Pub Date : 2023-07-19DOI: 10.1177/09504222231189719
Bonnie S. O’Neill, Martin D. Hassell
Understanding the psychological contract (PC) perceptions of college students is crucial for attracting and retaining them as early-career employees. We explore how gender and social comparison orientation (SCO) serve as antecedents and moderators of PC breach. Potential PC obligations were examined across 34 teams of full-time business students. Moderated relationships between SCO and gender were examined relative to PC development, breach, and commitment via a survey following a semester-long team project. Results showed that gender significantly influenced obligation perceptions, with females possessing stronger obligations of their team. Positive relationships existed between SCO and the strength of reported obligations and with breach perceptions. Breach was negatively related to affective commitment to the team. Gender moderated several relationships, with females generally showing stronger, significant associations, consistent with relational PC expectations ( Adams et al., 2014 ). Given the rise of the boundaryless career (Kost et al., 2020), results enhance our understanding of implicit obligations college students hold in applied learning projects that further career-readiness. Results suggest that professors and career services staff can reduce the gap between students’ perceptions of their soft skills and employer expectations (Stewart et al., 2016). This study also facilitates our understanding of factors influencing team commitment, composition and perceived obligations.
了解大学生的心理契约(PC)观念对于吸引和留住他们作为早期职业员工至关重要。我们探讨了性别和社会比较取向(SCO)如何作为个人电脑违约的前因和调节因子。对34个全日制商科学生团队的潜在个人电脑义务进行了调查。通过一个长达一个学期的团队项目后的调查，研究了SCO和性别之间的调节关系，涉及PC开发、违约和承诺。结果显示，性别显著影响员工的义务意识，女性对团队的义务意识更强。上海合作组织与报告义务的强度和违约意识之间存在正相关关系。违约与团队情感承诺负相关。性别调节了几种关系，女性通常表现出更强、更显著的关联，这与关系PC预期一致(Adams et al.， 2014)。鉴于无边界职业的兴起(Kost et al.， 2020)，研究结果增强了我们对大学生在应用学习项目中所承担的隐性义务的理解，这些义务可以进一步促进职业准备。结果表明，教授和就业服务人员可以缩小学生对自己软技能的看法与雇主期望之间的差距(Stewart等人，2016)。本研究也有助于我们了解影响团队承诺、组成和感知义务的因素。
{"title":"Team psychological contracts: Effects of gender and social comparison orientation","authors":"Bonnie S. O’Neill, Martin D. Hassell","doi":"10.1177/09504222231189719","DOIUrl":"https://doi.org/10.1177/09504222231189719","url":null,"abstract":"Understanding the psychological contract (PC) perceptions of college students is crucial for attracting and retaining them as early-career employees. We explore how gender and social comparison orientation (SCO) serve as antecedents and moderators of PC breach. Potential PC obligations were examined across 34 teams of full-time business students. Moderated relationships between SCO and gender were examined relative to PC development, breach, and commitment via a survey following a semester-long team project. Results showed that gender significantly influenced obligation perceptions, with females possessing stronger obligations of their team. Positive relationships existed between SCO and the strength of reported obligations and with breach perceptions. Breach was negatively related to affective commitment to the team. Gender moderated several relationships, with females generally showing stronger, significant associations, consistent with relational PC expectations ( Adams et al., 2014 ). Given the rise of the boundaryless career (Kost et al., 2020), results enhance our understanding of implicit obligations college students hold in applied learning projects that further career-readiness. Results suggest that professors and career services staff can reduce the gap between students’ perceptions of their soft skills and employer expectations (Stewart et al., 2016). This study also facilitates our understanding of factors influencing team commitment, composition and perceived obligations.","PeriodicalId":46591,"journal":{"name":"Industry and Higher Education","volume":"8 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84163884","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-19DOI: 10.1177/09504222231189715
Colin Donaldson, J. Villagrasa
Gendered barriers that have traditionally impeded entry into entrepreneurship are lessening. Nonetheless, there is still a clear need to further encourage female students into an entrepreneurial career pathway. To do so, traditional classroom discourse that promotes the masculinised concept of the ‘heroic’ entrepreneur who experiences overnight success needs to be challenged. By providing a case study of a young successful female entrepreneur we open a pathway beyond a narrow vision of the homogenous entrepreneur driven by purely profit-seeking motives. It is well recognised that the socialisation process differs between individuals, making it important to consider the lived experiences of a variety of entrepreneurs that can appeal to the idiosyncratic needs of our students. At the same time, to amplify the value of such narratives they need to be connected to what we already know. The overriding aim of this teaching case is to offer a narrative of a successful female entrepreneur that can be used as a tool to stimulate an entrepreneurial mindset in students.
