Monitoring networking between higher education institutions and regional actors

Developing Boundary-Spanning Capacity for Regional Sustainability Transitions—A Comparative Case Study of the Universities of Augsburg (Germany) and Linz (Austria)

“…In addition to combining knowledge from different disciplines (e.g., [7,17,18]), universities need to establish new linkages and relationships between actors, build coalitions, and enable negotiations among regional stakeholders [6][7][8][16][17][18]32]. Stephens and Graham [18] therefore see the primary task of universities in the context of sustainability transitions in the formation and guidance of cross-sectoral initiatives.…”

“…They can only be achieved through the participation of a broad range of heterogeneous actors that contribute their specific knowledge, competencies, and perspectives [2,3]. Universities are seen as particularly relevant actors in these processes [4][5][6][7][8][9][10][11].…”

“…In the scientific literature, universities are expected to be highly responsive to the concept of sustainability and the problems and questions it brings up, due to their long-term perspective and their societal mandate [7,8]. Stephens et al [4] and Zilahy and Huisingh [5] argue that they could even take a leading role in regional sustainability transitions through developing strategic long-term visions and goals.…”

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“…The nations involved in the massive internationalisation of higher education emphasises the development of policies and action plans for international cooperation in higher education (Kristensen & Karlsen, 2018). Institutional networking between local and foreign higher education institutions is the fastest way to implement the internationalisation approaches and strategies (Mader et al, 2013). Girdzijauskaite & Radzeviciene (2014) mentioned that, currently, the higher education institutions' networking in internationalisation is an encouraging type of international cooperation, which creates a pathway to enter the foreign higher education market.…”

Universidades Comunitarias en Brasil: ¿Por qué hay que Perfeccionar su Modelo de Gestión?

“…visando estabilidad económica y financiera, el desarrollo de la sociedad local y regional, y atención a la calidad ambiental (Hesselbarth y Schaltegger, 2014). Ello requiere la interacción con agentes externos a la Universidad (Fernández-Manzanal et al, 2015), envolvimiento de la comunidad académica, mejora de las comunicaciones externa e interna (Adomssen, 2013;Mader et al, 2013), consistencia entre acciones y comunicación y atención al campus de la institución (Jain et al, 2013).…”