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'Left behind places' has become the leitmotif of geographical inequalities since the 2008 crisis. Yet, the term's origins, definition and implications are poorly specified and risk obscuring the differentiated problems and pathways of different kinds of areas. This paper explicates the geographical etymology and spatial imaginary of 'left behind places'. It argues that the appellation and its spatial expression have modified how geographical inequalities are understood and addressed by recovering a more relational understanding of multiple 'left behind' conditions, widening the analytical frame beyond only economic concerns, and opening up interpretations of the 'development' of 'left behind places' and their predicaments and prospects. While renewing interest in fundamental urban and regional concerns, what needs to endure from the ascendance of the 'left behind places' label is the terminology and spatial imaginary of reducing geographical inequalities and enhancing social and spatial justice. [ABSTRACT FROM AUTHOR]

This article explores the relationship between universities and cities, focusing on the various ways in which universities contribute to urban change. It discusses how universities can act as attractors of talent and boost a city's image and reputation, as well as their role as anchor institutions that have positive impacts on local economies and communities. The article also examines the negative effects of student concentrations, such as gentrification and housing affordability issues, and the role of different stakeholders in shaping university cities. Overall, the article highlights the complex and multifaceted nature of the university-city relationship and calls for further research and policy considerations to address the challenges and opportunities it presents. [Extracted from the article]

Universities have progressively seen a change in their role as actors in the transformation of cities, with the growth of student populations and related studentification processes that are seen both as drivers of development and causes of negative externalities. What risks being overshadowed, however, is the complex array of interests and agencies that are involved. The aim of the article is, thus, to explore the production of geographies of exclusion that cannot be simply linked to the negative impacts directly exerted by the increased pressure of students' concentrations on specific neighbourhoods. They can also be related to the specific form that urban development strategies driven by higher education institutions takes in post‐industrial cities. The case of Turin, Italy, shows that a dominant narrative on the role of universities has triggered various stakeholders' strategic orientation and that, therefore, variegated transformations can be interpreted as the effects of capital investments that materialise in university‐related 'fixes'. [ABSTRACT FROM AUTHOR]