New perspectives on universities
and regional development?
A few reflections
Stefan Kuhlmann
Science, Technology, and Policy Studies (STePS)
S Kuhlmann | University and Region | CHEPS
Conference Oct 2012
1
Personal Note of Caution
 Background in Political Science and History:
Focus on governance of science, technology and innovation
– as social processes
 Neither a Regional Studies nor a HEI Policy Studies scholar …
 … yet involved in or in close contact with both fields, via
collaborative research projects, joint publication
efforts, overlapping scholarly communities, e.g.
 as editor of Research Policy
 Initiatives and events of the Eu-SPRI Forum
(European Forum for Studies of Policies
for Research and Innovation)
S Kuhlmann | University and Region | CHEPS Conference Oct 2012
2
Universities and regional development
– a new theme? A pressing theme?
Twente University (UT),
established in 1961,
entrepreneurial spirit, committed
to making an economic and
social contribution to Twente, a
European region shaped by
international textile industry in a
rural context, since 19th century.
S Kuhlmann | University and Region | CHEPS Conference Oct 2012
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New theme?
‘University’ and ‘Region’ in Research Policy
 About one third of all articles published in Research Policy
since 1971 contain ‘university’ and ‘region’
 1,012 articles found for: ALL (region) and university
 968 articles found for: ALL (University-industry) and region
 Starting in 1970s, e.g.
Clark, Norman G (1972): Science, technology and regional economic
development, Research Policy, Vol 1, 3, 297–319;
Inhaber, Herbert (1974): Scientific cities, Research Policy, Vol 3, 2,
182-200.
S Kuhlmann | University and Region | CHEPS Conference Oct 2012
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Lasting issue: University-Industry Relations
and Academic Engagement
 Perkmann, M., et al. (2012): Academic engagement and
commercialisation: A review of the literature on university–industry
relations. Research Policy , http://dx.doi.org/10.1016/j.respol.2012.09.007:
 Mertonian sociology of science underestimates diversity of institutional
orders within international higher education and public R&D
 Essential that firms be well-equipped to effectively participate in
collaboration
 Lack of understanding about consequences of academic engagement
 TTO (policymakers darling) are less adept at fostering academic
engagement (x)
X) See also: Kuhlmann, S. et al. (1991): The University-Industry and Research-Industry Interfaces in
Europe. A study carried out on behalf of the Commission of the European Communities, Luxembourg 1991
(Office for Official Publications of the European Communities, EUR 13204)
S Kuhlmann | University and Region | CHEPS Conference Oct 2012
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Longstanding History of Higher Education and
Research in Service of Economy and Society
Examples:
 "École polytechnique" in France (1794), other “Grandes Écoles”
 Technical colleges/universities in Germany (Braunschweig 1745;
Karlsruhe 1825; Munich1868; Aachen 1870; Berlin 1879; others)
 “Royal Academy for the education of civilian engineers, for serving
both nation and industry, and of apprentices for trade” in Delft, NL
(1842); Polytechnic School of Delft (1864)
 Land-grant universities in US (1862+) focusing on teaching of practical
agriculture, science and engineering (Rutgers; Michigan State; UCLA;
Cornell; MIT; more than 100)
 Economic and societal mission (see F. List, 1856)
 Normally strong regional outreach (and beyond)
S Kuhlmann | University and Region | CHEPS Conference Oct 2012
6
New Emphasis since 1980s
 Piore & Sabel (1984), The Second Industrial Divide
 Cohen & Levinthal (1990): Absorptive Capacity
 Etzkowitz & Leydesdorff (1995): The triple helix–
university–industry–government relations
 Slaughter & Leslie (1997): Academic Capitalism: Politics,
Policies, and the Entrepreneurial University
 Cooke et al (1997): Regional innovation systems
 Etzkowitz & Leydesdorff (2000): From National Systems
and “Mode 2” to Triple Helix
 Muller & Zenker (2001): KIBS
 Charles (2003): Universities and Territorial Development
 Benneworth & Charles (2005): University spin-off policies
in less successful regions
S Kuhlmann | University and Region | CHEPS Conference Oct 2012
7
Universities and regional development
– a new/relevant theme in 2012?
 Preaching the ‘Third Mission’ of HEI
and praising their socio-economic impact on regional development
has turned into an ‘industry’,
see e.g. ‘Triple Helix Conferences’
 Academic discourses in silos:
 Economics and Innovation Studies: in search of effective universityindustry collaboration (for almost half a century now)
 Urban and Regional Studies: Smart Cities, …
 STS: Science in/for Society; Public Understanding of Science; ELSA;
Technology Assessment
S Kuhlmann | University and Region | CHEPS Conference Oct 2012
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2012+ – What is a ‘University’?
 Education for the masses: 30 – 50 % of age groups
attending HEI
 ICT and web-based communication and education
 Academic research and knowledge production in HEI?
 Research vs teaching universities
– autonomy and creativity?
– role in region?
 High-tech vs traditional sciences vs local knowledge needs
 University research vs non-academic knowledge production
 Global mobility of highly skilled researchers – regional impact?
 HEI austerity policies (in Europe); New Public Management – effects?
 What do we mean by ‘University?
