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1. Local Engagement with the Global Knowledge Economy: The Politics of University Partnerships.

Author

Mintrom, Michael

Subjects
*UNIVERSITIES & colleges, *ECONOMIC development, *GLOBALIZATION
Abstract

In the globalizing economy, knowledge generation can catalyze local, regional, and national economic development. Governments everywhere face pressures to adapt to this new environment, and universities are recognized as strategic resources. This paper assesses changes in the ideas and actions of stakeholders concerning the role of universities in the United States, the United Kingdom, New Zealand, Canada, and Australia, focusing on universities operating in a dynamic sub-region in each country. Attention is given to how different levels of government promote or inhibit innovative actions by universities and the organizations they partner with to commercialize research. Efforts to create regional knowledge economies effectively linked to the global marketplace are shown to have generated a range of tensions and dilemmas. The findings presented here highlight themes likely to feature in future debates over policy design and governance arrangements for universities and other strategic public and quasi-public organizations. ..PAT.-Unpublished Manuscript [ABSTRACT FROM AUTHOR]

Published
2007

2. Scoping the Duals: Structural Challenges of Combining Further and Higher Education in Post-Secondary Institutions.

Author

Garrod, Neil and Macfarlane, Bruce

Subjects
*UNIVERSITIES & colleges, *POSTSECONDARY education, *TUITION tax credits, *SECONDARY education, *EDUCATION policy, *HUMAN resources departments, *EDUCATIONAL surveys
Abstract

Dual sector universities (or duals) are a growing international phenomenon that cut across the divide that typically exists in post-secondary education. Duals combine ‘further’ and ‘higher’ education within a single institution providing enhanced opportunities for student transition between post-secondary sectors. This paper reports the results of an international survey of duals in Australia, Canada, New Zealand, South Africa and the UK. The results indicate that duals operate divergent operational models in managing the structural challenges of cross-sector education characterised as unitary and binary. Many duals contend that state and provincial government regulation militates against the integration of structures, processes and human resources within a dual sector context. [ABSTRACT FROM AUTHOR]

Published
2007
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