Missions: incompatible?

Expecting all universities to be equally good at teaching, research and social engagement is counterproductive.Peer Reviewe

Regional human capital and university orientation: A case study on Spain

Ingenio Working Paper SeriesThis paper explores the relationship between regional human capital (HC) and the processes of knowledge creation and mobilization due to Higher Education Institutions (HEIs). Although the nexus between these dimensions emerges frequently in both the scholarly and policy discourses, no study has so far investigated explicitly how their connection works. Using occupations as a proxy for the skill content of jobs, we analyse individual (gender, schooling and age) and regional (university orientation) factors that influence HC employment structure in Spanish regions over the period 2003-2010. The main finding is that teaching university mission is a robust predictor of high-skill employment, while the impact of engagement (research and knowledge transfer) activities is more sensitive to structural characteristics of the regional socio-economic context.MSB started research activities for this article at the Institute of Innovation and Knowledge Management, Ingenio (CSIC-UPV) Universitat Politecnica de Valencia with the financial support of the Formación de Profesorado Universitario (F.P.U.) program of the Spanish Ministry of Education. DC acknowledges the financial support of the Spanish Ministerio de Economia y Competitividad (RYC-2011-07888).Peer Reviewe

What makes the difference? Analysing the regional component of the influence of university's structural configuration on its performance

There is an increasing interest in the analysis of how universities should maximise their specific regional contribution alongside their traditional teaching and research goals. However, due to the institutional heterogeneity it is necessary to understand the process by which universities create regional benefits, specifically on the creation of third mission outputs, and the extent to which internal institutional configuration affects the production of these benefits. To cover this gap, this study focus on the UK Higher Education sector and investigates the role played by four elements of the universities’ structural configuration, namely steering core, administrative machinery, internal coupling and academic heartland, affect institutional performance in two different university models: the entrepreneurial university and the regional innovation system university mode

Regional human capital and university orientation: a case study on Spain

Trabajo presentado a la EU-SPRI Conference: "Science and Innovation Policy: Dynamics, Challenges, Responsibility and Practice", celebrada en Manchester (UK) del 18 al 20 de junio de 2014.This paper analyzes the determinants of human capital (HC) endowment in Spanish regions. To do so we elaborate an empirical analysis grounded in the interface of two consolidated areas of research. On the one hand is the literature on economic geography that articulates in great detail the effect of local characteristics on the performance of a regional economy. At the same time, we argue, the traditional measures of human capital in these studies mostly focus on the supply-side (i.e. total number of graduates) thus neglecting altogether the dynamics of local labour markets. On the other hand the labour economics literature proposes a more nuanced approach based on the study of changes in the relative demand of workers' skill. While this is a more direct measure of the transformations within labour markets, it is rarely used to capture geographical differences across regions. We bring together these two strands of literature to analyse the interplay between demand and supply of skills across 17 regions in Spain. Our analysis captures the effect of regional factor bias by using a novel indicator of university mission engagement as well as various local techno-economic characteristics. The main finding is that university orientation bears a differential effect on local labour markets. Accordingly we identify three groups: research-oriented regions (leaders); industry intensive regions (followers) and a group of backward regions (laggards).Peer Reviewe

ARTICULANDO EL MODELO UNIVERSITARIO ESPAÑOL A PARTIR DE SUS MISIONES: UN ANÁLISIS DE LA CONTRIBUCIÓN AL ENTORNO REGIONAL MEDIANTE VARIABLES LATENTES

