What are the Cultural Preconditions of Universities’ Regional Engagement? Towards a Disciplinary Sensitive Model of the University–Region Interface
- 77 Downloads
This paper explores the relationship between disciplinary and organisational cultures and regional engagement. Disciplinary and organisational dimensions are key factors of academic identity and have a crucial impact on the ability of higher education institutions to actively engage within regional actors. The analysis builds on empirical data from selected Czech and Norwegian case higher education institutions. We call into question the conjecture that only specific organisational settings and incentive mechanisms — the formal structural side of higher education institutions — lead to better interactions between HEIs and regions. We conclude by arguing that informal tacit dimensions (that we conceptualise as epistemological orientations and disciplinary values and postures) are also important in understanding the dynamics of university regional engagement.
Keywordsdisciplinary cultures university regional engagement regional development coalitions academic identity informal engagement cultures
The research leading to these results has received funding from the Norwegian Financial Mechanism 2009–2014 and the Ministry of Education, Youth and Sports under Project Contract No. MSMT-5397/2015.
- Becher, T. and Trowler, P. (2001) Academic Tribes and Territories: Intellectual Enquiry and the Culture of Disciplines, Buckingham: Society for Research into Higher Education and Open University Press.Google Scholar
- Clark, B.R. (1983) The Higher Education System: Academic Organization in Cross-National Perspective, Los Angeles: University of California Press.Google Scholar
- Clark, B.R. (1998) Creating Entrepreneurial Universities: Organizational Pathways of Transformation, Bingley: Emerald.Google Scholar
- Dressel, P. and Marcus, D. (1982) On Teaching and Learning in College: Reemphasizing the Roles of Learners and the Disciplines, San Francisco: Jossey-Bass.Google Scholar
- Dvořáčková, J., Pabian, P., Smith, S., Stöckelová, T., Šima, K. and Virtová, T. (2014) Politika a každodennos tna českých vysokých školách: Etnografické pohledy na vzdělávání a výzkum [Politics and Everyday Life in Czech Universities: Ethnographic Perspectives on Teaching, Learning and Research], Praha: Sociologické nakladatelství.Google Scholar
- File, J. and Goedegebuure, L. (2003) Real-Time Systems: Reflections on Higher Education in the Czech Republic, Hungary, Poland and Slovenia, Brno: Vutium Press, Brno University of Technology.Google Scholar
- Pinheiro, R., Benneworth, P. and Jones, G.A. (2015) ‘Beyond the obvious: tensions and volitions surrounding the contributions of universities to regional development and innovation 1’, in L.M. Carmo Farinha, J.J.M. Ferreira, S. Bagchi-Sen and H. Lawton Smith (eds.) Handbook of Research on Global Competitive Advantage Through Innovation and Entrepreneurship, Hershey: IGI Global, pp. 150–172.CrossRefGoogle Scholar
- Pinheiro, R., Normann, R. and Johnsen, H.C.G. (2016) ‘External engagement and the academic heartland: the case of a regionally-embedded university’, Science and Public Policy 43(6):787–797.Google Scholar
- Prudký, L., Pabian, P. and Šima, K. (2010) České vysoké školství: na cestě od elitního k univerzálnímu vzdělávání 1989–2009 [Czech Higher Education: On the Road from Elite to Universal Education 1989–2009], Praha: Grada.Google Scholar
- UiA Strategy (2016) Strategy 2016–2020, Adopted by the UiA Univeristy Bord June 2016. Kristiansand: University of Agder. Available online at: https://www.uia.no/en/about-uia/organization/strategy-2016-2020.