Towards the Post-University: Centres of Higher Learning and Creative Spaces as Economic Development and Social Change Agents

Abstract

A growing debate has emerged abot corporations'growing influence on higher education and universities'role as entrepreneurial agents. At the same time, economically peripheral regions that lack access to higher education resources or fail to attract and retain engineers risk being marginalized in the `informational society'. The apparent tradeoff between `corporatization'and `marginalization'can be resolved if new spaces for higher learning and creativity are created that promote both democracy and sustainable growth. This article outlines a strategy for creating such new intellectual spaces by reviewing discussions about creativity, learning and innovative milieux as well as examples of creative organizations.

Reclaiming the space of entrepreneurship in society: geographical, discursive and social dimensions

“…Entrepreneurship indeed became a process visible in multiple sites and spaces, as it became noticed in such diverse areas as the health sector (De Leeuw 1999), the informal sector in the Third World (Morris et al 1996), ecology (e.g. ecopreneurs) and sustainability (Pastakia 1998, Larson 2000, Albrecht 2002), non-governmental development organizations (Fowler 2000), civic entrepreneurship (Henton et al 1997), education and universities (Feldman 2001), art and culture (Lavoie and ChamleeWright 2000), cities (Hall andHubbard 1998, Acs 2002) and the rapidly growing sector of social enterprises (Borzaga and Defourny 2000), social innovative businesses (Quarter 2000) and social entrepreneurship (Leadbeater 1997, Wallace 1999.…”

Academia and Public Policy: Towards the Co-generation of Knowledge and Learning Processes

“…Thus it is no co-incidence that the role of universities in society, particularly in advanced economies, has become a key area of analysis as globalisation has intensified, and that this has taken place with an increasingly regional frame of reference. Indeed, universities are today seen as key actors in moving territories towards what Morgan (1997) terms "learning regions" (Feldman, 2001;Lazzeretti and Tavoletti, 2005). Thus a "third mission" of universities has been identified and progressively explored (Laredo, 2007).…”

Mudança no conhecimento e na profissão acadêmica em Portugal

“…O primeiro está ligado à derivação das novas formas de produção de conhecimento dos processos de reconversão capitalista da indústria e da economia tradicional, agora (re)conceitualizada como indústria e economia do conhecimento (Feldman, 2001). O segundo refere-se à influência exercida pela "filosofia" neoliberal nessa reconversão, traduzida na noção de "soberania do cliente/consumidor".…”