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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.

Entrepreneurs play a crucial role in fostering innovation and fuelling economic growth. China has recently sought to increase entrepreneurial intention in university students by providing entrepreneurship education based on the model deployed by universities in Western cultures. Additionally, a longstanding challenge for universities has been the wellbeing of their students. The COVID-19 pandemic exacerbated this issue, leading to enhancing the wellbeing of university students being declared a global priority. Consequently, by drawing on a framework of conservation of resources theory, the purpose of this paper is to conceptually develop and empirically validate a model for enhancing entrepreneurial intention and wellbeing in university students. The data were collected in December 2022 and January 2023. A total of 952 undergraduate students completed the questionnaire, with 476 responses from China and 476 from the UK. Findings indicate (i) positive associations between self-perceived academic performance and individual entrepreneurial intention, whereby self-perceived employability mediates the relationship, (ii) positive associations between serious leisure and wellbeing, whereby self-perceived employability mediates the relationship, and (iii) the country moderates the association between (a) serious leisure and wellbeing, and (b) serious leisure and self-perceived employability, whereby the association is stronger for China than for the UK. The theoretical contribution comes from constructing and empirically validating a model, evidencing alignment and divergence by country concerning acquiring specific personal resources via self-perceived academic performance, serious leisure, and self-perceived employability. Practical and policy implications arise from suggesting how higher education institutions can support their students to enhance individual entrepreneurial intention and wellbeing.

Interest in higher education institutions (HEIs) as instruments for development has increased in recent years. The main objective of this paper is to address the contribution of HEIs to development through their missions, models, and challenges. With this purpose, we perform a historical analysis and characterise higher-education systems through the perspective of university models and missions, noticing relevant aspects regarding the evolution of this institution over time, as well as the transformations undergone. We also consider the main challenges that current higher education systems face in the 21st century. As methodological approaches, we carry out a literature review complemented by a comparative analysis based on data from the higher education systems of ten European countries. The findings show that HEIs can contribute to development through their missions, which are related to the models of higher education. Their first mission (teaching) contributes to improving human capital and attracting highly qualified people to their regions; the second mission (research) improves scientific knowledge which can foster innovative activities; and the third mission (community service) acts as a link between research and business, including patents, business incubators, and collaboration agreements. We also conclude that the challenges of higher education in the 21st century can be categorised essentially in three main areas: (1) globalisation and massification of higher education, as well as the internationalisation of HEIs' missions and diversification of the educational supply to attract new students; (2) new technologies related to the digitalisation of teaching and distance learning; and (3) higher education entrepreneurship, showing the importance of university-company relationships. This paper provides a global setting for a reflection on the role of HEIs in the 21st century, given their connection with society and the need for a more effective contribution to socio-economic development.

This paper explores the idea of the entrepreneurial university and how it differs in diverse regional and institutional settings. From the analysis of university engagement in a regional economic development programme in fifteen city-regions in England (UK), this study identifies three roles that entrepreneurial universities play in regional economic development as growth supporter, steerer, and driver. The roles vary depending on regional characteristics, the university's motivation and its capability to engage in third mission activities and the constellation of active stakeholders working towards regional development. In addition to advancing the concept of entrepreneurial universities, this paper explores the contemporary policy trend towards placing a stronger emphasis on universities as drivers of regional economic development.

The literature on innovation and regional economic development shows widespread references to 'systems' but relatively little application of systems thinking and problem structuring methods. Innovation models are thus under-theorised with operationally-based maps that link the structure of innovation systems to behaviour and possible policy levers. This conceptual paper addresses this shortfall by applying a systems mapping approach to regional innovation ecosystems which sets out the structural drivers and actor inter-relationships in regional economies with universities acting as focal points for knowledge application. A causal feedback map is hypothesised from participative research and the innovation literature, providing an integrative framework and enabling initial policy discussions about the drivers of regional innovation. Hence this model identifies the virtuous reinforcing behaviours that act endogenously within an innovation ecosystem to drive economic growth. Several policy questions concerning regional innovation and university-industry-government collaboration are surfaced by the model. Finally, possible policy interventions are proposed.

