Universities and regional development

Vallance,; Goddard,

doi:10.4324/9780203842393.ch35

Cited by 15 publications

(18 citation statements)

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“…Rutten et al, 2003;Lawton Smith, 2006;Goddard and Vallance, 2011). Fewer studies have looked at the university in its wider social and cultural contexts such as the politics and geographies of honorary degree conferment (Heffernan and Jöns, 2007) and the impact of students on university towns and cities (e.g.…”

Section: Impact Of Universitiesmentioning

confidence: 99%

Global geographies of higher education: The perspective of world university rankings

2013

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Global geographies of higher education: the perspective of world university rankings his item ws sumitted to voughorough niversity9s snstitutionl epository y theGn uthorF Citation: t¤ oxD rF nd ryviD wFD PHIQF qlol geogrphies of higher edutionX the perspetive of world university rnkingsF qeoforumD RTD ppFRSE SWF Additional Information:• xysgiX this is the uthor9s version of work tht ws epted for puE lition in the journl qeoforumF ghnges resulting from the pulishing proessD suh s peer reviewD editingD orretionsD struturl formttingD nd other qulity ontrol mehnisms my not e refleted in this doE umentF ghnges my hve een mde to this work sine it ws sumitE ted for pulitionF e definitive version ws susequently pulished tX httpXGGdxFdoiForgGIHFIHITGjFgeoforumFPHIPFIPFHIR Abstract This paper contributes to emerging debates about uneven global geographies of higher education through a critical analysis of world university rankings. Drawing on recent work in geography, international higher education and bibliometrics, the paper examines two of the major international ranking schemes that have had significant public impact in the context of the on-going neoliberalization of higher education. We argue that the emergence of these global rankings reflects a scalar shift in the geopolitics and geoeconomics of higher education from the national to the global that prioritizes academic practices and discourses conducted in particular places and fields of research.Our analysis illustrates how the substantial variation in ranking criteria produces not only necessarily partial but also very specific global geographies of higher education. In comparison, these reveal a wider tension in the knowledge-based economy between established knowledge centres in Europe and the United States and emerging knowledge hubs in Asia Pacific. An analysis of individual ranking criteria, however, suggests that other measures and subject-specific perspectives would produce very different landscapes of higher education.

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Section: Impact Of Universitiesmentioning

confidence: 99%

Global geographies of higher education: The perspective of world university rankings

2013

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“…These developments have served to strengthen regional ties and reinforce an awareness of a responsibility of HEIs to be partners in the economic health and wealth of their region. Goddard (1997a ) de ned this responsibility as the 'Third Role'.…”

Section: The`third' Rolementioning

confidence: 99%

Evaluating the Role of the Sunshine Coast University (USC) in the Regional Economy

Allison

2001

Local Economy

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The research n din gs discu ssed in this pa per presen t ideas from the secon d stage of a project to evalu ate the role of higher edu cation institu tion s (HEIs) in region al econ om ies. Usin g data developed throu gh a learn ing region fram ework, the research schem atically represen ts HEI lin kages to the region . Possible lin kage scen arios for each of six dim en sion s associated with em beddedn ess are presen ted. The n dings su ggest that this qu alitative approach m oves u s closer to better captu rin g the com plexity an d role of HEI in region al developm en t.

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“…As such, CE practices are not definitive because of the contextual dimensions coupled with changes taking within and beyond HEIs. Therefore, they vary according to HEIs" strategic framework, geographical location, capacity, expectations placed on them, the level of the country"s economy as well as the articulation of their role at the level of national policies (Goddard & Puukka, 2010).…”

Section: Introductionmentioning

confidence: 99%

The scholarship of university-community engagement: Interrogating Boyer's model

Mtawa

Fongwa

Wangenge‐Ouma

2016

International Journal of Educational Development

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Albeit with different conceptualizations, the engagement between universities and external communities continues to gain significant currency. While the emphasis has been on more socio-economic relevance in a period of significant financial constraints and a changing clientele, a more significant area of engagement has been on promoting the scholarship of engagement towards regional/local development. The praxis and outcomes of community engagement continues to be surrounded by strong debate on issue such as its impact on the core functions of the university, teaching and research. This article sheds light on the community engagement practices from a case-study university in Africa. Using Ernest Boyer"s proposed scholarship of engagement model as a framework, findings provide evidence that, different contextual specificities affect the way university-community engagement practices evolve. The methodology involved an analysis of primary and secondary data collected through interviews with policy and academic staff. The article concludes with an argument that the success of university-community engagement in fostering social and economic development significantly relates to how much the practices of engagement is foregrounded in the universities" core policy and practice. But also on how much academic scholarship draws on engagement activities. The challenge lies in ensuring this balance.

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Universities and regional development

Cited by 15 publications

References 0 publications

Global geographies of higher education: The perspective of world university rankings

Global geographies of higher education: The perspective of world university rankings

Evaluating the Role of the Sunshine Coast University (USC) in the Regional Economy

The scholarship of university-community engagement: Interrogating Boyer's model

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