{"title":"Searching for role models: The case of Malferida the healthy cola with nothing to hide","authors":"Colin Donaldson, J. Villagrasa","doi":"10.1177/09504222231189715","DOIUrl":"https://doi.org/10.1177/09504222231189715","url":null,"abstract":"Gendered barriers that have traditionally impeded entry into entrepreneurship are lessening. Nonetheless, there is still a clear need to further encourage female students into an entrepreneurial career pathway. To do so, traditional classroom discourse that promotes the masculinised concept of the ‘heroic’ entrepreneur who experiences overnight success needs to be challenged. By providing a case study of a young successful female entrepreneur we open a pathway beyond a narrow vision of the homogenous entrepreneur driven by purely profit-seeking motives. It is well recognised that the socialisation process differs between individuals, making it important to consider the lived experiences of a variety of entrepreneurs that can appeal to the idiosyncratic needs of our students. At the same time, to amplify the value of such narratives they need to be connected to what we already know. The overriding aim of this teaching case is to offer a narrative of a successful female entrepreneur that can be used as a tool to stimulate an entrepreneurial mindset in students.","PeriodicalId":46591,"journal":{"name":"Industry and Higher Education","volume":"90 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75697151","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-14DOI: 10.1177/09504222231186367
Tam Dent, Lauren England, R. Comunian
This paper feeds into scholarly interest on place-based creative industrial development. It considers the creative-led economic development of two UK cities, Dundee and Chatham as emerging through a series of interdependent relationships between locally based higher education institutions (HEIs) and cultural and creative industries (CCIs) that are connected as part of a cultural and creative ecosystem (CCE). The discussion reflects on how interconnecting collaborations foster platforms and networks that support a sustainable CCE. Based on the research findings from qualitative investigations within each city, the paper applies the capability approach as a methodological tool to investigate how resources can be converted into tangible, accessible opportunities for local communities. The approach illustrates the need to focus on the resources that connect HEIs to CCIs within a geographical location for sustainable development. It concludes with a series of policy recommendations aimed at local governments to develop more integrated, ecological leadership models and policies to support sustainable CCEs.
{"title":"The challenges of developing sustainable cultural and creative ecosystems and the role of higher education institutions: Lessons from Dundee and Chatham, UK","authors":"Tam Dent, Lauren England, R. Comunian","doi":"10.1177/09504222231186367","DOIUrl":"https://doi.org/10.1177/09504222231186367","url":null,"abstract":"This paper feeds into scholarly interest on place-based creative industrial development. It considers the creative-led economic development of two UK cities, Dundee and Chatham as emerging through a series of interdependent relationships between locally based higher education institutions (HEIs) and cultural and creative industries (CCIs) that are connected as part of a cultural and creative ecosystem (CCE). The discussion reflects on how interconnecting collaborations foster platforms and networks that support a sustainable CCE. Based on the research findings from qualitative investigations within each city, the paper applies the capability approach as a methodological tool to investigate how resources can be converted into tangible, accessible opportunities for local communities. The approach illustrates the need to focus on the resources that connect HEIs to CCIs within a geographical location for sustainable development. It concludes with a series of policy recommendations aimed at local governments to develop more integrated, ecological leadership models and policies to support sustainable CCEs.","PeriodicalId":46591,"journal":{"name":"Industry and Higher Education","volume":"8 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80246134","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-14DOI: 10.1177/09504222231188076
Martin Lackéus
There is a deep divide between the worlds of education and working life. Differences comprise culture, values, processes, tools and more. This divide hinders many people from reaching their fullest potential, instead often demotivating them. Collaboration across the divide can be facilitated by semantic concepts that both sides can relate to. This article attempts to propose a new unifying concept – “work-learn balance” – that the two worlds can appreciate and use when working together. It is defined as when people on a weekly basis combine new value creation for others (“work”) and own personal development (“learn”). It was inductively articulated through action research. Extant research has shown that many people with a good work-learn balance get more motivated and feel a deeper sense of meaning in life, making them work harder and achieve more. Examples are provided from entrepreneurship, innovation, vocational education and entrepreneurial education. Work-learn balance could be used as a visionary organising principle informing leadership strategy. This could facilitate collaboration and unleash the human potential of more students and employees. Work-learn balance as a concept is novel and unexplored, but not previously unheard of. This could be the first attempt to define, describe, substantiate and sense-make it.