Knowledge is an essential ingredient for economic development, growth and gaining a competitive advantage. In order to produce novel and valuable knowledge, it is advantageous, perhaps vital, to rely on insights gained from prior research efforts. Those knowledge spillovers (KS) provide the rationale for sustained economic growth and produce unique place-based knowledge spaces. Due to the spatial embeddedness and stickiness of knowledge, most investigations mainly pay attention to the localized nature of KS, but what about those spillovers from other jurisdictions, or perhaps even from across the globe? To analyse the role played by international KS, the present study investigates to what extent international KS shape the evolution of the UK science and technology space. The first step involves creating knowledge spaces following the methodology outlined by Kogler et al. (2013; 2017) for the period 2006-15. Subsequently, we are following the paper trail of publications and patents developed by UK authors and inventors to depict to what degree international KS in specific science and technology domains have contributed to the production of novel knowledge in the UK. The results indicate that four out of five citations made in publications and patents in the UK are the works of authors and inventors residing elsewhere. This has important policy implications considering recent tendencies to curtail trade and the free movement of labour, all of which contribute to the diffusion of knowledge. [ABSTRACT FROM AUTHOR]

There is limited experience with innovation policies in rural areas, often based on a one-size-fits-all approach. However, rural businesses have diverse needs and there is difficulty in applying smart specialisation approaches for the use of European Union Cohesion funding in rural areas. A key resource in rural areas is the local university, and universities face increased demands to support local firms. This paper examines one particular case of a university in a rural region and its use of the European Regional Development Fund to support innovation activities. The challenges of working with rural businesses are explored, as is the focus on one-to-one support rather than the more collective smart specialisation approach. Universities need to take a pragmatic approach to ensure that the needs of firms can be balanced with the capacities of rural universities which are often smaller and more specialised than urban universities.

This article offers a discursive analysis of the Conservative green paper for international development, published as part of the closely fought election campaign of 2010 that culminated in a UK coalition government with the Liberal Democrats. The article examines the paper in comparison with the discursive shifts represented by the first Department for International Development (DfID) white paper, published by the outgoing Labour administration in 1997. In contrast with the optimistic and globalist developmentalism that characterised Labour's development discourse, the green paper sounds a more cautious note, using empire to focus on Britain's leadership role in poverty alleviation rather than on global progress, and brings back the full force of developmentalism only at the point where it seeks to legitimate spending on security concerns as a development concern. The article then moves on to examine the green paper's most explicit discursive move, the signalling of a 'post-bureaucratic age'. This move towards increased information provision to promote transparency and accountability is likely to signal greater control by powerful donors in securitised times, albeit with a potential re-scaling of responsibility for poverty alleviation to the poorest local communities. Finally, the article looks briefly at information technologies in relation to the transnational spatiality of civil society, arguing that attention needs to be paid to the more embodied forms of transnational association encouraged by the green paper, and to the selection and impacts of information, which need to be seen in the discursive context of wider Conservative constructions of the 'big society'. [ABSTRACT FROM AUTHOR]

This paper contributes to the understanding of university spinoff (USO) development by analysing structural properties of their shareholder networks over time and across different regions. Theoretically, we propose a new stage-based typology of USO development across regions. Empirically, the study utilises a sample of 1033 academic spinoffs founded by 87 universities across 12 unitary regions in the UK considering the diversity of spatial contexts in the USO development. We undertake a social network analysis of relations USOs form with their parent universities and shareholders by adopting 'betweenness centrality' and 'structural holes' as two key measures. By employing this novel network-based view of firm development across regions, this study builds on the development model of USOs by identifying three key phases of USO development: (1) "organisation phase," (2) "exploitation phase," and (3) "maturity and reorganisation phase." Second, we observe differences in USOs in terms of shareholder network development across diverse regional contexts. We propose a novel typology of entrepreneurial regions to better understand the diverse spatiality of USOs: "peripheral lock-in," "entrepreneurial periphery," "rigid core," and "entrepreneurial core." We call for further research to capture the long-term development and variable growth paths of USOs.

This paper explores what needs to be done to better address the growing and substantial inequalities in the UK and how the 'Levelling Up' policy that seeks to address them could be improved. It argues that a much longer-term vision and a sharper, cross-government focus on fewer challenges is required to make a more tangible impact. Four key findings are identified: a focus on health and education is fundamental for our social and economic prosperity; there is a need for greater devolution of power, with transparent and robust accountability; an open, nationwide knowledge base to share what works and what does not, and the lessons learned from innovative pilots, is required; and a more holistic approach is needed to support businesses and provide them with better-quality support. This paper argues that without these issues being taken into consideration, the lives and well-being of our disadvantaged citizens, our children and our economy will continue to worsen. It concludes that making economic development a statutory function, putting it at the very heart of our public services, is needed to ensure that the levelling up outcome is achieved. [ABSTRACT FROM AUTHOR]

