Title:
Developmental university systems: empirical, analytical and normative perspectives

dc.contributor.author Brundenius, Claes en_US
dc.contributor.author Lundvall, Bengt-Åke en_US
dc.contributor.author Sutz, Judith en_US
dc.contributor.corporatename Lunds universitet. Forskningspolitiska institutet en_US
dc.contributor.corporatename Aalborg universitet en_US
dc.contributor.corporatename Universidad de la República (Uruguay). Universidad del Consejo de Investigación en_US
dc.date.accessioned 2011-02-08T21:04:32Z
dc.date.available 2011-02-08T21:04:32Z
dc.date.issued 2008-09
dc.description Presented at the GLOBELICS 6th International Conference 2008 22-24 September, Mexico City, Mexico. en_US
dc.description.abstract It has become almost trivial to assert that in the knowledge society universities are important institutions. This consensus notwithstanding, questions like in what sense and for whom those institutions are important are far from receiving unanimous answers. Should the major function be to promote higher education in order to serve all sectors of society or should the emphasis be to engage in research and what are the relationships between the two types of activities? And what should a ‘third mission’ encompass: A broad interaction with society or just an interaction with the business sector aiming at promoting technical innovation in high technology. Debates are particularly entangled in developing countries, partly due to a strong presence of international advice alongside the positions held by local actors, partly due to the level of the challenges that such countries and their universities are facing. Both in the developed and the developing countries the main emphasis is now on how universities may serve industry through direct flows of information from on-going research. To illustrate, in a recent book with the title ‘How Universities Promote Economic Growth’ edited by World Bank Economists (Yusuf and Nabeshima 2007) the only dimension covered is the formation of university-industry links related to research. But it is obvious that universities contribute to economic growth and development through other mechanisms, not least through the flow of graduates into the labor market. It is also important to see how universities share functions and responsibilities with other institutions involved in knowledge production and knowledge diffusion. This implies that the most relevant level of analysis may be, not the single university, but the ‘university system’ seen as an integrated element in a broader national innovation system. en_US
dc.identifier.uri http://hdl.handle.net/1853/36846
dc.language.iso en_US en_US
dc.publisher Georgia Institute of Technology en_US
dc.relation.ispartofseries GLOBELICS06. Changes of the Public Research System: The new role of universities in the knowledge economy en_US
dc.subject Universities en_US
dc.subject Higher education en_US
dc.subject Research institutes en_US
dc.subject University-industry linkages en_US
dc.subject National innovation systems en_US
dc.subject Scientific and technology innovation en_US
dc.subject Innovative graduates en_US
dc.title Developmental university systems: empirical, analytical and normative perspectives en_US
dc.type Text
dc.type.genre Proceedings
dspace.entity.type Publication
local.contributor.corporatename School of Public Policy
local.contributor.corporatename Ivan Allen College of Liberal Arts
local.relation.ispartofseries Globelics Conference
relation.isOrgUnitOfPublication a3789037-aec2-41bb-9888-1a95104b7f8c
relation.isOrgUnitOfPublication b1049ff1-5166-442c-9e14-ad804b064e38
relation.isSeriesOfPublication 9bcdf48e-4586-4550-b033-2063df2fe342
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