowledged that the tertiary sector of education is vital to the economic competitiveness of both sub-national regions and nations in the context of a global economy that is increasingly knowledge-driven (Zhang, Larkin, & Lucee, 2017;Borralho, Feria & Lopes, 2015;Ciccone & Peri, 2006;Harris, 1997;Kotosz,;Elliot, Levin & Mesisel, 1988;Forrant, 2001;Gaunard-Anderson & Lukovics, 2018;Goddard & Vallance, 2013;Huggins & Cooke, 1997;Sieg-fried, Sanderson & McHenry, 2007;Thanki, 1999;Barra & Zotti, 2017;Borralho et al, 2015;Garrido-Yserte & Gallo-Rivera, 2010;Huggins & Johnston, 2009;Huggins et al, 2012;Johansen & Arano, 2016;Goldstein & Re-nault, 2004).…”

Community-University Partnerships: Achieving continuity in the face of change

“…In addition, the university administrative leadership has changed, with most having served in their leadership roles for just a few short years. With these administrative changes have come attempts to promote new emphases on outreach and research intended to align university efforts more visibly with regional needs on areas such as the environment, green chemistry, nanotechnology, the work environment, and regional economic development (Forrant 2001b). How then can stability in communityuniversity collaborations be maintained in the face of these changes, both in the problems to be tackled and in the partners participating in collaborations?…”