Beyond teaching and research: stakeholder perspectives on the evolving roles of higher education

Автор: Caro-Gonzlez Antonia, Anabo Icy F.

Журнал: Economic and Social Changes: Facts, Trends, Forecast @volnc-esc-en

Рубрика: Foreign experience

Статья в выпуске: 6 т.13, 2020 года.

Бесплатный доступ

Many scholars have observed that the traditional teaching and research functions ascribed to higher education have now expanded to involve a wider range of objectives and actors in response to changing internal and external demands. However, the available literature on the topic lacks accounts reflecting stakeholder perspectives. This paper aims to respond to this limitation by implementing a content analysis of 12 semi-structured interviews with European and international experts in the field of higher education. More specifically, it sketches their views on higher education institutions’ roles considering current and emerging imperatives and the tensions and contradictions arising from the evolution of their conventional functions. The results show that higher education institutions are perceived to serve a combination of multiple roles: as enablers of skills and attributes, co-creators and users of knowledge, intermediaries between social actors, instigators of social change, and active agents of their own transformation. This finding aligns with literature in terms of the diverse and relational nature of modern higher education institutions’ operations. While desirable, their fulfilment generates several tensions and contradictions: such as responding to global vs. regional trends, adopting flexibility vs. standardization, pursuing excellence and competitiveness vs. inclusion, competing logics, and managing institutional inertia. The study can benefit educational managers and researchers by offering new insights into generating networked action and building ecosystems as higher education reconfigures its roles to navigate the changing social and economic landscape.

Еще

Third mission, higher education institutions, ecosystem, engagement

Короткий адрес: https://readera.org/147225508

IDR: 147225508   |   DOI: 10.15838/esc.2020.6.72.15

Список литературы Beyond teaching and research: stakeholder perspectives on the evolving roles of higher education

