Engagement and the Idea of the Civic University

Powell, James A.; Dayson, Karl

doi:10.1007/978-94-007-4875-0_8

Cited by 18 publications

(11 citation statements)

References 1 publication

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“…Our first step towards this was to produce a definition of the best practice characteristics of a civic university that could underpin the framework. This was based on a review of existing literature relevant to the subject (e.g., Hollander et al, 2001;Calhoun, 2006;Benneworth and Conway, 2009;Goddard, 2009;Hazelkorn, 2009;Ward and Hazelkorn, 2011;Powell and Dyson, 2013). The result of this exercise was a definition of the contemporary civic university in terms of seven dimensions, which is reproduced in Box 1.1.…”

Section: A Developmental Framework For the Civic Universitymentioning

confidence: 99%

Introduction: why the civic university?

Goddard¹,

Hazelkorn²,

Kempton³

et al. 2016

The Civic University

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BACKGROUND AND AIMS Over the last decades, the role, scale and mission of higher education has been transformed, from institutions which were attended by a small intellectual or social elite to a situation where attendance is more or less obligatory for the vast majority of people in order to successfully sustain most occupations and uphold democratic civil society. New institutional models have evolved and are still evolving in response to a myriad of drivers, including understanding of knowledge and modes of creation and dissemination, and societal and labour market requirements. Indeed, the positioning of knowledge as the foundation of economic, social and political power has put greater focus on higher education institutions (HEIs) placing them at the centre of policy-making. And because higher education is one of the most internationalised sectors of society, global factors are increasingly paramount. Thus higher education is, of necessity, becoming increasingly complex, combining attributes of being a peopleprocessing institution with a knowledge-producing mission (Gumport, 2000), with national and geopolitical characteristics and implications. Within the European Union many actions and deliberations are focused on mobilising and harnessing the full potential of universities to underpin Europe's economic recovery, and future economic and social development. Because higher education has become a barometer of national and institutional competitiveness, global rankings of universities have assumed disproportionate significance (Hazelkorn, 2015). Universities are continually measured, and funded, according to indicators based primarily around academic prestige. In doing so, higher education policy has unwittingly promoted a model of university disconnected from the nation-state and constituent cities and regions as it concentrates on diversifying and privatising its funding base, recruiting talent internationally and engaging globally.

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Section: A Developmental Framework For the Civic Universitymentioning

confidence: 99%

Introduction: why the civic university?

Goddard¹,

Hazelkorn²,

Kempton³

et al. 2016

The Civic University

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show abstract

“…We make this choice because for these kinds of ventures, the university context is important and the extent and type of venture creation is clearly influenced by (Bruneel et al 2010;Rothaermel et al 2007) at the expense of 'why' universities' might choose to use their scarce resources on supporting USOs at a time when they are under many intense competing demands from outside (Ćulum et al 2013;Damme 2009;Enders and Boer 2009;Jongbloed et al 2008). University management literature (Clark 1998a;Powell and Dayson 2013) has been at best rather normative, describing supporting entrepreneurship and venturing as something that university leaders can insert into their institutions' organisational DNA. What is missing here is an understanding of how those support activities, which are often at the institutional periphery, fit within university's institutional architectures (Vorley and Nelles 2012).…”

Section: Understanding How and Why Universities Support Their Usosmentioning

confidence: 99%

“…The university as an institution has many internal stakeholders with often different interests and aims, and held together through a mix of formal and informal arrangements (Powell and Dayson 2013). University leaders are able to take a strategic view on support for USOs, particularly when they can see that USOs bring resources into the university that strengthen core activities.…”

Section: A Stakeholder Approach To Understanding University Capabilitymentioning

confidence: 99%

How academic entrepreneurship meets the university: university spin-offs in stakeholder networks

Rasmussen¹,

Benneworth²,

Gulbrandsen³

2015

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“…The third mission risks being regarded as a desirable but not an essential duty and therefore is unlikely to be an institutional focus (with a few exceptions, e.g. Powell and Dayson 2013).…”

Section: Introductionmentioning

confidence: 99%

Between good intentions and urgent stakeholder pressures: institutionalizing the universities' third mission in the Swedish context

Benneworth

Boer

Jongbloed

2015

European Journal of Higher Education

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There is a widespread recognition across Europe, amongst policy-makers, university managers and scholars, that universities' societal roles (the 'third mission') are increasingly important. As universities become increasingly strategically managed, it is perhaps unsurprising that attention has turned towards the strategic management of this third mission. Universities risk becoming 'overloaded' with these missions and are forced to choose to dilute their strategic focus or only focus on a limited number of these missions. The third mission risks being regarded as a desirable but not an essential duty and therefore is unlikely to be an institutional focus.In this paper we therefore ask how can the third mission be meaningfully institutionalized given the pressures on university managers to focus on other areas. We explore this with reference to a detailed case study of a provincial Swedish university, Sjöstad University, with a long-standing commitment to creating a societal impact. We explore how Sjöstad University has created an impact, and then the tensions this raises for key university stakeholders, internally and with external partners. We then reflect on the institutionalization of the third mission and call for further consideration of how external stakeholders can provide universities with a strategic space to institutionalize the third mission.

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Engagement and the Idea of the Civic University

Cited by 18 publications

References 1 publication

Introduction: why the civic university?

Introduction: why the civic university?

How academic entrepreneurship meets the university: university spin-offs in stakeholder networks

Between good intentions and urgent stakeholder pressures: institutionalizing the universities' third mission in the Swedish context

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