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Knowledge for policy in a transformative age : exploring the structural, operational and practice-oriented characteristics of innovation policy research organisations

Wise, Emily LU ; Wilson, James and Schwaag Serger, Sylvia LU (2025) In Papers in Innovation Studies 2025/12. p.1-32
Abstract
This paper examines the evolving role of universities in transferring and developing knowledge to foster transformative Science, Technology, and Innovation (STI) policy amid significant shifts in economic development landscapes. With a rising focus on geopolitics, defense, resilience, and disruptive technologies, universities are increasingly expected to engage and act as catalysts for sustainable development. The research explores how academic institutions interact with policymakers by analyzing "knowledge for policy" relationships, emphasising structural, operational, and practice-oriented factors. Building on a peer-learning exercise hosted by the Governing Resilience and... (More)
This paper examines the evolving role of universities in transferring and developing knowledge to foster transformative Science, Technology, and Innovation (STI) policy amid significant shifts in economic development landscapes. With a rising focus on geopolitics, defense, resilience, and disruptive technologies, universities are increasingly expected to engage and act as catalysts for sustainable development. The research explores how academic institutions interact with policymakers by analyzing "knowledge for policy" relationships, emphasising structural, operational, and practice-oriented factors. Building on a peer-learning exercise hosted by the Governing Resilience and Transformation (GReaTr) initiative in Sweden, the study draws insights from a comparative analysis of five cases of academic institutions, representing diverse contexts and experiences. Findings reveal the challenges universities face in aligning with transformative innovation policies, particularly given the multidisciplinary expertise and agile operational capacities required. Despite evolving practices such as action research and co-created knowledge products, the complexities of addressing urgent and multifaceted policy issues persist. The study concludes by calling for more dynamic and interactive approaches to knowledge creation, stressing the need for universities to adapt their strategies to better engage with policymakers' evolving contexts and demands. (Less)
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author
; and
organization
publishing date
type
Working paper/Preprint
publication status
published
subject
in
Papers in Innovation Studies
volume
2025/12
pages
1 - 32
publisher
CIRCLE, Lund University
language
English
LU publication?
yes
id
07b93201-15d6-4eff-80b1-a10da5700f16
alternative location
https://journals.lub.lu.se/piis/article/view/28299
date added to LUP
2026-03-25 10:22:20
date last changed
2026-03-26 13:02:54
@misc{07b93201-15d6-4eff-80b1-a10da5700f16,
  abstract     = {{This  paper  examines  the  evolving  role  of  universities  in  transferring  and  developing  knowledge  to foster  transformative  Science,  Technology,  and  Innovation  (STI)  policy  amid  significant  shifts  in economic  development  landscapes.  With  a  rising  focus  on  geopolitics,  defense,  resilience,  and disruptive  technologies,  universities  are  increasingly  expected  to  engage  and  act  as  catalysts  for sustainable development. The research explores how academic institutions interact with policymakers by analyzing "knowledge for policy" relationships, emphasising structural, operational, and practice-oriented  factors.  Building  on  a  peer-learning  exercise  hosted  by  the  Governing  Resilience  and Transformation (GReaTr) initiative in Sweden, the study draws insights from a comparative analysis of five cases of academic institutions, representing diverse contexts and experiences. Findings reveal the challenges universities face in aligning with transformative innovation policies, particularly given the  multidisciplinary  expertise  and  agile  operational  capacities  required.  Despite  evolving  practices such as action research and co-created knowledge products, the complexities of addressing urgent and multifaceted policy issues persist. The study concludes by calling for more dynamic and interactive approaches to knowledge creation, stressing the need for universities to adapt their strategies to better engage with policymakers' evolving contexts and demands.}},
  author       = {{Wise, Emily and Wilson, James and Schwaag Serger, Sylvia}},
  language     = {{eng}},
  note         = {{Working Paper}},
  pages        = {{1--32}},
  publisher    = {{CIRCLE, Lund University}},
  series       = {{Papers in Innovation Studies}},
  title        = {{Knowledge for policy in a transformative age : exploring the structural, operational and practice-oriented characteristics of innovation policy research organisations}},
  url          = {{https://journals.lub.lu.se/piis/article/view/28299}},
  volume       = {{2025/12}},
  year         = {{2025}},
}