S Kuhlmann | University and Region | CHEPS Conference Oct 2012
9
2012+ – Regional Knowledge Production?
 Beyond HEI
 Incumbent regional industry (Piore & Sabel 1984)
 Creative industries
 Grassroot and ‘user’ innovation movements
 HackerSpaces; FabLabs (e.g. LivingLabs)
 ‘Green producers’
 Social innovation initiatives
 Smart Cities
 E.g. ‘Copenhagenisation’
S Kuhlmann | University and Region | CHEPS Conference Oct 2012
10
Coping with New Actors and Interests
Patient associations influence research agendas and engage in
research themselves, undermining the exclusive rights of scientists
Technology Assessment, Ethical,
Legal & Social Aspects surround
ongoing science and technology
(Human Genome Project initiated this)
Knowledge
production/
universities
Outreach, public engagement –
feedback into research agendas?
(ex. interactive TA of GM crop)
Also consultancies (and NGOs)
bridging science and the economy,
science and the community
Authority over science (knowledge production) is also claimed by non-scientists (from
USA Congressmen to patients and indigenous people); counter-authority is not the answer.
S Kuhlmann | University and Region | CHEPS Conference Oct 2012
11
Need for Systemic Heuristic on
Universities and Regional Development
Framework Conditions
Demand
Financial environment; taxation
and incentives; propensity to
innovation and entrepreneurship;
mobility ...
Consumers (final demand)
Producers (intermediate demand)
Co-evolution
Regional
Economy
Manufacturing
Intermediaries
Research
institutes, KIBS
Spaces for
experimentation
Services
New, technologybased firms
The potential
reach
of public policies
...
Education and
Research System
Political
Conditions
Professional
education and
training
Regional
Government
Higher education
and research
Knowledge
policies
Public sector
research
De facto
Governance
Infrastructure
Cultural
Services
Health
Services
Innovation and
business support
Transportation
S Kuhlmann | University and Region | CHEPS Conference
Oct
2012
Source:
Kuhlmann
& Arnold 2001
12
Universities and Regional Development
beyond OECD
 Startling dynamics in a number of countries,
in particular regions
 Growth, investment –
yet lasting/increasing inequality
 Governance of
regional innovation
for social
inclusion?
R+D
S&T
Technological
Innovation
Innovation for
Inclusion
Social
Innovation
S Kuhlmann | University and Region | CHEPS Conference Oct 2012
13
Summing up
 Region/city was and is a crucial social entity determining wellbeing, so understanding of knowledge-based development &
governance is important
 Overcome disciplinary ossification of studies into universities
and regional development
 Apply institutional, systemic, dynamic research heuristics
 Understand changing HEI (size, mission, governance)
 Include non-codified (infant, informal) sources of knowledge and
innovation
 Explore experimental and learning modes of governance
 Think and explore with a long-term perspective, both local and
global
S Kuhlmann | University and Region | CHEPS Conference Oct 2012
14
References
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Benneworth, P & Charles, D (2005): University spin-off policies and economic development in Less
successful regions: Learning from two decades of policy practice, European Planning Studies, Vol 13,
4, 537-557
Charles, D (2003): Universities and Territorial Development: Reshaping the Regional Role of UK
Universities, Local Economy, Vol. 18,1 ,7-20
Cohen, WM & Levinthal, DA (1990): Absorptive Capacity: A New Perspective on Learning and
Innovation, Administrative Science Quarterly, Vol. 35, No. 1, Special Issue: Technology, Organizations,
and Innovation,128-152
Cooke, P & Uranga, MG, Etxebarria, G (1997): Regional innovation systems: Institutional and
organisational dimensions, Research Policy, Vol 26, 4–5, 475-491
Etzkowitz, H & Leydesdorff, L (1995): The triple helix–university–industry–government relations: a
laboratory for knowledge-based economic development, EASST Review, 14 (1), pp. 14–19
Etzkowitz. H & Leydesdorff , L (2000): The dynamics of innovation: from National Systems and “Mode
2” to a Triple Helix of university–industry–government relations. Research Policy, Vol 29, 2, 109-123
List, F (1856): National System of Political Economy, Philadelphia (J. B. Lippincott & Company)
MJ Piore, MJ & CF Sabel, CF (1984): The Second Industrial Divide: Possibilities for Prosperity. New
York (Basic Books)
Muller, E & Zenker, A (2001): Business services as actors of knowledge transformation: the role of
KIBS in regional and national innovation systems, Research Policy, Vol 30, 9, 1501-1516
Slaughter, S & Larry L. (1997): Academic Capitalism: Politics, Policies, and the Entrepreneurial
University. Baltimore (Johns Hopkins University Press)
S Kuhlmann | University and Region | CHEPS Conference Oct 2012
15
Summing up
 Region/city was and is a crucial social entity determining wellbeing, so understanding of knowledge-based development &
governance is important
 Overcome disciplinary ossification of studies into universities
and regional development
 Apply institutional, systemic, dynamic research heuristics
 Understand changing HEI (size, mission, governance)
 Include non-codified (infant, informal) sources of knowledge and
innovation
 Explore experimental and learning modes of governance
 Think and explore with a long-term perspective, both local and
global
S Kuhlmann | University and Region | CHEPS Conference Oct 2012
16