Source document: https://docs-lawep.s3.us-east-2.amazonaws.com/1698058028827.pdf (Liberia)
The regional role of higher education institutions in the Nordic countries Peter Arbo Point of departure • Studied the regional impacts of the University of Tromsø • Jan-Evert Nilsson et al.

(2004): The role of universities in regional innovation systems – a Nordic perspective.
Copenhagen: CBS Press • The OECD project on supporting the regional role of higher education institutions 2004-2007 (project task group) • Peter Arbo & Paul Benneworth (2007): Understanding the regional role of higher education institutions: A literature review, OECD Education Working Paper No.

9 • Member of the Government Commission for Higher Education in Norway (2006-2008): NOU 2008:3 Sett under ett.
Ny struktur i høyere utdanning • Member of the University Board in Tromsø 2004-2008 2 1 Focus: Interaction Higher education institutions (HEIs) Regional labour market, industry, public authorities, civil society, cultural life No obvious links • Universities are located in cities and regions but do not exist for them • Both research and teaching have always claimed to have a universalistic character • The universities and new schools of applied sciences became modern state institutions in the 19th century • Transformed from elite institutions to a system of mass education during the 20th century • An increasing universalisation of higher education – Spread of universities and university colleges – Expansion of enrolments – Expansion of scope of teaching and research – International harmonisation and standardisation 3 4 2 Shifting external demands • The 1960s: Equal opportunities and access to higher education; building the welfare state • The 1980s: Research-based innovation and high tech companies; the globalising knowledge economy • Today: Widening of mission: Environmental risks, resource scarcity, demographic ageing, social exclusion • Tasks: Teaching, research, knowledge exchange, entrepreneurship, community services • Increasing number of stakeholders: Multiversities 5 Regional impacts 1) Income/demand-side effect 2) Supply-side effect 3) Magnet effect 4) Commercialisation effect 5) Network effect 6) Socio-cultural effect 7) Political voice effect 8) Image effect In general: The educational function is the most important one The effects and their geographical scope depend on: • The size, profile, quality and orientation of the institutions • The size of the host city and region • The structure and capabilities of the regional industry • The political-administrative system • The extent of cross- institutional co-ordination and leadership 6 3 Mutual dependence Higher education Region • Recruitment of students Job prospects for graduates • • Relevance of education and training • Teaching, student projects and
 practice • Research issues, data and equipment • Part of a knowledge-rich environment • External revenue • Political support • Infrastructure, services and amenities • The attractiveness of places • Access to qualified personnel and lifelong learning • Workplaces for highly educated people • Bridgeheads to the international academic world • Resource bases of people, skills and knowledge • Regional rallying points • Libraries, laboratories and other facilities • Societal debates and decision- making • Social and cultural events • The attractiveness of places Policy initiatives Education Problem-based and interactive learning, dialogue with employers on curricula, guest lecturers, career counselling, flexible and distant educa- tion, business PhDs Research Contract research, joint research centres, industrial sponsorship, R&D subsidies or tax deduction schemes Governance Strategic capacity, transparency, per- formance indicators, contracts, quasi- markets Community services A variety of collaborative projects (festivals, urban regeneration, social assistance, action research, etc.)
Knowledge exchange New networks, partnerships, dedicated units, student placements, mobility programmes Entrepreneurship Research parks, incubators, seed capital funds, new courses, TTOs, management of IPR 7 8 4 Strengthening regional engagement • Not a ”third stream” or “add-on” activity, but an integral part of teaching and research • Not a task for individual enthusiasts only, but an institutional responsibility • Not disqualifying academically, but an activity with its own merit and reward • Not short-term and fragmented support, but long-term and coherent measures • Not a narrow policy of higher education, but linked to a comprehensive and regionally differentiated development policy 9 Challences and dilemmas International competition Multi-level governance Research excellence/ high-quality education Academic drift and upgrading Creation of elite universities League tables and incentives based on performance measures The ”overburdened” university Demographic shifts Regional engagement Social equity and inclusion Lifelong learning Efficient mass education Access to places of study Practical relevance and employability Collaboration with industry 10 5 Vicious and virtuous circles Rural areas • Depopulation • Stagnant economy • Few job opportunities for graduates • Lack of funding • General service institutions Metropolitan areas Increasing population • • Prosperous economy • A high density of knowledge-intensive enterprises • Collaboration with resourceful partners • Desperately seeking students • Low academic standing and reputation • Growing revenues • Select the best students • High academic standing and reputation 11 Balancing conflicting demands • Robust research communities and high-quality education are prerequisites for regional development • There is a need for consolidation and better division of labour within university consortia • More flexible and decentralised education • Extended research collaboration with private and public partners aiming at knowledge complementarities • Attention to
 intermediaries and boundary spanners • Keep the contribution to regional development high on the policy agenda • Require regional strategies and secure a basic funding of regional engagement 12 6 Conclusions • Higher education institutions are important nodes in regional development, but they are not the key drivers of regional innovation • The conditions for interaction are shaped by the environments in which the institutions are embedded • Management of the institutions implies managing diversity and a large number of stakeholders • There are many good examples and lessons to be learned from the Nordic countries • To survive and flourish, the institutions must become more entrepreneurial, but they should not be seen as instruments for everything or only for one single purpose 13 7