  • Papatsiba V. Policy goals of European integration and competitiveness in academic collaborations: An examination of joint master’s and Erasmus Mundus programmes. Higher Education Policy, 2014, vol. 27, no. 1, pp. 43–64.
  • Altbach P. The complex roles of universities in the period of globalization. In: Higher education in the world 3. Higher education: New challenges and emerging roles for human and social development. Global University Network for Innovation, 2008. Pp. 5–14.
  • Ben-David J., Zloczower A. Universities and academic systems in modern societies. European Journal of Sociology, 1962, vo. 3, no. 1, pp. 45–84.
  • Compagnucci L., Spigarelli F. The Third Mission of the university: A systematic literature review on potentials and constraints. Technological Forecasting and Social Change, vol. 161, pp. 1–30.
  • Jongbloed B., Enders J., Salerno C. Higher education and its communities: Interconnections, interdependencies and a research agenda. Higher Education, 2008, vol. 58, pp. 303–324.
  • Sánchez-Barrioluengo M. Articulating the ‘three missions’ in Spanish universities. Research Policy, 2014, vol. 43, pp. 1760–1773.
  • Laredo P. Revisiting the third mission of universities: Toward a renewed categorization of university activities? Higher Education Policy, 2007, vol. 20, pp. 441–456.
  • Chatterton P., Goddard J. The response of higher education institutions to regional needs. European Journal of Education, 2000, vol. 35, no. 4, pp. 475–496.
  • Etzkowitz H., Webster A., Gebhardt C., Terra B.R.C. The future of the university and the university of the future: Evolution of ivory tower to entrepreneurial paradigm. Research Policy, 2000, vol. 29, pp. 313–330.
  • Nakwa K., Zawdie G. The ‘third mission’ and ‘triple helix mission’ of universities as evolutionary processes in the development of the network of knowledge production: Reflections on SME experiences in Thailand. Science and Public Policy, 2016, vol. 43, no. 5, pp. 622–629.
  • Molas-Gallart J., Salter A., Patel P., Scott A., Duran X. Measuring Third Stream Activities: Final Report to the Russell Group Universities. Brighton: SPRU, 2002.
  • Trencher G., Yarime M., McCormick K.B., Doll C., Kraines S. Beyond the third mission: Exploring the emerging university function of co-creation for sustainability. Science and Public Policy, 2014, vol. 41, pp. 151–179.
  • Boucher G., Conway C., Van Der Meer E. Tiers of engagement by universities in their region’s development. Regional Studies, 2003, vol. 37, pp. 887–897.
  • Perkmann M., Tartari V., McKelvey M., Autio E., Brostom A., D’Este P., Fini R., Geuna A., Grimaldi R., Hughes A., Krabel S., Kitson M., Llerena P., Lissoni F., Salter A., Sobrero M. Academic engagement and commercialisation: A review of the literature on university-industry relations. Research Policy, 2013, vol. 43, no. 2, pp. 423–442.
  • Peer V., Penker M. Higher education institutions and regional development: A meta-analysis. International Regional Science Review, 2016, vol. 39, no. 2, pp. 228–253.
  • Castro-Spila J. Social Innovation Excubator: Developing transformational work-based learning in the Relational University. Higher Education, Skills and Work-Based Learning, 2018, vol. 8, no. 1, pp. 158–170.
  • Aranguren M.J., Canto-Farachala P, Caro-González A., Larrea J.L. La universidad co-transformadora. In: Aranguren, M.J., Canto-Farachala, P. (Eds.), Competitividad al servicio del bienestar inclusivo y sostenible. Cuadernos Orkestra, 2020.
  • Carayannis E., Campbell D. “Mode 3” and “Quadruple Helix”: Toward a 21st century fractal innovation system. International Journal of Technology Management, 2009, vol. 46, no. 3/4, pp. 201–234.
  • Carayannis E., Barth T., Campbell D. The quintuple helix innovation model: Global warming as a challenge and driver for innovation. Journal of Innovation and Entrepreneurship, 2012, vol. 1, no. 2, pp. 1–12.
  • Arbo P., Benneworth P. Understanding the regional contribution of higher education institutions: A literature review. OECD Education Working Papers No. 9. Paris: OECD Publishing, 2007. Available at: https://doi.org/10.1787/161208155312.
  • Perkmann M., Salandra R., Tartari V., McKelvey M., Hughes A. Academic engagement: A review of the literature 2011-2019. Research Policy, 2021, vol. 50, pp. 1–20.
  • Scholz R.W. Transdisciplinarity: Science for and with society in light of the university’s role and functions. Sustainability Science, 2020, vol. 15, pp. 1033–1049.
  • Sánchez-Barrioluengo M., Benneworth P. Is the entrepreneurial university also regionally engaged? Analysing the influence of university’s structural configuration on third mission performance. Technological Forecasting and Social Change, 2019, vol. 141, pp. 206–218.
  • Knudsen M.P., Frederiksen M.H., Goduscheit R.C. New forms of engagement in third mission activities: A multi-level university-centric approach. Innovation, 2019, pp. 1–32.
  • Klemeshev A.P., Kudryashova E.V., Sorokin S.E. Stakeholder approach to the implementation of the ‘third mission’ of universities. Baltic Region, 2019, vol. 11, no. 4, pp. 114–135.
  • Meuser M., Nagel U. The expert interview and changes in knowledge production. In: Bogner M., Littig B., Menz W. (Eds.) Interviewing experts. Palgrave Macmillan, 2009.
  • Bogner M., Menz W. The theory-generating expert interview: Epistemological interest, forms of knowledge, interaction. In: Bogner M., Littig B., Menz W. (Eds.), Interviewing experts. Palgrave Macmillan, 2009.
  • Bogner M., Littig B., Menz W. Generating qualitative data with experts and elites. In Flick U. (Ed.) The SAGE handbook of qualitative data collection. London: SAGE Publications, Ltd., 2018.
  • Saumure K., Given L. Nonprobability sampling. In: Given L. (ed). The SAGE Encyclopedia of Qualitative Research Methods. Thousand Oaks: SAGE Publications, Inc., 2008, pp. 562–563.
  • Hsieh H.F., Shannon S.E. Three approaches to qualitative content analysis. Qualitative Health Research, 2005, vol. 15, no. 9, pp. 1277–1288. Available at: https://doi.org/10.1177/1049732305276687
  • Saldaña J. The Coding Manual for Qualitative Researchers. SAGE Publishing, 2015.
  • Pardo-García C., Barac M. Promoting employability in higher education: A case study on boosting entrepreneurship skills. Sustainability, 2020, vol. 12, pp. 1–23.
  • Rossano S., Meerman A., Kesting T., Baaken T. The relevance of problem-based learning for policy development in university-business cooperation. European Journal of Education, 2016, vol. 51, no. 1, pp. 40–55.
  • Parrado-Martínez P., Sánchez-Andujár S. Development of competences in postgraduate studies of finance: A project-based learning (PBL) case study. International Review of Economics Education, 2020, vol. 35. Available at: https://doi.org/10.1016/j.iree.2020.100192
  • Tomlinson M. Forms of graduate capital and their relationship to graduate employability. Education + Training, 2017, vol. 59, no. 4, pp. 338–352. Available at: https://doi.org/10.1108/ET-05-2016-0090
  • Schaeffer V., Ocalan-Ozel S., Penin J. The complementarities between formal and informal channels of university–industry knowledge transfer: A longitudinal approach. The Journal of Technology Transfer, 2020, vol. 45, pp. 31–55. Available at: https://doi.org/10.1007/s10961-018-9674-4
  • Ali A., Marwan H. Exploring career management competencies in Work Based Learning (WBL) Implementation. Journal of Technical Education and Training, 2019, vol. 11, no. 1, pp. 159–166.
  • Comyn P., Brewer L. Does work-based learning facilitate transitions to decent work? Working Paper No. 242. Geneva: International Labour Office, 2018.
  • Karalash M., Baumol U. Stakeholder relationships within educational ecosystems: A literature review. 32nd BLED Conference Proceedings, 2019. Available at: https://aisel.aisnet.org/bled2019/54
  • Powell P., Walsh A. Mutualising the university: Achieving community impact through an ecosystem. International Review of Education, 2018, vol. 64, no. 5, pp. 563–583.
  • Weerts D.J., Sandmann L. Community engagement and boundary-spanning roles at research universities. Journal of Higher Education, 2010, vol. 81, no. 6, pp. 702–727.
  • Chandler J., Danatzis I., Wernicke C., Akaka M., Reynolds D. How does innovation emerge in a service ecosystem? Journal of Service Research, 2019, vol. 22, no. 1, pp. 75–89.
  • Benneworth P., Young M., Normann R. Between rigour and regional relevance? Conceptualising tensions in university engagement for socio-economic development. Higher Education Policy, 2017, vol. 30, pp. 443–462.
  • Vargas C. Lifelong learning principles and higher education policy. Tuning Journal of Higher Education, 2014, vol. 2, no. 1, pp. 91–105.
Еще
Статья научная