The UK government's 'Industrial Strategy' is a product of a Conservative party in power, coming to terms with a particular set of economic and political circumstances. In contrast, international bodies have commended long-term concepts of 'green growth' rather than conventional industrial development, whilst individual local authorities in the UK and elsewhere have been working towards economic regeneration policies that are both environmentally aware and also related directly to local communities. Taken together, the UK industrial strategy, the reports of international agencies and the efforts of individual local authorities raise the question as to the possible shape of a national strategy that reflects ideas of green growth and applies these ideas to processes of urban regeneration, urban development and planning. This paper gives a brief outline of such a strategy, suggesting that green growth must deal with towns and cities, both as causes of pollution, carbon emissions and resource consumption and as places where people should be able to enjoy a good quality of life. [ABSTRACT FROM AUTHOR]

Further education (FE) has traditionally been a rather unspectacular activity. Lacking the visibility of schools or the prestige of universities, for the vast majority of its existence FE has had a relatively low profile on the margins of English education. Over recent years this situation has altered significantly and further education has undergone profound change. This paper argues that a combination of related factors--neo-liberalism, globalisation, and dominant discourses of the knowledge economy--has acted in synergy to transform FE into a highly performative and marketised sector. Against this backdrop, further education has been assigned a particular role based upon certain narrow and instrumental understandings of skill, employment and economic competitiveness. The paper argues that, although it has always been predominantly working class in nature, FE is now, more than ever, positioned firmly at the lower end of the institutional hierarchy in the highly class-stratified terrain of English education.

The article presents a discursive analysis of Great Britain's Conservative Party 2011 Green Paper "One World Conservatism: A Conservative agenda for international development." It offers a comparison of the conception of development in that paper with the 1997 Labour Party White Paper which launched the development of the Department for International Development (DFID). The discourse used to describe Britain's role in promoting global development and reducing poverty is examined.

This conceptual paper contributes to the discussion of the role of regional government and regional Triple Helix constellations driving economic development and growth within regional boundaries. The impact of regionalism and subsidiarity on regional Triple Helix constellations, and the questions of governmentality, governance and institutional development at the regional level, were investigated. It is emphasized that the position of regional authorities in the structure of government and policy boundaries is best implemented at the regional level (the principles of regionalism and subsidiarity), and that localized policy practices represent a more precise view of government-industry-university interactions (the principle of governmentality). In addition, the regional Triple Helix context as a prerequisite for stakeholder engagement, enhancing innovation capabilities and entrepreneurial behaviour, was studied. The paper identifies the drivers behind regional competitiveness and economic development and investigates the positive externalities from strong Triple Helix constellations, as well as the impact of government support and institutionalized cooperation on value creation and value capture at the level of the locale. The paper offers a stylized model of the conditions for value creation and value capture, and presents a critical overview of the debates about the rationale for regional governments. Examples are drawn from Scotland, England and other, comparable parts of Europe.

Presents the perspective of the Independent Group on British Aid (IGBA) 1997 White Paper on International Development. Measures for which the IGBA has been campaigning since the publication of "Real Aid: A Strategy for Britain," in 1982; Significance of the White Paper; Advice from the group regarding the White Paper on International Development.

This paper suggests how lessons from Germany's national-level, comprehensively focused place-based regeneration (or levelling up) efforts could be applied in the UK. It draws the direct linkage between spatial inequality and the decline of large-scale heavy manufacturing industry at the end of the 20th century in Germany and the UK. It also posits that rapid deindustrialisation, poor-quality education and other indices of poverty and economic inequality have fuelled political fragmentation — including loss of public trust in government, national and civic institutions — in both countries. The paper explores and compares two sets of German redevelopment efforts over time, in the industrial heartland of the former West German Ruhr region and across the former East Germany, to assess their impacts on reducing political polarisation as well as bolstering redevelopment. It highlights which elements of these efforts have been most successful and why. The German experience, as described in the paper, clearly demonstrates that it takes decades to achieve measurable positive economic outcomes from redevelopment programmes. Political outcomes can also be mixed, even negative, if grassroots sentiment and public well-being are ignored or discounted in the process. In the former East Germany, despite huge transfers of development funds, grievances rooted in the economic and political dislocation of German unification in the 1990s have fuelled anti-establishment politics. The paper also examines how grassroots, philanthropic and private sector actors work alongside regional and federal governments in Germany in shaping positive political as well as socio-economic outcomes and how this might be most effectively adapted for the UK. [ABSTRACT FROM AUTHOR]