{"title":"Work-learn balance – a new concept that could help bridge the divide between education and working life?","authors":"Martin Lackéus","doi":"10.1177/09504222231188076","DOIUrl":"https://doi.org/10.1177/09504222231188076","url":null,"abstract":"There is a deep divide between the worlds of education and working life. Differences comprise culture, values, processes, tools and more. This divide hinders many people from reaching their fullest potential, instead often demotivating them. Collaboration across the divide can be facilitated by semantic concepts that both sides can relate to. This article attempts to propose a new unifying concept – “work-learn balance” – that the two worlds can appreciate and use when working together. It is defined as when people on a weekly basis combine new value creation for others (“work”) and own personal development (“learn”). It was inductively articulated through action research. Extant research has shown that many people with a good work-learn balance get more motivated and feel a deeper sense of meaning in life, making them work harder and achieve more. Examples are provided from entrepreneurship, innovation, vocational education and entrepreneurial education. Work-learn balance could be used as a visionary organising principle informing leadership strategy. This could facilitate collaboration and unleash the human potential of more students and employees. Work-learn balance as a concept is novel and unexplored, but not previously unheard of. This could be the first attempt to define, describe, substantiate and sense-make it.","PeriodicalId":46591,"journal":{"name":"Industry and Higher Education","volume":"35 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77084691","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-05DOI: 10.1177/09504222231186366
Manfredi de Bernard, R. Comunian, Sarah Jewell, Elisa Salvador, D. O’Brien
This paper reflects on the systematic interconnections between creative workers and higher education institutions (HEIs). Despite the latter representing key intermediaries in creative industries’ development and creative workers’ career trajectories, the relationship between the two has rarely been framed in a relational and systemic framework. To do so, we chose the UK theatre sector as the case study and adopted a mixed methodology: UK Higher Education Statistical Agency quantitative data, which informed us on the employment state of workers 6 months after graduation, were combined with 21 semi-structured interviews with actors and actresses to understand the complexity of their relationship with HEIs. HEIs emerge as the initial door to paid jobs and professional networks for graduates and as employers for those in the later stages of their careers: the lack of formal ways to access jobs and the precarious working conditions for performers make hence HEIs a crucial force in shaping workers’ careers. Furthermore, HE remains throughout the career of theatre workers an important part of their portfolio, providing reliable income and more stable working patterns when needed. The paper concludes with the findings’ policy implications and the future role of HEIs in creative and cultural ecosystems.
