Transforming the “Third Mission” in Norwegian Higher Education Institutions: A Boundary Object Theory Approach

Sataøen, Hogne Lerøy

doi:10.1080/00313831.2016.1212253

Cited by 10 publications

(11 citation statements)

References 22 publications

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“…Mainstream positions on language and identity are "naturalized" (Säljö, 2002), policed through concepts that are "looped" (Hacking, 1995) and create taken-for-granted understandings. Sections 2 and 3 discuss and frame two concepts -"bilingualism" and "diversity" -as "boundary objects" (Sataøen, 2016;Star, 2010; see below) that play a key role in such processes.…”

mentioning

confidence: 99%

Language and identity beyond the mainstream. Democratic and equity issues for and by whom, where, when and why

Bagga-Gupta

2017

Journal of the European Second Language Association

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Taking a point of departure in multidisciplinary research related to ethnicity, gender and functional dis/ability, this paper presents a conceptual framework where center staging languaging and identity-positionings are central. Building upon empirically framed results from ethnographical projects across timespaces, it discusses how languaging opens possibilities for discussing learning and identity-positionings that take place in and via the deployment of one or more language varieties and modalities. This is conceptually made possible by going beyond dominating, dichotomizing positions related to language, language learning methods, and the organization of language learning. The study argues that scholars inherit and live with dichotomizing positions within scholarship that in turn create specific framings for children and adults in institutions for learning.The paper discusses the case of research and the organization of language issues related to bilingualism and diversity education as specific instances of a dominating dichotomy. It illustrates how going beyond this dichotomy makes visible languaging and identity-positionings that open new ways of understanding participation and inclusion. Such a position builds upon critical humanistic thinking where sociocultural and decolonial framings are central. Going beyond the mainstream allows for new ways of conceptualizing research in the areas of language and identity where social practices are center staged. To make visible languaging thus implies that issues related to identity are focused in terms of performative processes.

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confidence: 99%

Language and identity beyond the mainstream. Democratic and equity issues for and by whom, where, when and why

Bagga-Gupta

2017

Journal of the European Second Language Association

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“…Various modes of engagement employed by universities are largely policy-driven (Sataøen 2018). Universities have been increasingly encouraged by governments to actively participate in regional development (Charles 2006).…”

Section: Literature Review and Conceptual Frameworkmentioning

confidence: 99%

“…These knowledge exchange projects comprise part of the 'third mission' role, which highlights the engagement of universities with their communities outside traditional research and teaching roles. Consequently, the boundaries between universities and communities have diminished (Sataøen 2018).…”

Section: Literature Review and Conceptual Frameworkmentioning

confidence: 99%

“…It has been acknowledged that through knowledge-based collaborations for instance, universities can assist firms in bringing forward technological innovations in their regions (Sternberg 2000;Gunasekara 2006;Agrawal 2001;Charles 2006). In Norway, as in many European countries, various reforms have increasingly led to the diminishing of the perceived boundaries between universities and their environment (Sataøen 2018). By forging new and closer local relationships, universities contribute to the social and economic development of their regions (Trippl et al 2012;Charles 2006;Christopherson and Clark 2010).…”

Section: Introductionmentioning

confidence: 99%

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Building of Academics’ Networks—An analysis based on Causation and Effectuation theory

Ahoba-Sam

Charles

2019

Rev Reg Res

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Individual academic scientists engage in various collaborations through their involvement in both regional and extra-regional networks. However, little is known about how these networks are actually formed. Focusing on university and industry networks, we take the view that the process of building new networks is an entrepreneurial activity that involves unpredictability and often goal ambiguity. This paper thus employs the theories of causation and effectuation to explore how the personal networks of academics are initiated. With evidence from the networks of 12 academics based at the University of Stavanger, Norway we show that both causation and effectuation are employed by academics when building their networks. The usage of causation was found to be more consistent with building industry networks whereas effectuation was employed when building networks in academia. Consequently, effectuation was characteristic of the international networks which were found to be mostly constituted by other academics. On the regional level, a mixture of both approaches of causation and effectuation was observed, with more industry linkages suggesting a tendency to be more causal than effectual. Furthermore, while causation was employed for project level networking, effectuation was employed for establishing more individual level ties.

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“…In being entrepreneurial, universities are embedded within regional innovation systems and have been observed to increasingly engage in commercialisation activities alongside their usual teaching and research mandate. Generally, the perceived boundaries between universities and the market have diminished (Sataøen, 2018) even as the market has been essentially been introduced into academia (Vorley andNelles, 2009, Etzkowitz, 2003). In delivering on the agenda of engagement however, a disparity is evident.…”

Section: Introductionmentioning

confidence: 99%

Bridging the chasm? Exploring the effect of the University Context on Knowledge Exchange

Ahoba-Sam

Caputo

Charles

et al. 2020

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This paper provides evidence of the importance of the university context in the facilitation of academic engagement. We conceptualise universities as important actors in the innovation process, and academic engagement as encompassing knowledge-related activities occurring within and outside the university, i.e. those involving both internal and external stakeholders. Universities have increasingly been seen to engage with their communities, or at least show much interest in third mission activities. Universities have, in some cases, put on a cloak of entrepreneurship and have essentially introduced the market into academia. Academic scientists have also had to be more entrepreneurial. However, too often, a chasm is evident between the institutional efforts and the individual efforts identified-universities' engagement efforts may not always consolidate the efforts of individual academics who could be considered the actual conduits for knowledge exchange. In fact, several studies have reported that academic scientists frequently engage outside their institutions with little or no direct assistance from their universities. In our view, this has implications on the ability of universities to facilitate knowledge exchange processes. Based on 39 interviews from Sweden and the UK, we argue that enhanced management of knowledge exchange processes is imperative for facilitating knowledge exchange. Our findings have implications for university management.

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Transforming the “Third Mission” in Norwegian Higher Education Institutions: A Boundary Object Theory Approach

Cited by 10 publications

References 22 publications

Language and identity beyond the mainstream. Democratic and equity issues for and by whom, where, when and why

Language and identity beyond the mainstream. Democratic and equity issues for and by whom, where, when and why

Building of Academics’ Networks—An analysis based on Causation and Effectuation theory

Bridging the chasm? Exploring the effect of the University Context on Knowledge Exchange

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