For over a decade policy-makers have claimed that advanced industrial societies should develop a knowledge-based economy (KBE) in response to economic globalisation and the transfer of manufacturing jobs to lower cost countries. In the UK, this vision shaped New Labour's policies for vocational education and training (VET), higher education and skills, and it continues to be influential. Learning for the KBE, according to policy-makers' claims, requires individuals to acquire measurable knowledge or skills in the form of qualifications through formal education and training, which will allegedly improve national economic competitiveness and productivity. This paper argues that quite different conceptualisations of learning for the KBE can be drawn from the fields of economic geography and regional studies; in particular, the "cluster" literature, which analyses the processes which underpin innovation and learning in regional agglomerations of economic activity. The paper argues that the cluster literature can and should be used to open up a debate about the nature, scale and location of the learning processes that support the KBE; the implications of which have not yet been fully appreciated in the fields of VET and skills policy. Moreover, when these insights are combined with those from social theories of learning, a more holistic understanding of how innovation occurs emerges. The paper concludes with some recommendations for the Coalition Government as it develops policies to rebalance and grow the UK economy, and suggests that these recommendations may also be relevant for other countries facing similar challenges.

This paper draws on an Economic and Social Research Council-funded project that explored the role of UK universities in regional processes of social and cultural transformation. The Higher Education and Regional Transformation (HEART) project explored the effects that universities have on the social and cultural lives of their local and regional communities using four case study universities. In particular it focused on socially disadvantaged and excluded groups, typically those segments of the population living in the most deprived areas and those belonging to lower socio-economic groups. It builds on previous research--specifically Brennan et al (2006) and Duke et al (2006). The paper first sets the context against which the project was developed. It discusses the project's method and operational concepts, one of which--embeddedness--is illustrated using one of the case study universities, Teesside University. It then concludes with some of the findings that have emerged from the analysis of the four case studies that formed the basis of the research. (Contains 6 notes.)

The teaching of entrepreneurship as an academic subject, as opposed to the apprenticeship route, is the subject of ongoing debate. The authors suggest that there is a middle road and that, by integrating the business world into teaching in a significant way, the best of both approaches can be achieved. In a similar vein, the credibility of some university interaction with small business has been called into question. The authors discuss how they have used the role of "entrepreneur in residence" (EIR) to integrate and improve research, teaching and academic-business interaction. The paper describes the experiences of the EIR hosted at Lancaster University Management School's Institute for Entrepreneurship and Enterprise Development (IEED) in the UK and examines the outcomes of his work and his perceptions of university life; how his presence challenged internal thinking; and how his fellowship led to service innovation in the host organization. Other formalized EIR activities within and outside the UK are also reviewed; and the authors conclude by proposing how UK HEIs might best make use of similar opportunities, with a challenge to non-management departments. The paper demonstrates one way in which the perceived gulf between entrepreneurship teaching and the business world can be bridged to good effect. (Contains 2 tables and 1 note.)

Australian youth income support and educational policies have focused on increasing participation and retention in schools. The assumptions and rationales underpinning these policies assert a positive relationship between educational engagement, employment and social inclusion. This paper examines these assumptions and rationales and, drawing upon Australian and international research (particularly the UK) over the past decade, questions the efficacy of these policies in achieving their stated goals. Furthermore, the paper argues that the neo-liberal philosophical underpinnings of these policies, particularly the emphasis on responsibilisation, can undermine disadvantaged young people's engagement with school and does little to create positive pathways to employment. Moreover, it is clear that disadvantaged young people are not assisted by these policies to make empowered social transitions. (Contains 10 notes.)

The paper examines aspects of the implementation of "Valuing People" by focusing upon four case studies of people, which are representative of a greater number of referrals to an organisation providing support for people with learning disabilities. It shows that despite many positive aspects of the policy, it sometimes fails the most vulnerable, resulting in greater levels of social exclusion for this group. The paper draws on Scull (1983) and Burton & Kagan's (2006) documentary analysis of "Valuing People" (Department of Health, 2001) to argue that the policy, in its implementation, is firmly located within the Government's neo-liberal ideology. The conclusion is that whilst the policy is intended to be one which enhances social inclusion, its implementation has the unintended consequences of social exclusion, which could have been, and still can be, avoided.

Higher education institutions seem to be becoming increasingly flexible with different functions. Most universities' mission statements involve teaching, research and service, but while the teaching and research missions are clearly defined and located within certain areas of the university activities, service is less clear and more ambiguous, assuming an increasingly important and central catchphrase in many higher education institutions' publicity or 'marketing' strategies. As little research has come out to understand and locate the place of service in relation to the other core activities, an understanding of it could be useful in comprehending the wider implication of utilitarian-driven higher education policies and developing effective frameworks to rethink policy and practice. Based on two case studies, this paper argues that service, rather than being simply one of three functions, is a broad concept that covers the core activities and is influenced by the context of universities. (Contains 4 notes.)

