In this paper, we investigate how third mission strategies relate to changing legitimacy of universities. The work is based on a literature review and a case study of the largest business university in the EU (WU Vienna). First, we describe relevant trends and pressures for higher education institutions towards responsibility, accountability, and third mission. Second, we introduce the case in order to substantiate these trends, driven also by Austrian politics and international networks, some of them also emerging with a more socially oriented mission. Finally, we discuss isomorphic trends in higher education.

<p>This thesis proposes a typology of responsiveness in order to reduce interpretive ambiguity and to provide a framework which makes possible an assessment of the extent to which responsiveness is likely to be institutionalised in higher education. The typology is tested at two universities. The findings indicate that the typology developed can be deployed to reveal insight into how responsiveness is manifesting at universities. The findings around institutionalisation of responsiveness are less conclusive but indicate that while there is evidence of the institutionalisation of a particular type of university responsiveness, the process is at best partial as the academic heartland of higher education systems remain slow to accept the demands made by the state, university leadership and other stakeholders for more responsive universities.</p>

<p>This thesis proposes a typology of responsiveness in order to reduce interpretive ambiguity and to provide a framework which makes possible an assessment of the extent to which responsiveness is likely to be institutionalised in higher education. The typology is tested at two universities. The findings indicate that the typology developed can be deployed to reveal insight into how responsiveness is manifesting at universities. The findings around institutionalisation of responsiveness are less conclusive but indicate that while there is evidence of the institutionalisation of a particular type of university responsiveness, the process is at best partial as the academic heartland of higher education systems remain slow to accept the demands made by the state, university leadership and other stakeholders for more responsive universities.</p>

Magister Educationis - MEd / This thesis proposes a typology of responsiveness in order to reduce interpretive ambiguity and to provide a framework which makes possible an assessment of the extent to which responsiveness is likely to be institutionalised in higher education. The typology is tested at two universities. The findings indicate that the typology developed can be deployed to reveal insight into how responsiveness is manifesting at universities. The findings around institutionalisation of responsiveness are less conclusive but indicate that while there is evidence of the institutionalisation of a particular type of university responsiveness, the process is at best partial as the academic heartland of higher education systems remain slow to accept the demands made by the state, university leadership and other stakeholders for more responsive universities. / South Africa

The objective of this study is threefold. The first objective is to provide an integrated perspective towards the territorial engagement of universities and their related models and strategies. The second objective is to verify whether tendencies pointing to an integrated strategy of university engagement are emerging in real settings, while the third objective is to deepen the understanding of the university’s potential contribution to social innovation practices. The first part of the work is devoted to review the literature on the institutionalization of university third mission and its relation to university territorial engagement and it presents an analysis of the different university models and strategies adopted by the academic system to reach engagement goals in the last decades. In this context, the System-based University is introduced as a university model which encompasses an integrated approach to university territorial engagement. Such model is built upon contributions on Civic and Developmental universities and their role in local socio-economic dynamics. It presents itself as an integrated model that includes but goes beyond the focus on technology transfer featuring third mission activities embodied at the beginning of the 21st century by the so-called Entrepreneurial university. The System-based model is represented by three main factors: i) synergy between the core missions of teaching and research and the third mission, ii) alignment between the needs expressed by the territory and the knowledge produced by the university, and iii) a balanced approach to research excellence. The second part of the work proposes an empirical analysis aimed at identifying tendencies towards system-based models of university, in particular within the Italian academic system. This part makes use of multivariate statistical techniques. Eventually, the third part aims at deepening the role of universities in the social innovation realm, drawing on the few contributions on this topic and on a recent stream of research that connects social innovation to quadruple helix model of interaction between government, industry, universities and civil society. Namely, this last part investigates how and why universities may engage in quadruple helix partnerships, applying an exploratory case study methodology on data stemming from the Urban Innovative Actions, a novel European programme in the context of social innovation in urban areas.

