Unlocking the Potential: The Role of Universities in Pursuing Regeneration and Promoting Sustainable Communities

Abstract

The election of New Labour in 1997 gave fresh impetus to the regeneration and community engagement agendas, and these are clearly central pillars in the Government's drive for sustainable communities. As major institutions in many towns and cities, universities can potentially play a major role in the development of our urban areas and make a significant contribution to the creation of sustainable communities. This paper examines the contribution of universities to urban regeneration and to local communities in England. Whilst there have been numerous case studies assessing the impact of specific universities on local and regional economies and wider research on the impact of universities on the national economy, there has generally been little attention given to their contribution to wider regeneration aims. Rather than adopting a case study approach, the research has focused on a nationwide survey generating quantitative and qualitative data to assess how universities perceive their role within this wider context, the extent to which they have become involved in such initiatives and possible barriers to such involvement. The research indicates that whilst many universities in England have been involved in regeneration and community initiatives, there is potential for more substantial and influential involvement, which could have significant benefits for the country's deprived areas and communities.

Student Impacts on Urban Neighbourhoods: Policy Approaches, Discourses and Dilemmas

“…There is the further contradiction that students are adults living independently, but also belong to an institution that is (typically only recently) accepting some responsibility for the ways in which expanded student numbers have had spill-over consequences. (This has parallels to Robinson and Adams' (2008) argument that UK universities have been slower than their US counterparts to identify responsibility to their communities' urban development activities.) Yet there was no suggestion in the case studies that problems might be tackled in an individualised way, such as through ASBOs, curfews or behaviour orders, which have been used to tackle 'problem youth' in the UK over recent years.…”

Winning and losing in the creative industries: an analysis of creative graduates' career opportunities across creative disciplines

“…The HE sector has embraced the creative industries hype even more closely in the development of creative regions (Powell, 2007). Interventions such as the development of the University Centre in Folkestone (Noble & Barry, 2008) seem to have married the New Labour creative and cultural regeneration agenda with the provision of higher education in local -particularly peripheral -areas of the UK (Robinson & Adams, 2008). Other initiatives, such as the 'Millions +' iv in 2008, led on providing evidence of the role of universities in educating the future creative workforce and strongly emphasised the importance of HE institutions in engaging in this new policy agenda.…”

Achieving lively, creative and successful university environments

“…Based on interviews and observations, Charles (2011) and Pancholi et al (2015Pancholi et al ( , 2019) report on the Australian experience. Survey data and interviews lead Robinson and Adams (2008) to conclude that British universities have been less involved in urban regeneration (although there are some signs of increased activities). Goddard et al (2011), who studied three European cities, conclude that the economic activities are not matched by the social activities.…”