{"title":"The role of higher education in sustainable creative careers: Exploring UK theatre graduates and theatre careers","authors":"Manfredi de Bernard, R. Comunian, Sarah Jewell, Elisa Salvador, D. O’Brien","doi":"10.1177/09504222231186366","DOIUrl":"https://doi.org/10.1177/09504222231186366","url":null,"abstract":"This paper reflects on the systematic interconnections between creative workers and higher education institutions (HEIs). Despite the latter representing key intermediaries in creative industries’ development and creative workers’ career trajectories, the relationship between the two has rarely been framed in a relational and systemic framework. To do so, we chose the UK theatre sector as the case study and adopted a mixed methodology: UK Higher Education Statistical Agency quantitative data, which informed us on the employment state of workers 6 months after graduation, were combined with 21 semi-structured interviews with actors and actresses to understand the complexity of their relationship with HEIs. HEIs emerge as the initial door to paid jobs and professional networks for graduates and as employers for those in the later stages of their careers: the lack of formal ways to access jobs and the precarious working conditions for performers make hence HEIs a crucial force in shaping workers’ careers. Furthermore, HE remains throughout the career of theatre workers an important part of their portfolio, providing reliable income and more stable working patterns when needed. The paper concludes with the findings’ policy implications and the future role of HEIs in creative and cultural ecosystems.","PeriodicalId":46591,"journal":{"name":"Industry and Higher Education","volume":"105 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86263648","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-30DOI: 10.1177/09504222231186376
David Rae, E. Cartwright, Mario Gongora, Chris M. Hobson, Harsh M. Shah
This paper demonstrates how the innovative application of a Collective Intelligence approach enhanced Local Skills Improvement Planning information for employers, education and skills training organisations and regional economic policy organisations. This took place within a Knowledge Transfer Partnership between a Chamber of Commerce and a University. This aimed to develop and deploy regional business intelligence for enhanced policy and decision-making in enterprise and economic development. The project converged knowledge from several research centres including economics, entrepreneurship and innovation, data science, and Artificial Intelligence. The paper presents a project case study which provides two contributions to applied knowledge. Firstly, it demonstrates how a Collective Intelligence (CI) approach can be applied to achieve rapid results in resolving the real-world problem of local skills information availability. Useful real-time data was gathered from employers in three sectors on skills requirements, supply and training. This was analysed using Artificial Intelligence tools, then shared publicly via an automated Internet portal, providing a scalable model for wider use. Secondly, it explores and evaluates how the knowledge exchange (KE) process can function effectively and quickly in applying CI-based innovation in practical ways which create new value, within a Knowledge Transfer Partnership between a University and Chamber of Commerce.environment.
{"title":"‘Insight unlocked’: Applying a collective intelligence approach to engage employers in informing local skills improvement planning","authors":"David Rae, E. Cartwright, Mario Gongora, Chris M. Hobson, Harsh M. Shah","doi":"10.1177/09504222231186376","DOIUrl":"https://doi.org/10.1177/09504222231186376","url":null,"abstract":"This paper demonstrates how the innovative application of a Collective Intelligence approach enhanced Local Skills Improvement Planning information for employers, education and skills training organisations and regional economic policy organisations. This took place within a Knowledge Transfer Partnership between a Chamber of Commerce and a University. This aimed to develop and deploy regional business intelligence for enhanced policy and decision-making in enterprise and economic development. The project converged knowledge from several research centres including economics, entrepreneurship and innovation, data science, and Artificial Intelligence. The paper presents a project case study which provides two contributions to applied knowledge. Firstly, it demonstrates how a Collective Intelligence (CI) approach can be applied to achieve rapid results in resolving the real-world problem of local skills information availability. Useful real-time data was gathered from employers in three sectors on skills requirements, supply and training. This was analysed using Artificial Intelligence tools, then shared publicly via an automated Internet portal, providing a scalable model for wider use. Secondly, it explores and evaluates how the knowledge exchange (KE) process can function effectively and quickly in applying CI-based innovation in practical ways which create new value, within a Knowledge Transfer Partnership between a University and Chamber of Commerce.environment.","PeriodicalId":46591,"journal":{"name":"Industry and Higher Education","volume":"63 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76518178","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-30DOI: 10.1177/09504222231185556
Cornelia Malherbe, Corné Schutte, G. Verhoef, Petrie Meyer, Theodorus Doubell
We propose and evaluate contractual- and Intellectual Property (IP) instruments in support of research collaboration partnerships between universities and the Small, Medium and Micro Enterprises (SMME)-industry, and more specifically in the South African context. Interviews were conducted with executives from 11 South African originated SMME’s in the high-technology industry. The findings of this study and potential solutions were then verified and validated with SMME’s, large multinational industry and universities (in South Africa and international) and can be considered as good practice principles to assist in industry-university collaboration (IUC). One aspect that was reported with high occurrence, is the matter of IP valuation, as it can often create further barriers in IUC. The question regarding how to value the IP and any rights relating thereto (IPR’s), is attended to in this study and shared experiences from industry and universities provide insights in the considerations and principles to be used when entering discussions regarding IP valuation.