Debates concerning the concept of 'engaged scholarship’ (ES) in terms of university-society connectivity have become part of the discourse within the shifting South African higher education landscape after 1994. Given the legacy of historical inequalities continuing to permeate all spheres of South African society including higher education, the idea of social-justice-centred engaged scholarship forms the main thrust of the narrative in this thesis. Furthermore, with music inherently geared towards societal engagement, and 'engaged scholarship’ included in UCT’s latest Social Responsiveness Policy Framework, this thesis critically examines the ES responses - in terms of their perceptions and practices - of music academics at the SACM in post-1994 South Africa. The opening chapter outlines the largely two-pronged research methodology approach pertaining to the analysis and findings of: (1) literature and documents, and (2) in-depth interviews of a representative sample of full-time SACM music academics. Chapter 2 provides a historical sociology unpacking the ES concept as part of an emergent University Third Mission. With developments largely unfolding at American universities, the first part of Chapter 2 shows the development of ES as essentially following two routes. Firstly the Triple Helix notion of university-industry-government (U-I-G) relations since the mid-20th century, identified by Etzkowitz as a 'Second Academic Transformation’ grafted on an earlier 19th century 'First Academic Transformation’ which began in Germany. Then secondly, in the 1990s a broadened view of scholarship aimed at making universities more relevant to the needs of society (i.e. via U-CS or university-civil society links) proposed by Boyer. With the issue of an emergent University Third Mission also entering the South African higher education discourse after 1994, the second part of Chapter 2 highlights conceptual confusion by considering policy and conference debates on 'community engagement’ (CE), the preferred expression for university-society relations in South Africa. Unfolding developments at UCT however have resulted in a discourse of ES becoming integral to this university’s Social Responsiveness Policy Framework after 2012. Moreover with social justice largely absent from CE discourse and the Triple Helix, Cooper has proposed a Quadruple Helix whereby civil society is added as fourth helix (i.e. resulting in U-I-G-CS). The approach of this study, therefore, explores the concept of a social-justice-centred engagement (outlined in part three of Chapter 2) with which it strongly resonates. Chapter 3 focuses attention on the milieu and ethos of UCT and the SACM, putting SACM music academics, part of an elite historically 'white’ university, in perspective. This highlights the entrenched hegemony of the historically 'white’ European settler institutional culture and 'orphan’ status of music indigenous to Africa at the SACM. Against this backdrop Chapter 4 provides a snapshot of the ES perceptions and practices of SACM music academics derived from the in-depth interviews. Importantly, with music largely absent from ES discourse, including at UCT, the critical analysis of the narratives of music academics form the basis for this thesis creating four music-specific ES categories in this chapter, and a proposed typology of music-specific ES in Chapter 5. In addition, a particularly important finding in Chapter 5 depicts the SACM as probably the most engaged UCT department, mainly displaying elements of the Quadruple Helix (U-I-G-CS), but with this engagement significantly skewed towards largely 'white’ civil society. Moreover, given the historically Eurocentric ethos of the SACM, western classical music has retained its uncontested hegemony (including within the SACM student curriculum) despite the introduction in the 1980s of new streams of non-western classical music, including music indigenous to Africa. With reference to ES, the engagement of the majority of SACM music academics was, furthermore, found overwhelmingly to be with the elite social classes. However, 'black’ academics were significantly more engaged with the 'black’ working class than their 'white’ counterparts. Considering the core findings above, pathways enabling the development of more balanced SACM-society relationships, particularly with the 'black’ working class majority have been proposed in the concluding chapter. A crucial recommendation is the decolonisation of the institutional culture and curriculum of the SACM, thereby restoring the former 'Other’, to 'Self’. These being spaces outside the comfort-zone of most music academics, it is suggested that music-specific ES research, potentially able to shift embedded reasoning, should become integral to the decolonisation process.

This thesis explores the factors contributing to successful collaboration within the Quadruple and Quintuple Helix frameworks, with a specific focus on the active involvement of students as stakeholders. A qualitative research approach was adopted, utilising interviews, questionnaires, and action research documented in a diary form, to gather data. The study examines the Creative LAB, an innovation lab initiated by students in the Innovation and Design master’s program at Mälardalens University, as a base for the collaborations with which the data is inquired from. The research employs the Quadruple and Quintuple Helix models as theoretical frameworks to understand collaboration dynamics. Phenomenographic analysis was used to categorise and analyse the experiences of collaboration. The interviews and questionnaires, both addressing the same topic, were transcribed, and subjected to systematic extraction and analysis. The findings are presented in the form of categories, supported by direct quotations and perspectives from the respondents. The research diary served as a reflective tool throughout the thesis, documenting and analysing the obtained results and the work conducted within the Creative LAB. It provided valuable insights into the collaboration dynamics, success factors, and the role of students as active stakeholders in the Quadruple and Quintuple Helix models. By capturing observations and personal reflections, the diary contributed to a deeper understanding of the research findings and enhanced the overall validity of the study. One of the projects, WellBot, is also presented as a case study. In summary, this thesis provides insights into the key success factors for collaboration within the Quadruple and Quintuple Helix frameworks, while also highlighting the significant role of students as active stakeholders. The results shed light on the perceptions and experiences of the participants, offering valuable implications for fostering effective collaboration in the context of academia, industry, and society. In the end, success-factors identified within the study is presented, as well as a questionnaire to identify perceptions on potential collaborations.