2. Understanding the contributions of universities to regional development

Kempton, Louise; Rego, Conceição; Alves, Lucir Reinaldo; Vallance, Paul; Serra, Maurício Aguiar; Tewdwr‐Jones, Mark

doi:10.1080/2578711x.2021.1891765

Cited by 10 publications

(6 citation statements)

References 32 publications

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“…The first investigated university–city collaboration is the collaboration between the city of Delft and TU Delft. The TU Delft can be categorized as an “old” (founded in 1842) and “big” (over 27.000 students) higher education institute and is therefore expected to focus more on its national or international role than on its local role in the city (Kempton et al , 2021). In the past years, however, national policies have been encouraging the development of a closer relationship with Delft (NETWERK KENNISSTEDEN NEDERLAND, 2017).…”

Section: Methodsmentioning

confidence: 99%

“…Consequently, universities have been seeking “university-city collaborations” to develop transdisciplinary research and education (Goddard and Vallance, 2013). University–city collaborations are collaborations between universities, municipalities and other urban stakeholders that focus on local challenges (Kempton et al , 2021). These collaborations offer both the proximity of the location as well as the network of actors that is crucial for developing transdisciplinary answers to local problems (Harris and Holley, 2016).…”

Section: Introductionmentioning

confidence: 99%

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Education in collaboration with cities: the intentions of transdisciplinary courses

Bohm,

Klaassen,

van Bueren

et al. 2023

IJSHE

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Purpose In collaboration with their home cities, universities increasingly develop courses in which students investigate urban sustainability challenges. This paper aims to understand how far-reaching the collaboration with urban stakeholders in these courses is and what students are meant to learn from the transdisciplinary pedagogies. Design/methodology/approach This research is designed as a qualitative multiple-case study into the intentions of transdisciplinary courses in which universities collaborate with their home cities: Delft University of Technology in Delft and Amsterdam Institute for Advanced Metropolitan Solutions in Amsterdam. The study compares the written intentions of eight courses in course descriptions with the ideal intentions that teachers describe in interviews. Findings First, seven of the eight investigated courses were designed for urban stakeholders to participate at a distance or as a client but rarely was a course intended to lead to a collaborative partnership between the city and students. Second, the metacognitive learning objectives, such as learning to deal with biases and values of others or getting to know one’s strengths and weaknesses in collaboration, were often absent in the course descriptions. Learning objectives relating to metacognition are at the heart of transdisciplinary work, yet when they remain implicit in the learning objectives, they are difficult to teach. Originality/value This paper presents insight into the levels of participation intended in transdisciplinary courses. Furthermore, it shows the (mis)alignment between intended learning objectives in course descriptions and teachers’ ideals. Understanding both the current state of transdisciplinarity in sustainability courses and what teachers envision is vital for the next steps in the development of transdisciplinary education.

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Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Education in collaboration with cities: the intentions of transdisciplinary courses

Bohm,

Klaassen,

van Bueren

et al. 2023

IJSHE

View full text Add to dashboard Cite

show abstract

“…Compreendem, também, suas finalidades: a geração e adaptação de soluções técnicas e tecnológicas às demandas sociais; integração e verticalização do ensino; realização e estímulo da pesquisa aplicada, produção cultural, empreendedorismo, cooperativismo; e desenvolvimento científico e tecnológico (BRASIL, 2008b). Kempton et al (2021) explicam os três processos que possibilitam às Instituições de Ensino contribuírem para o desenvolvimento local: o fornecimento de capital humano, que aumenta o conhecimento e as habilidades da força de trabalho local; a ancoragem do emprego e do consumo, Emancipação, Ponta Grossa, v. 23, p. 1-18, e2321623, 2023. Disponível em <http://www.revistas2.uepg.br/index.php/emancipacao> que cria demanda por bens e serviços locais; e o desenvolvimento de inovação e transferência de conhecimentos.…”

Section: Institutos Federais (Ifs) Educação E O Desenvolvimento Regionalunclassified

“…Nota-se a formação e inserção de mão de obra qualificada não apenas em Assis Chateaubriand, mas, também, na região, visto que muitos permaneceram na cidade de origem ou na Mesorregião Oeste Paranaense. Por conseguinte, o Campus está contribuindo para o desenvolvimento regional através do processo de fortalecimento do capital humano, conforme indicado por Kempton et al (2021).…”

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Trajetórias acadêmicas e profissionais de egressos da Educação Profissional e Tecnológica do IFPR campus Assis Chateaubriand/PR

Manini,

Bidarra

2023

Emancipacao

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Resumo: Este artigo contém parte dos dados de uma pesquisa de dissertação e teve como objetivo identificar quais foram as trajetórias profissionais e educacionais de egressos da Educação Profissional e Tecnológica ofertada pelo Instituto Federal do Paraná campus Assis Chateaubriand. O estudo de caso foi realizado com estudantes concluintes entre 2011 e 2018 dos cursos Técnicos em Eletromecânica, Eletrotécnica e Informática. Para coletar os dados foram utilizados questionários estruturados. Os resultados apontaram que os estudantes dos cursos Integrados buscaram a Educação Profissional como forma de preparação para o acesso ao Ensino Superior. Entre os egressos dos cursos Subsequentes, o principal motivo para realizar o curso Técnico foi a oportunidade de se capacitar e/ou atualizar conhecimentos requeridos pelas atividades do mercado de trabalho. Uma parcela expressiva desses egressos atua em área fortemente relacionada à formação obtida. Também foi possível identificar que a maioria dos egressos permaneceu no município ou dentro da Mesorregião Oeste Paranaense, evidenciando a contribuição do Campus para fortalecimento do capital humano na região.

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“…Although previous studies have provided valuable insights for advancing concepts related to IISs, and others have addressed issues related to the contributions of universities to local and regional development (Kempton et al, 2021a, 2021b, 2021d), there is ample space to further investigate the regional distribution of academic engagement within countries. By studying disparities in academic engagement at a regional level, a better understanding can be gained of how “knowledge may be turned into a tool to fight [inequality]” (Arocena et al, 2018, p. 39), as well as how to reduce any negative effects of regional disparities (Broekel, 2015; Kindt et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

Universities in inclusive regional innovation systems: Academic engagement and uneven knowledge use in Brazil

Rapini,

Chiarini,

Stein

2023

Journal of Regional Science

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The purpose of this paper is to spatially and regionally examine academic engagement within Brazil, identifying patterns. Moreover, our investigation can contribute to a better understanding of how knowledge can be turned into a tool to fight regional inequality. We depart from two hypotheses: first, universities situated in peripheral regions interact more with companies from relatively more dynamic regions, and second, in the absence of industrial knowledge demand, universities tend to collaborate more closely with a diverse range of stakeholders in the region. To evaluate these hypotheses and find empirical evidence, we consider 4497 research groups and 4603 nonacademic organizations as “nodes” connected by 8830 collaborations throughout all Brazilian regions. Social network tools are used to illustrate the spatial and regional dimensions of academic engagement more accurately. The results show that academic engagement is not regionally homogeneous, demonstrating essential differences regarding local nonacademic partnerships. Innovation policies, which encourage only university–firm interactions, perpetuate regional inequality.

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2. Understanding the contributions of universities to regional development

Cited by 10 publications

References 32 publications

Education in collaboration with cities: the intentions of transdisciplinary courses

Education in collaboration with cities: the intentions of transdisciplinary courses

Trajetórias acadêmicas e profissionais de egressos da Educação Profissional e Tecnológica do IFPR campus Assis Chateaubriand/PR

Universities in inclusive regional innovation systems: Academic engagement and uneven knowledge use in Brazil

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