Knowledge Policies and Universities in Developing Countries: Inclusive Development and the "Developmental University"
(2015) In Technology in Society Vol 41(May 2015). p.10-20- Abstract
- This paper links development approaches with innovation systems theory and social inclusion concerns. In exploring the relationship between development and knowledge, we propose a sequential analytical model that considers values, facts and policies as a coherent whole. This allows us to go deeper into the question of how policies for promoting the production and use of knowledge able to foster different facets of social inclusion can be formulated and implemented. We propose to call such policies “democratization of knowledge policies”; they are one of the means to achieve inclusive development. We provide examples of how these policies work in practice, and explore how the university, a vital part of any national innovation system, can... (More)
- This paper links development approaches with innovation systems theory and social inclusion concerns. In exploring the relationship between development and knowledge, we propose a sequential analytical model that considers values, facts and policies as a coherent whole. This allows us to go deeper into the question of how policies for promoting the production and use of knowledge able to foster different facets of social inclusion can be formulated and implemented. We propose to call such policies “democratization of knowledge policies”; they are one of the means to achieve inclusive development. We provide examples of how these policies work in practice, and explore how the university, a vital part of any national innovation system, can play a role in the emergence and consolidation of democratization of knowledge. Universities that embrace that role may be considered developmental universities; they fulfill it in great part by providing effective incentives to include in their research agendas the kind of problems whose solutions can lead to an enhancement of social inclusion. However, developmental universities cannot function in isolation. It is argued that their effectiveness depends on the rise of a sustained and strong demand able to put knowledge at the direct service of shared social goals, among which diminishing inequality is particularly important. The paper presents a case that illustrates an ongoing transformation towards a developmental university. (Less)
Please use this url to cite or link to this publication:
https://lup.lub.lu.se/record/4193318
- author
- Arocena, Rodrigo ; Göransson, Bo LU and Sutz, Judith
- organization
- publishing date
- 2015
- type
- Contribution to journal
- publication status
- published
- subject
- keywords
- Developmental universities, national innovation systems, knowledge productions, inclusive innovation system, knowledge policies
- in
- Technology in Society
- volume
- Vol 41
- issue
- May 2015
- pages
- 10 - 20
- publisher
- Elsevier
- external identifiers
-
- scopus:85027946701
- ISSN
- 1879-3274
- language
- English
- LU publication?
- yes
- id
- 62b16b28-bacd-4f9d-9019-308aef41a033 (old id 4193318)
- date added to LUP
- 2016-04-01 09:58:11
- date last changed
- 2022-04-27 17:17:55
@article{62b16b28-bacd-4f9d-9019-308aef41a033,
abstract = {{This paper links development approaches with innovation systems theory and social inclusion concerns. In exploring the relationship between development and knowledge, we propose a sequential analytical model that considers values, facts and policies as a coherent whole. This allows us to go deeper into the question of how policies for promoting the production and use of knowledge able to foster different facets of social inclusion can be formulated and implemented. We propose to call such policies “democratization of knowledge policies”; they are one of the means to achieve inclusive development. We provide examples of how these policies work in practice, and explore how the university, a vital part of any national innovation system, can play a role in the emergence and consolidation of democratization of knowledge. Universities that embrace that role may be considered developmental universities; they fulfill it in great part by providing effective incentives to include in their research agendas the kind of problems whose solutions can lead to an enhancement of social inclusion. However, developmental universities cannot function in isolation. It is argued that their effectiveness depends on the rise of a sustained and strong demand able to put knowledge at the direct service of shared social goals, among which diminishing inequality is particularly important. The paper presents a case that illustrates an ongoing transformation towards a developmental university.}},
author = {{Arocena, Rodrigo and Göransson, Bo and Sutz, Judith}},
issn = {{1879-3274}},
keywords = {{Developmental universities; national innovation systems; knowledge productions; inclusive innovation system; knowledge policies}},
language = {{eng}},
number = {{May 2015}},
pages = {{10--20}},
publisher = {{Elsevier}},
series = {{Technology in Society}},
title = {{Knowledge Policies and Universities in Developing Countries: Inclusive Development and the "Developmental University"}},
volume = {{Vol 41}},
year = {{2015}},
}