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The study of universities’ role in regional engagement has
traditionally been focusing on exceptional cases. This book
presents a reconceptualization which embraces its underlying
complexity and proposes a roadmap for a renewed research agenda.
Starting from the grassroots level of universities’ "everyday"
engagements, the book delves into the manifold ways in which
university knowledge agents build connections with regional
partners. Through 11 empirical chapters, the authors not only chart
the diversity among case institutions, engagement mechanisms, and
regional contexts but also use that diversity to advance a novel
conceptual framework, centered on the process of mundaneness, for
unpacking university-regions’ everyday activities, taking into
account the dynamic, complex, and co-evolving interplay between (a)
key social agents and institutions, (b) the contexts in which they
are embedded, as well as (c) the historical trajectories and
strategic ambitions underpinning context-specific social
arrangements and interactions that are mediated by temporal and
spatial dimensions. Drawing on evolutionary economic geography,
innovation studies, management and organization studies, and
historical perspectives, the volume advances a new mode of
understanding university-regional engagement as a form of
extendable temporary coupling, which also helps to address
perennial policy and managerial questions alike of what to do with
universities that do not serve local labour market needs and/or are
located in regions suffering from brain drain. The book illustrates
such dynamics from diverse national contexts and three continents:
Brazil, Caribbean, China, Italy, Norway, and Poland. This book will
be valuable reading for advanced students, researchers, and
policymakers working in economic geography, regional development,
innovation, and higher education management. The Open Access
version of this book, available at www.taylorfrancis.com, has been
made available under a Creative Commons Attribution-Non
Commercial-No Derivatives 4.0 license.
This open access book assesses how the Covid-19 pandemic caught
higher education systems throughout the world by surprise. It maps
out the responses of higher education institutions to the
challenges and strategic opportunities brought about by the
pandemic, and examines the effects such responses may have.
Bringing together scholars and case studies from Europe, Asia,
Africa and the Americas, the book is both comparative and global in
nature. It also brings together researchers from a variety of
disciplinary fields, including political scientists, historians,
economists, sociologist, and anthropologists. In doing so, the book
fosters an inter-disciplinary dialogue and inclusive methodological
approach for unpacking the complexities associated with modern
higher education systems and institutions.
This open access book assesses how the Covid-19 pandemic caught
higher education systems throughout the world by surprise. It maps
out the responses of higher education institutions to the
challenges and strategic opportunities brought about by the
pandemic, and examines the effects such responses may have.
Bringing together scholars and case studies from Europe, Asia,
Africa and the Americas, the book is both comparative and global in
nature. It also brings together researchers from a variety of
disciplinary fields, including political scientists, historians,
economists, sociologist, and anthropologists. In doing so, the book
fosters an inter-disciplinary dialogue and inclusive methodological
approach for unpacking the complexities associated with modern
higher education systems and institutions.
In spite of the increasing attention attributed to the rise in
prominence of the BRICS (Brazil, Russia, India, China and South
Africa) countries, few studies have looked at the ways in which
broader social expectations with respect to the role of higher
education across the BRICS have changed, or not, in recent years.
Our point of departure is that, contrary to the conventional wisdom
focusing on functionalistic perspectives, higher education systems
are not just designed by governments to fulfill certain functions,
but have a tendency for evolving in a rather unpredictable fashion
as a result of the complex interplay between a number of internal
and external factors. In reality, national higher education systems
develop and change according to a complex process that encompasses
the expectations of governmental agencies, markets, the aspirations
of the population for the benefits of education, the specific
institutional traditions and cultures of higher education
institutions, and, increasingly so, the interests and strategies of
the private firms entering and offering services in the higher
education market. This basically means that it is of outmost
importance to move away from conceiving of "universities" or
"higher education" as single, monolithic actors or sector. One way
of doing this is by investigating a selected number of distinct,
but nonetheless interrelated factors or drivers, which, taken
together, help determine the nature and scope of the social compact
between higher education (its core actors and institutions) and
society at large (government, industry, local communities,
professional associations).
This open access book expands the scholarly and policy debates
surrounding digital transformation in higher education. The authors
adopt a pluralistic conceptual framework which uncovers three
analytical elements – contexts, mediations, and type of effects
– for unpacking empirical manifestations. The publicly funded
higher education systems in Nordic countries provide solid
empirical insights into how digital transformations have gained
ground before and during the COVID-19 pandemic, and chapter
contributions demonstrate how international digitalisation trends
(such as in the global EdTech industry) impact on the core
activities of higher education institutions (HEIs). The findings
underscore the importance of assessments that consider multiple
sub-systems within HEIs, as well as the complex relationships
between them. By unpacking Nordic dynamics in the light of global
processes and developments, the approach adopted and the results
generated are of relevance to a much broader, global audience of
students and researchers in higher education.
This open access book expands the scholarly and policy debates
surrounding digital transformation in higher education. The authors
adopt a pluralistic conceptual framework which uncovers three
analytical elements – contexts, mediations, and type of effects
– for unpacking empirical manifestations. The publicly funded
higher education systems in Nordic countries provide solid
empirical insights into how digital transformations have gained
ground before and during the COVID-19 pandemic, and chapter
contributions demonstrate how international digitalisation trends
(such as in the global EdTech industry) impact on the core
activities of higher education institutions (HEIs). The findings
underscore the importance of assessments that consider multiple
sub-systems within HEIs, as well as the complex relationships
between them. By unpacking Nordic dynamics in the light of global
processes and developments, the approach adopted and the results
generated are of relevance to a much broader, global audience of
students and researchers in higher education.
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