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This paper examines the recent growth of experiential learning (EL) and the university-community (or so-called town-gown, TG) connections created as a result of this expansion. The research is framed by critical scholarship on the nature and role of the university and the place of liberal education specifically, as well as policy drivers aimed at social and economic impacts from EL. Two subthemes are also examined: first, the role of the arts, humanities and social sciences disciplines in EL expansion and, second, the extent to which TG connections focus on the university's local host community as opposed to more distant and even international arrangements. Mixed research methods including public document analysis and key informant interviews are used to document and interpret EL developments across nine varied universities in Ontario, Canada. The results underline broad sector commitment to EL that in turn creates new and different TG connections for the university. Rapid expansion has brought a variety of challenges identified both by universities and community EL partners. The paper concludes with discussion of policy implications and consideration of the future of EL in light of the 'digital pivot' of the COVID-19 pandemic. [ABSTRACT FROM AUTHOR]

Lockdowns imposed around the world to contain the spread of the COVID-19 virus and its variants had a differential impact on economic activity and jobs owing to differences in the ability to work remotely. This paper presents a new index of the feasibility to work from home to investigate which types of jobs are most at risk for 35 advanced and emerging market economies. Cross-country heterogeneity in the ability to work remotely reflects differential access to and use of technology, sectoral mix, and occupational selection. Workers least likely to work remotely tend to be young, without a college education, working for non-standard contracts, employed in smaller firms, and those at the bottom of the earnings distribution, suggesting that the pandemic has exacerbated inequality. Policies should account for demographic and distributional considerations both during the crisis and in its aftermath. [ABSTRACT FROM AUTHOR]

This study aimed to investigate the current status of economic factors affecting the development of human resources, compare it with the expected status and analyze their gap in Iran. To this end, a non-experimental and cross-sectional survey was conducted to collect the required data in the period time of 2017–18. The statistical population consisted of faculty members of public centers of higher education in Yazd province (N = 280), of whom 163 were selected using Krejcie and Morgan's Table. A researcher-made questionnaire was used to collect information which its reliability and validity were confirmed by Cronbach's alpha (α = 0.77) and a panel of subject specialists, respectively. The results of paired-samples T test showed that there is a significantly negative gap between the current and desired statuses concerning all the economic factors affecting the development of human resources (employment, investment, business environment and entrepreneurship) (p = 0.01), indicating the components' need for the improvement and promotion. The largest and the smallest negative gaps were observed for the components entrepreneurship and business environment, respectively. Hence, providing appropriate infrastructures for employment and entrepreneurship, increasing investment, supporting proper financial instruments through the development of a comprehensive investment plan and creating a single investment and entrepreneurship window are recommended to boost the economic status of Iran in terms of human resource development. [ABSTRACT FROM AUTHOR]

Higher education systems are changing due to trends of funding pressures, increasing social demands and growing numbers of students. Even though teaching and research are still considered as the pivotal functions of universities, other activities such as technology transfer, lifelong learning or social engagement have broadened the scope of their actions. These activities, labelled as third mission, are supposed to strengthen the impact of science in society and epitomize the changing role of universities. In Germany, the federal government and the states announced different programs aiming to foster these activities, e.g. the "Innovative Hochschule" or Real-world Laboratories. In this article, we first want to develop a definition framework of third mission. In two further steps we analyze how politics and policies in Germany have framed the concept in the last few years and how public universities are responding to this in their formal structure. We use approaches of neo-institutional theory according to which organizations such as universities create institutionalized structures and reflect institutional rules in order to maintain legitimacy. As an example of organizational formal structure we analyze mission statements of public universities. Using computer-based qualitative content analysis, we assess to what extent these universities take up the third mission. Our results show that most universities mention the third mission in their mission statements. However, the focus is mainly limited to economic impact and (technical) knowledge transfer. Much less emphasis is put on civic engagement or further education issues. [ABSTRACT FROM AUTHOR]

This paper focuses on the regional economic impacts of US university research and science parks. Motivating this focus is the fact that the landscape for private-sector research is changing, and future research might well emphasize America's "new geography of innovation." Thus, university research and science parks might face, if they are not already doing so, pressure to retain current tenants and competition for future tenants. We find that only 11 of 146 research and science parks in the USA have, in the spirit of public accountability, conducted an economic impact study. One reason for the paucity of such studies is that universities are unfamiliar about how to conduct as well as how to interpret the findings from such a study. We offer an economic impact method for park administrators to follow if they proceed to document the regional economic impact of their park. [ABSTRACT FROM AUTHOR]

This essay examines the experience of international students in American universities, providing basic data on their numbers and economic impact. Accompanying photographs document international students' participation in Globalfest, an annual event that celebrates their enrollment at Michigan State University.ᅟ [ABSTRACT FROM AUTHOR]

The paper proposes a framework to evaluate the impact of academic spin-offs at the local level. Spin-off creation is the most complex way of commercializing academic research, compared to patenting and R&D collaborations, but has the highest potential impact on the local context. We develop a framework that takes into account the direct and indirect impacts of spin-offs. In the empirical part of the paper we apply this framework to Italian spin-offs set up between 2000 and 2012, and to a sample of Università Politecnica delle Marche spin-offs. The empirical analysis shows that, measured in quantitative terms, the impact of spin-offs on the local economy is quite small. However, this depends on the characteristics of the local economy, and there are some indirect effects that should be considered in both the short and longer terms. [ABSTRACT FROM AUTHOR]

The study examines the possible effects of a recent policy change in Greece on students' graduation rates. Our study mainly concentrates on the potential impact that the reform may have on the various categories of students, as these are classified by the way they enter the university. Records for students studying at a university of economic and social studies are analyzed by employing a probit model. Our main empirical finding suggests that students from all the other modes of entry, compared to students entering by means of general examinations, face a considerably higher probability of failure. [ABSTRACT FROM AUTHOR]