The Engaged University in Practice?

Reinventing the Social Compact for the Grand Societal Challenges
  • Paul BenneworthEmail author


This final chapter draws together some of the more general threads emerging in this book to reflect on novel ‘ideas’ of a university, and the lessons that this gives more general for theories of higher education management and public administration more generally. This chapter begins with the idea of ‘system shift’ as a necessary pre-condition for effective university–community engagement, given the tendency of so many features of higher education systems to discourage serious engagement. The emphasis on system shift in turn highlights the importance of understanding wider shifts in policy perspectives and paradigms, and this chapter argues that the grand challenges may well produce a more systemic shift in the nature of public policy, recreating capacities for coordinated action that have been lost in recent shifts towards individualised public services and processes. This chapter concludes by offering three possible areas where more research is necessary to establish what the impacts of these wider changes may be, and to argue that although the future university is likely to remain a complex institution, it is likely in any case to be more collectively focused than has been the case in recent decades.


High Education Community Engagement Ideal Type High Education System System Shift 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.



This chapter draws on within the Economic and Social Research Council funded project ‘Universities and excluded communities’, part of the Regional Impacts of Higher Education Initiative. This Initiative is co-funded by the Higher Education Funding Councils for England and Wales, the Scottish Funding Council and the Department for Education and Learning Northern Ireland.


  1. Benneworth, P. S., Charles, D. R., & Madnipour, A. (2010). Universities as agents of urban change in the global knowledge economy. European Planning Studies, 18(10), 1611–1630.CrossRefGoogle Scholar
  2. Berkel, R. V., & Borghi, V. (2008). The governance of activation. Social Policy & Society, 7(3), 393–402.Google Scholar
  3. Bridgman, T., & Wilmott, H. (2007). Academics in the ‘knowledge economy’: From expert to intellectual? In A. Harding, A. Scott, S. Laske, & C. Burtscher (Eds.), Bright satanic mills: Universities, regional development and the knowledge economy. Aldershot: Ashgate.Google Scholar
  4. Centre for Educational Research and Innovation (CERI). (1982). The university and the community: The problems of changing relationships. Paris: OECD.Google Scholar
  5. Clark, B. (1998). Creating entrepreneurial universities: Organizational pathways of transformation. Oxford: Pergamon/IAU Press.Google Scholar
  6. Clarke, J. (2004). Dissolving the public realm? The logics and limits of neo-liberalism. Journal of Social Policy, 33(1), 27–48.CrossRefGoogle Scholar
  7. Committee of Vice Chancellors and Principals (CVCP). (1994). Universities and their communities. London: CVCP.Google Scholar
  8. Cornford, J., & Pollock, N. (2003). Putting the university online: Information, technology and organizational change. Buckingham: Society for Research into Higher Education and Open University Press.Google Scholar
  9. Delanty, G. (2002). The university and modernity: A history of the present. In K. Robins & F. Webster (Eds.), The virtual university? Information, markets and management (pp. 31–48). Oxford: Oxford University Press.Google Scholar
  10. Garlick, S., & Palmer, V. (2008). A relational ethic in university and community engagement: Sp-ethics, human capital and enterprising scholarship. International Journal of Community Research and Engagement, 1 .Google Scholar
  11. Goddard J. (2005). Institutional management and engagement with the knowledge society. Higher Education Management and Policy, 17(1), 23–41.CrossRefGoogle Scholar
  12. Goddard, J. B. (2009). “Reinventing the civic university” NESTA Provocation #12. London: National Endowment for Science, Technology and the Arts.Google Scholar
  13. Greenwood, D. (2007). Who are the real problem-owners. In A. Harding, A. Scott, S. Laske, & C. Burtscher (Eds.), Bright satanic mills: Universities, regional development and the knowledge economy. Aldershot: Ashgate.Google Scholar
  14. Hall, P. A. (1992). The movement from Keynsianism to monetarism: Institutional analysis and British economic policy in the 1970s. In S. Steinmo, K. Theland, & F. Longstreth (Eds.), Structuring politics: Historical institutionalism in comparative analysis. Cambridge: Cambridge University Press.Google Scholar
  15. Harvey, D. (1989). From managerialism to entrepreneurialism: The transformation in urban governance in late capitalism. Geografiska Annaler, 71(B),3–17.CrossRefGoogle Scholar
  16. Maassen, P. A. M. (1996). Governmental steering and the academic culture. Utrecht: De Tijdstroom.Google Scholar
  17. Massey, D., Quintas, P., & Wield, D. (1992). Hi-technology fantasies. London: Routledge.Google Scholar
  18. OECD. (2007). Higher education and regions: Globally competitive, regionally engaged. Paris: OECD/IMHE.Google Scholar
  19. Kickert, W. J. M., Klijn, E. H., & Koppenjan, J. F. M. (Eds.). (1997). Managing complex networks. Strategies for the public sector (1st ed.). London: Sage.Google Scholar
  20. Salmi, J. (2009). The challenge of establishing world-class universities. Washington DC: World Bank.Google Scholar
  21. Segal, N. (1985). The Cambridge phenomenon—The growth of high technology industry in a university town. Cambridge: Segal, Quince and Partners.Google Scholar
  22. Swyngedouw, E. (2007). TechnoNatural Revolutions—The scalar politics of Franco’s hydro-social dream for Spain 1939–1975. Transactions of the Institute of British Geographers, 32(1), 9–28.CrossRefGoogle Scholar
  23. Veerman,C. (2010). Advies van de Commissie Toekomstbestendig Hoger Onderwijs Stelsel. The Hague: CTHOS.Google Scholar
  24. Van de Walle, S., & Hammerschmid, G. (2011). The impact of the new public management: Challenges for coordination and cohesion in European public sectors’ (Review essay). Halduskultuur—Administrative Culture, 12(2), 190–209.Google Scholar
  25. Watson, D. (2007). Managing civic and community engagement. Milton Keynes: Oxford University Press.Google Scholar
  26. Wittfogel, E. (1957). Oriental despotism: A comparative study of total power. New Haven: Yale University Press.Google Scholar

Copyright information

© Springer Science+Business Media Dordrecht 2013

Authors and Affiliations

  1. 1.Center for Higher Education Policy StudiesUniversity of TwenteEnschedeThe Netherlands

Personalised recommendations