This book, which is the product of a major EU funded research programme and is based on twenty-seven institutional case studies, attempts to offer answers to these questions through a series of cross national thematic studies.

How entrepreneurial are European universities? Perhaps more than is generally realised. What are the factors that encourage entrepreneurialism to flourish in research, technology transfer, teaching, regional engagement and internationalization? How do different kinds of HEIs - , comprehensive, specialist, regional or private - , address these issues? What are the conditions which stimulate or inhibit the “academic intrapreneur”? And in what forms does entrepreneurialism contribute to the knowledge economy? This book, which is the product of a major EU funded research programme and is based on twenty-seven institutional case studies, attempts to offer answers to these questions through a series of cross national thematic studies. It considers how national systemic characteristics in financial arrangements, human resource management and institutional governance impact on entrepreneurialism and suggests ways in which individual initiative can be released and universities freed up to make their contribution to the EU Lisbon Strategy.

The book studies transformations of European universities in the context of globalization and Europeanization, the questioning of the foundations of the «Golden Age» of the Keynesian welfare state, public sector reforms, demographic changes, the massification and diversification of higher education, and the emergence of knowledge economies. Such phenomena as academic entrepreneurialism and diversified channels of knowledge exchange in European universities are linked to transformations of the state and changes in public sector services. The first, contextual part of the book studies the changing state/university relationships, and the second, empirically-informed part draws from several recent large-scale comparative European research projects.

Governing universities is a multi-level as well as a highly paradoxical endeavor. The featured studies in this book examine critically the multifaceted repercussions of changing governance logics and show how contradictory demands for scholarly peer control, market responsiveness, public policy control, and democratization create governance paradoxes. While a large body of academic literature has been focusing on the external governance of universities, this book shifts the focus on organizations’ internal characteristics, thus contributing to a deeper understanding of the changing governance in universities. The book follows exigent calls for getting back to the heart of organization theory when studying organizational change and turns attention to strategies, structures, and control mechanisms as distinctive but interrelated elements of organizational designs. We take a multi-level approach to explore how universities develop strategies in order to cope with changes in their institutional environment (macro level), how universities implement these strategies in their structures and processes (meso level), and how universities design mechanisms to control the behavior of their members (micro level). As universities are highly complex knowledge-based organizations, their modus operandi, i.e. governing strategies, structures, and controls, needs to be responsive to the multiplicity of demands coming from both inside and outside the organization.

the political leadership of cities, states, and nations; successful models of partnerships between higher education and the private sector; and future challenges and opportunities facing the modern university." --Book Jacket.

Universities are fundamental to the contemporary knowledge economy. They directly and indirectly support economic growth in both developing and advanced economies. In addition to their traditional teaching and research functions, they often also have important roles in supporting regional development and urban regeneration, as well as involvement in fostering international relations, in , cultural developments and in enhancing social cohesion. While higher education institutions in many countries are often assigned key roles in economic and social policy prescriptions, exactly what those roles are and how they should be carried out are often unclear. Universities and the Knowledge Economy provides a much-needed theoretical and empirical analysis of these functions, taking a critical look at the complex connections between knowledge creation, the knowledge economy, and higher education today. This volume: Brings together work on these topics by international experts, reporting and analysing recent policy developments and research Shows the significance of the university’s role in the knowledge economy, and the precise roles that it can play. Presents a range of studies showing how universities interact with other knowledge producers and users, and how these interactions can be managed to achieve the most effective applications of knowledge Universities are multi-faceted institutions that everywhere are accorded special status. Universities and the Knowledge Economy examines how these institutions carry our knowledge production and application, and how their distinctive characters affect what they do. . This title is of both intellectual and operational relevance, and would be suitable for those interested in higher education and policy and practice, and in the theory of higher education. Paul Temple is Reader in Higher Education Management and Co-Director of the Centre for Higher Education Studies at the Institute of Education, University of London, UK.

Research, Development, and Innovation in Asia Pacific Higher Education critically examines recent policies and practices adopted by governments and universities in Asia Pacific in promoting research and development, innovation, and entrepreneurial activities between the universities, industry and business. Critical reflections upon the changing relationship among these stakeholders are offered, with comparative perspectives and international insights into how universities in Asia Pacific have handled the growing pressure for top university rankings and keen competition in the knowledge-based economy.

An emerging issue in higher education studies is that of boundaries crossing. This is the main topic of the book “The transformation of University institutional and organizational boundaries”. Several signals of shifting boundaries can be envisaged in higher education and research institutions which could be glimpsed through organizations, the institutions and changes to the academic profession. That of boundaries crossing in Higher Education is a complex and heterogeneous issue, which characterizes scientific knowledge today and represents a key issue when looking at University transformations across contexts and policies, instruments and practices. The analysis of boundaries supplies interpretative frameworks for the interactions between the development of professions and disciplines, as well as the relationships of the science with various parts of society such as state, professionals and the market. Fuelling further the discussion on HEIs transformations allows capturing changes in the function, objectives and scope of higher education and research institutions, the move beyond sectoral and disciplinary boundaries and the increasingly blurred boundaries of academic professions and of scientific work. Public policies and HE reforms can push or impede the mentioned transformations but they can also derive from individual likelihood of moving in blurring spaces or from the transformations of the epistemic communities and the emergence of new fields and sectors. Hence, changes are there, open to our observations.

This book addresses the following research questions: What are the main transformations in European higher education? How do these transformations affect the national higher education systems of Norway and Poland? How do European-level higher education policy processes affect national higher education policies in Norway and Poland, especially in the areas of funding and governance? Europe and the two countries are the units of analysis, with different authors choosing different research foci and different disciplinary approaches.