{"title":"Suitable contract instruments and intellectual property valuation methodologies for industry-university collaboration","authors":"Cornelia Malherbe, Corné Schutte, G. Verhoef, Petrie Meyer, Theodorus Doubell","doi":"10.1177/09504222231185556","DOIUrl":"https://doi.org/10.1177/09504222231185556","url":null,"abstract":"We propose and evaluate contractual- and Intellectual Property (IP) instruments in support of research collaboration partnerships between universities and the Small, Medium and Micro Enterprises (SMME)-industry, and more specifically in the South African context. Interviews were conducted with executives from 11 South African originated SMME’s in the high-technology industry. The findings of this study and potential solutions were then verified and validated with SMME’s, large multinational industry and universities (in South Africa and international) and can be considered as good practice principles to assist in industry-university collaboration (IUC). One aspect that was reported with high occurrence, is the matter of IP valuation, as it can often create further barriers in IUC. The question regarding how to value the IP and any rights relating thereto (IPR’s), is attended to in this study and shared experiences from industry and universities provide insights in the considerations and principles to be used when entering discussions regarding IP valuation.","PeriodicalId":46591,"journal":{"name":"Industry and Higher Education","volume":"89 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86736555","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-09DOI: 10.1177/09504222231175433
M. Segbenya, Dzifa Atadika, Simon-Peter Kafui Aheto, Esther Bema Nimo
This study modelled the effect of teaching and assessment methods on the acquisition of 21st employability skills among 784 postgraduate and undergraduate students sampled from a public university, using the cross-sectional survey design. A self-administered questionnaire was used to collect data which was analyzed with Partial Least Square-Structural Equation Modelling (PLS-SEM). The study found that learner-centred pedagogy and summative assessment methods had a statistically significant relationship with employability skills. Furthermore, the learner-centred method significantly mediated the relationship between the teacher-centred method and employability skills; and summative assessment also significantly mediated the relationship between formative assessment and employability skills. It was recommended that assessment methods should shift away from long hours of sit-down examinations to a more practical progressive assessment with more scores and time to be able to equip graduates with employability skills.
{"title":"Modelling the relationship between teaching methods, assessment methods and acquisition of 21st employability skills among university graduates","authors":"M. Segbenya, Dzifa Atadika, Simon-Peter Kafui Aheto, Esther Bema Nimo","doi":"10.1177/09504222231175433","DOIUrl":"https://doi.org/10.1177/09504222231175433","url":null,"abstract":"This study modelled the effect of teaching and assessment methods on the acquisition of 21st employability skills among 784 postgraduate and undergraduate students sampled from a public university, using the cross-sectional survey design. A self-administered questionnaire was used to collect data which was analyzed with Partial Least Square-Structural Equation Modelling (PLS-SEM). The study found that learner-centred pedagogy and summative assessment methods had a statistically significant relationship with employability skills. Furthermore, the learner-centred method significantly mediated the relationship between the teacher-centred method and employability skills; and summative assessment also significantly mediated the relationship between formative assessment and employability skills. It was recommended that assessment methods should shift away from long hours of sit-down examinations to a more practical progressive assessment with more scores and time to be able to equip graduates with employability skills.","PeriodicalId":46591,"journal":{"name":"Industry and Higher Education","volume":"62 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90890880","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-08DOI: 10.1177/09504222231177982
T. Pohjola, Johanna Aalto, A. Lemmetyinen, Lenita Nieminen
This article focuses on the third mission of higher education institutions (HEIs) and their role in the ecosystem of creative and cultural industries (CCIs) consisting of the innovation framework (Quadruple Helix) stakeholders. The article provides a comprehensive literature review of the role of HEIs as the knowledge-creating and engaging actor in the CCI ecosystem and place brand co-creation. The research paves the way for empirical validations of our longitudinal and multi-method research to highlight the ability of a university to implement its third mission of supporting the CCI ecosystem engagement to strengthen place branding efforts in regional development. We utilized relational access to collect extensive qualitative data, which provides an understanding of the shift of knowledge transfer processes toward an intensive engagement in economic and social development in the CCIs’ ecosystem and place brand co-creation. In conclusion, we present the role of HEIs in CCI ecosystem stakeholder engagement as one living a sustainable and inclusive place brand.
