The changing regional role of universities

Hölttä, Seppo; Pulliainen, Kyösti

doi:10.1080/13583883.1996.9966892

Cited by 7 publications

(8 citation statements)

References 2 publications

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“…Clark, 1998;Hölttä & Pulliainen, 1996) shows that organisational structures such as technology transfer offices, incubators and technology parks are essential for CE because they serve as 'entry points' through which communities can obtain information about opportunities for collaboration with a university and vice versa (Lynton & Elman, 1987). By coordinating CE related activities and, therefore, providing information about opportunities for CE, such organisational structures help to transform CE into a core function of a university.…”

Section: Organisational Structurementioning

confidence: 99%

Institutional Commitment to Community Engagement: A Case Study of Makerere University

Mugabi

2015

IJHE

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Although the earliest medieval universities began as teaching-only institutions, the university as an institution has since experienced revolutions in the way its functions are conceived. Currently, the university embraces three functions: teaching, research and community engagement. Although the teaching and research functions of the university are much more established than its third function, the importance of community engagement is acknowledged in the academic literature and, to varying degrees, by governments, higher education agencies and universities. For example, a review of the mission statements of Ugandan universities shows that, besides teaching and research, the universities aspire to contribute to the socio-economic transformation of society. Unfortunately, such assertions reveal little about the actual commitment of the universities to community engagement because there is a dearth of literature about community engagement at African universities. Accordingly, the purpose of this paper is to examine the institutional commitment of Ugandan universities to community engagement. However, the discussion will focus on a single university, Makerere University. Data was generated through document reviews and qualitative semi-structured interviews. The review shows that the university (1) recognises community engagement as one of its core functions; (2) has integrated some aspects of community engagement into its curriculum and policies; and (3) has organisational structures and personnel to organise and provide community related activities and services. Nonetheless, community related activities remain largely unsupported and the contributions of the faculty to community engagement are insufficiently rewarded.

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Section: Organisational Structurementioning

confidence: 99%

Institutional Commitment to Community Engagement: A Case Study of Makerere University

Mugabi

2015

IJHE

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“…At the University of Joensuu, managerial solutions in such an original and complex leadership environment has been sought from Birnbaum's (1989) ideas on cybernetics and self-regulation as well as from Clark's (1983) seminal work (Hölttä & Pulliainen 1996). A university is an open system in constant interaction with its environments.…”

Section: The System Of Personnel Management and Leadershipmentioning

confidence: 99%

“…The basic academic tasks largely belong to the realm of academic freedom and are, therefore, directed mainly by academic professionals. Consequently, a university should rely on selfregulating control loops and monitor only a limited number of variables and strategic issues (Hölttä & Pulliainen 1996).…”

Section: The System Of Personnel Management and Leadershipmentioning

confidence: 99%

Academic leaders as thermostats

Kekäle

2003

Tertiary Education and Management

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“…Spatially speaking, the Act for the Development of Higher Education, The scalar logics of universities 1967-1986, fostered social and regional equality by facilitating access to universities and guaranteeing resources in higher education during an era when several new universities across the state space were about to begin operating (Hölttä 1988;Välimaa 2005). In summary, higher education was considered key for the state building through regional policy (Hölttä & Pulliainen 1996;Jalava 2012;Moisio 2012). These government decisions were a double-edged sword for many universities because increased funding "legitimised the government's endeavour to reform universities, or … to interfere with the internal life of universities in ways that had not been seen before" (Välimaa 2005: 248).…”

Section: From Criticism To Adaptation: Two Finnish Universities and Smentioning

confidence: 99%

“…In higher education, particularly within countries with a tradition of strong governmental control like as France, the Netherlands, Sweden and Finland, the rise of the competition-state logics led to increased flexibility, decentralised administration and dismantled state regulation (Neave 1988). As a result, universities had an obligation to show quality, efficiency and effectiveness to a growing number of stakeholders, and this forced them to seek a new balance between spatially contradicting expectations held by the government, the market and the academic profession (Clark 1983;Hölttä & Pulliainen 1996;Jongbloed et al 2008). In Finland, the new Higher Education Development Act of 1986 was tightly coupled with an emerging science and technology policy (Husso & Raento 2002); together, these served to underscore the importance of international academic cooperation, productivity in research and teaching and, above all, technological innovations for the sake of the national economy.…”

Section: Rethinking Scalar Relations: Combining Inward-and Outward-lomentioning

confidence: 99%

The scalar logics of universities as part of statehood transformation in Finland, 1970–1990

Kohvakka

2015

Fennia

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In Finland, gradual state restructuring from a Nordic welfare state towards a more international competition state began in the mid-1980s. This transformation affected discourses and spatial ways of thinking about the primary scales of social action. As the strategies of the welfare-state regime emphasised major public investments for the development of infrastructure and equal opportunities across the country, the emerging competition state strategies put less stress on territorial and social equalisation processes and focused, instead, on economic growth through privatisation, specialisation and national and regional competitiveness. Universities took part in this process by instituting socio-political and political-economic practices that were differentially scaled. This article aims to investigate the evolution of two Finnish universities, the University of Joensuu and the Lappeenranta University of Technology, and the role of these institutions in the state's transformation and scale reconstruction in the 1970s and 1980s. The present analysis is based on the official statements and action plans of the examined universities, as well as individual interviews with their key administrators. The article concludes that the embedded scalar logics of both universities either fostered or hindered their respective abilities to adapt to the prevailing form of state space. It also suggests that the aforementioned universities were more than mere pawns in the transformation process. Indeed, these universities chose divergent symbolic and self-seeking strategies for promoting the scalar relations and state formation each preferred. In regards to these universities, then, the present article seeks to assess the tensions that arose between the processes connected to regional spaces and more deterritorialised practices.

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The changing regional role of universities

Cited by 7 publications

References 2 publications

Institutional Commitment to Community Engagement: A Case Study of Makerere University

Institutional Commitment to Community Engagement: A Case Study of Makerere University

Academic leaders as thermostats

The scalar logics of universities as part of statehood transformation in Finland, 1970–1990

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