This paper considers the important issue of women's economic participation in rural community development and regeneration. The paper explores the economic lives and actions of women residents in ''Ilston'', a village in the Northumberland Rural Coalfield. The women's narratives illustrate the economic connections between private and public spheres, represented respectively by the household and community-led regeneration initiatives. The connections were realized through a female responsibility for household budget management, which incorporated the protection and maintenance of their personal and household economic status within the community. This role was extended into the public sphere through female responsibility for community group and project fund raising, management and subsequent maintenance of the community group's economic status. This practice formed part of the women's constructed economic identity(ies) within the community, and in turn feminist economic practices regarding community-led development and regeneration in the village.

This paper argues that key education policy initiatives since the introduction of the National Curriculum in the UK are Government-mediated responses to pressures in the global knowledge economy. Successful implementation of these policies has required a change in the way in which education institutions and professionals are controlled and managed. George Ritzer's "McDonaldization" thesis, a conceptualization of a dominant form of economic and cultural globalization, is outlined and it is then argued that national education policy has led to the "McDonaldization of the state school education system in England. Benjamin Barber's concept of "McWorld" is used to represent the consumerist world which a narrowed educational vision seeks to serve.

Doctoral scientists increasingly forge non-academic careers after completing the doctorate. Governments and industry in advanced economies welcome this trend, since it complements the "knowledge economy" vision that has come to dominate higher education globally. Knowledge economy stakeholders consider doctoral scientists to constitute particularly high-value human capital; primed to contribute to economic growth via the creation and application of scientific knowledge. Little is known, however, about doctoral scientists' awareness of, and attitudes towards, the knowledge economy. This paper reports a study of UK doctoral scientists, which reveals that they are aware of, but ideologically divided towards, the knowledge economy. The knowledge economy relates to their scientific motivations, values and aspirations in complex ways. Four moral positions emerge, ranging from "anti" to "pro" knowledge economy. We discuss the characteristics of each moral position, concluding with the need for doctoral scientists to adopt better informed and more flexible professional outlooks.

Purpose The purpose of this paper is to argue that the application of social policy in the North East of England is often characterised by tension and conflict. The agencies and professionals charged with implementation of Westminster driven policies constantly seek to deploy their knowledge of local conditions in order to make them both practical and palatable.Design/methodology/approach This paper examines the region via established literature from history, geography, sociology and social policy. The paper gives illustrations via empirical work which has evaluated initiatives to improve the health of long term health-related benefit recipients and to sustain individuals in employment in the region.Findings Central to the paper’s argument is the notion of “biographies of place”. The core of this idea is that places have biographies in the same way as individuals and possess specific identities. These biographies have been shaped by the intersections between environment, history, culture and economic and social policy. The paper identifies the region’s economic development, subsequent decline and the alliance of labour politics and industrial employers around a common consensus that sought economic prosperity and social progress via a vision of “modernisation” as a key component of this biography.Originality/value The paper argues that an appreciation of these spatial biographies can result in innovative and more effective social policy interventions with the potential to address issues that affect entire localities. [ABSTRACT FROM AUTHOR]

The article is a reaction to the European Commission's White Paper on the EU's future released on 1 March 2017. It presents and reviews the fundamental scenarios of next evolution of the Union involved in the Paper. The following five scenarios - "Carrying on", "Nothing but the single market", "Those who want more do more", "Doing less more efficiently" and "Doing much more together" - are appreciated. The scenarios shall create a frame and routing of debates on the EU's future by 2025. Attention is also dedicated to some weaknesses and deficiencies of the White Paper, and to some other reflections and aspects of the next EU27. [ABSTRACT FROM AUTHOR]

Through the lens of UK CATAPULT Centres this conceptual paper presents an examination of the links between open innovation, the Triple Helix model and regional innovation systems. Highlighting the importance of boundary-spanning intermediaries, the combined role of these concepts is explored in detail. A conceptual model is then proposed which shows how the Triple Helix model of innovation occurs within regional innovation systems, and how it is underpinned by open innovation principles. Finally, areas requiring further research are discussed, with a call for further emphasis on and exploration of the overlapping nature of the concepts.

In the policy period following the Lisbon Strategy of 2000, European governments increasingly regard universities, and the research they produce, as key to enhancing economic performance. With this heightened respect for the value of university-based research, comes an impatience to see returns on the public investments made. We analyze how policy is being used to influence the academic research process through the evaluations and funding allocation that accompany public funding. This paper features examples from the European Union and recent policy developments in two nation states to investigate how policy seeks to enhance the non-academic impacts of academic research.