Engaging for Sustainable Development and Transformation – Exploring the Concept of Transformative Academic Institutions
(2024) In Triple Helix 11(1). p.75-106- Abstract
- Universities are expected to play a proactive role in the sustainable development and
transformation of their regions. However, they face external and internal barriers to
play that role. One possible approach to overcome those barriers is through trans-
formative academic institutions (TAIs). TAIs are defined as research centres created
within universities to proactively engage in territorial development processes and
can act as ‘living labs’ from which universities can draw lessons when developing a
regionally engaged role. The article explores the TAI concept further by posing the
following research question: How does the TAI approach look like in different con-
texts? What factors support and/or hinder... (More) - Universities are expected to play a proactive role in the sustainable development and
transformation of their regions. However, they face external and internal barriers to
play that role. One possible approach to overcome those barriers is through trans-
formative academic institutions (TAIs). TAIs are defined as research centres created
within universities to proactively engage in territorial development processes and
can act as ‘living labs’ from which universities can draw lessons when developing a
regionally engaged role. The article explores the TAI concept further by posing the
following research question: How does the TAI approach look like in different con-
texts? What factors support and/or hinder TAI development? To that end, we analyse
the case of five academic partners working in different organisational research set-
tings within larger university structures. Our exploration of TAI practices followed an
action research approach with participatory design methods to identify commonali-
ties, challenges, and opportunities. Findings point to a more strategic partnering with
external (non-academic) actors to contribute to (longer-term) change processes that
address regional sustainability challenges. This can take universities towards new roles
in curating collective knowledge and catalysing and facilitating change. (Less)
Please use this url to cite or link to this publication:
https://lup.lub.lu.se/record/09014053-ccca-4185-b7c4-2c3753b4e4ce
- author
- Canto-Farachala, Patricia ; Smith, Madeline ; Wise, Emily LU and Johnson, Michael P.
- organization
- publishing date
- 2024-11
- type
- Contribution to journal
- publication status
- published
- subject
- in
- Triple Helix
- volume
- 11
- issue
- 1
- pages
- 75 - 106
- publisher
- Brill
- external identifiers
-
- scopus:85208263046
- ISSN
- 2197-1927
- DOI
- 10.1163/21971927-bja10049
- language
- English
- LU publication?
- yes
- id
- 09014053-ccca-4185-b7c4-2c3753b4e4ce
- date added to LUP
- 2024-12-06 16:24:12
- date last changed
- 2025-04-04 14:36:50
@article{09014053-ccca-4185-b7c4-2c3753b4e4ce,
abstract = {{Universities are expected to play a proactive role in the sustainable development and<br/>transformation of their regions. However, they face external and internal barriers to<br/>play that role. One possible approach to overcome those barriers is through trans-<br/>formative academic institutions (TAIs). TAIs are defined as research centres created<br/>within universities to proactively engage in territorial development processes and<br/>can act as ‘living labs’ from which universities can draw lessons when developing a<br/>regionally engaged role. The article explores the TAI concept further by posing the<br/>following research question: How does the TAI approach look like in different con-<br/>texts? What factors support and/or hinder TAI development? To that end, we analyse<br/>the case of five academic partners working in different organisational research set-<br/>tings within larger university structures. Our exploration of TAI practices followed an<br/>action research approach with participatory design methods to identify commonali-<br/>ties, challenges, and opportunities. Findings point to a more strategic partnering with<br/>external (non-academic) actors to contribute to (longer-term) change processes that<br/>address regional sustainability challenges. This can take universities towards new roles<br/>in curating collective knowledge and catalysing and facilitating change.}},
author = {{Canto-Farachala, Patricia and Smith, Madeline and Wise, Emily and Johnson, Michael P.}},
issn = {{2197-1927}},
language = {{eng}},
number = {{1}},
pages = {{75--106}},
publisher = {{Brill}},
series = {{Triple Helix}},
title = {{Engaging for Sustainable Development and Transformation – Exploring the Concept of Transformative Academic Institutions}},
url = {{http://dx.doi.org/10.1163/21971927-bja10049}},
doi = {{10.1163/21971927-bja10049}},
volume = {{11}},
year = {{2024}},
}