{"title":"A scene-setter, matchmaker, or co-creator? The role of the HEI in the CCI ecosystem engagement when branding a place","authors":"T. Pohjola, Johanna Aalto, A. Lemmetyinen, Lenita Nieminen","doi":"10.1177/09504222231177982","DOIUrl":"https://doi.org/10.1177/09504222231177982","url":null,"abstract":"This article focuses on the third mission of higher education institutions (HEIs) and their role in the ecosystem of creative and cultural industries (CCIs) consisting of the innovation framework (Quadruple Helix) stakeholders. The article provides a comprehensive literature review of the role of HEIs as the knowledge-creating and engaging actor in the CCI ecosystem and place brand co-creation. The research paves the way for empirical validations of our longitudinal and multi-method research to highlight the ability of a university to implement its third mission of supporting the CCI ecosystem engagement to strengthen place branding efforts in regional development. We utilized relational access to collect extensive qualitative data, which provides an understanding of the shift of knowledge transfer processes toward an intensive engagement in economic and social development in the CCIs’ ecosystem and place brand co-creation. In conclusion, we present the role of HEIs in CCI ecosystem stakeholder engagement as one living a sustainable and inclusive place brand.","PeriodicalId":46591,"journal":{"name":"Industry and Higher Education","volume":"96 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83357078","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-07DOI: 10.1177/09504222231175425
John P. Wilson, Ronald Dyer, Stefan Cantore
Research of the main university stakeholders has only been of a cross-sectional or short-term nature thereby limiting our understanding of how universities have evolved as a result of stakeholder influence. Indeed, neglect of stakeholders in strategic planning may result in both companies and universities becoming less successful and less competitive. For this reason, a temporal perspective was adopted to enable a consideration of events, their antecedents and subsequent effects thereby identifying emerging evolutionary trends and responding to them so that there can be appropriate decision making and accountability. This paper uses historical organisational studies to provide a longitudinal overview of internal and external stakeholder influence on university evolution and change from their foundations in the early Medieval period. Five university generations are described: Medieval, Humboldtian, Civic/Land Grant, Mass, and Stakeholder. This investigation reveals a number of strategic shifts in stakeholders as their voices have become increasingly prominent or have declined. Over time, the number of stakeholders have grown as their salience has been acknowledged through concepts such as the third mission; corporate social responsibility and helix structure; and, although some of the main stakeholders have remained constant such as learners and faculty, their influence has fluctuated.
{"title":"Universities and stakeholders: An historical organisational study of evolution and change towards a multi-helix model","authors":"John P. Wilson, Ronald Dyer, Stefan Cantore","doi":"10.1177/09504222231175425","DOIUrl":"https://doi.org/10.1177/09504222231175425","url":null,"abstract":"Research of the main university stakeholders has only been of a cross-sectional or short-term nature thereby limiting our understanding of how universities have evolved as a result of stakeholder influence. Indeed, neglect of stakeholders in strategic planning may result in both companies and universities becoming less successful and less competitive. For this reason, a temporal perspective was adopted to enable a consideration of events, their antecedents and subsequent effects thereby identifying emerging evolutionary trends and responding to them so that there can be appropriate decision making and accountability. This paper uses historical organisational studies to provide a longitudinal overview of internal and external stakeholder influence on university evolution and change from their foundations in the early Medieval period. Five university generations are described: Medieval, Humboldtian, Civic/Land Grant, Mass, and Stakeholder. This investigation reveals a number of strategic shifts in stakeholders as their voices have become increasingly prominent or have declined. Over time, the number of stakeholders have grown as their salience has been acknowledged through concepts such as the third mission; corporate social responsibility and helix structure; and, although some of the main stakeholders have remained constant such as learners and faculty, their influence has fluctuated.","PeriodicalId":46591,"journal":{"name":"Industry and Higher Education","volume":"225 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89186232","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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