RESUMEN Las transformaciones estructurales y funcionales observadas en las últimas décadas en las universidades y las Instituciones de Educación Superior (IES) han acelerado los cambios en el papel que juegan en la sociedad moderna. Las misiones tradicionales de docencia e investigación se ven ahora como parte de un complejo nexo de actividades, mientras que, al mismo tiempo, se espera que estas instituciones se comprometan aún más con su entorno. Los simultáneos problemas sociales y económicos han alimentado, quizás sin sentido crítico, la expectativa de que las IES actúan como centros estratégicos de conocimiento para el desarrollo de los sistemas locales de innovación. Este discurso se centra casi exclusivamente en cómo las universidades pueden gestionar un espectro de capacidades cada vez más amplio y cumplir con estas expectativas; pero, sin embargo, la hipótesis subyacente es que las IES generan externalidades positivas independientemente de sus características internas y de las circunstancias regionales. La crítica a esta postura se refleja en el creciente descontento relativo al papel efectivo de la universidad para generar beneficios económicos y sociales específicos; crítica que, además, alimenta el debate en torno a su modernización. El actual modelo de “talla única” sostiene que todas y cada una de las universidades son centros de excelencia en docencia, investigación y tercera misión (esto es, interacción con el entorno socioeconómico), pero se percibe fuera de sintonía con las necesidades de la sociedad actual y en urgente necesidad de reforma. Estas observaciones cuestionan el papel que juega la universidad en la sociedad moderna y dan lugar a una pregunta fundamental: ¿Es realista o, incluso deseable, esperar que las universidades cumplan con sus tres misiones simultánea e isomorfamente y contribuyan al desarrollo socioeconómico regional de manera homogénea? Esta tesis argumenta que las deficiencias de este modelo son tres: pasa por alto la naturaleza de la universidad qua institución y las numerosas tensiones que surgen en el proceso de relación con el entorno, así como las dinámicas que influyen en la demanda de habilidades y competencias a nivel regional. El presente trabajo se estructura en tres bloques que utilizan argumentos tanto teóricos como metodológicos para justificar las limitaciones del modelo universitario actual. El primero se basa en la teoría de economía de la educación, y argumenta las limitaciones del tratamiento de las universidades como instituciones homogéneas con la misma capacidad para contribuir al compromiso social. También evalúa críticamente la noción de que las misiones universitarias son indistinguibles unas de otras. Ambas percepciones dan lugar a caracterizaciones erróneas del rol y la contribución de las IES. Aquí se defiende que las misiones son constructos que representan las estrategias universitarias ligadas por complejas relaciones de compatibilidad, y se pone de manifiesto la persistente brecha entre su naturaleza y sus relaciones. Desde el punto de vista metodológico, el tratamiento de las misiones y actividades mediante un modelo de ecuaciones estructurales permite analizar las relaciones entre las misiones y validar los indicadores propuestos para su medición. El segundo bloque cubre las teorías de los sistemas de innovación y geografía económica que conceptualizan a las IES como el motor para el desarrollo regional y guía del crecimiento. Se argumenta que la universidad influencia la región circundante y, al mismo tiempo, que las características regionales modelan el rendimiento universitario. Esta sección evidencia las diferencias existentes entre los perfiles universitarios en España a partir de sus estrategias y rendimiento, así como el alcance de sus capacidades para contribuir a las regiones. La metodología escogida se basa en el análisis de clúster, mostrando las diferencias que emergen dentro del sistema de educación superior, y, en segundo lugar, en un análisis de regresión multivariante para comprobar el alcance de su contribución al entorno socioeconómico. El tercer bloque analiza los determinantes de la dotación de capital humano regional usando un indicador de la orientación universitaria a partir de sus misiones. Basándose en la literatura de geografía económica y economía laboral, se calcula una medida directa de las dinámicas del mercado de trabajo para captar las especificidades del contexto. Se trata la información longitudinal mediante el método de los momentos generalizados para dar forma a un índice de intensidad regional de habilidades y competencias como medida de las fuerzas de la oferta y la demanda mediadas por la realidad de la educación y los mercados de trabajo regional.Sánchez Barrioluengo, M. (2015). ARTICULANDO EL MODELO UNIVERSITARIO ESPAÑOL A PARTIR DE SUS MISIONES: UN ANÁLISIS DE LA CONTRIBUCIÓN AL ENTORNO REGIONAL MEDIANTE VARIABLES LATENTES [Tesis doctoral no publicada]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/48555TESI

Understanding the Third Mission: changes in strategies, capabilities and resources

Trabajo presentado a la EU-SPRI Conference: "Science and Innovation Policy: Dynamics, Challenges, Responsibility and Practice", celebrada en Manchester (UK) del 18 al 20 de junio de 2014.Peer Reviewe

Who's who in the Spanish archaeology businesses? A roadmap to understand relationships

Trabajo presentado al EU-SPRI Forum Conference: Management of Innovation Policies: new forms of collaboration in policy design, implementation and evaluation, celebrado en Madrid (España) del 10 al 12 de Abril de 2013.Peer Reviewe

Third mission as institutional strategies:Between isomorphic forces and heterogeneous pathways

By looking at the case of English higher education, this paper addresses the tension between external isomorphic forces and the heterogeneous nature of knowledge exchange activities at individual universities. It adopts an ‘institutional logic’ perspective to explain the heterogeneous pathways that organisations take in response to external environments and their own strategic choices. It draws from qualitative documentary analysis of the third mission institutional strategies of universities, as well as data from the Higher Education Business Community Interaction Survey, to better understand the complex and intertwined contexts of universities’ missions, strategies and perceived external environments. Against the ‘one-size-fit-all’ isomorphic pressures, each university creates its own approaches and models of third mission by targeting different areas of activities, partners and geographical areas, and by combining different set of missions, capabilities and resources. However, there is a significant variety in the extent to which individual higher education institutions can actually implement these strategies.JRC.I.1-Modelling, Indicators and Impact Evaluatio

Regional human capital and university orientation: A case study on Spain

[EN] This paper explores the relationship between regional human capital (HC) and the processes of knowledge creation and mobilisation due to higher education institutions. Although the nexus between these dimensions emerges frequently in both scholarly and policy discourses, to date no study has explicitly investigated how their connection works. Using occupations as a proxy for the skill content of jobs, we analyse individual (gender, schooling and age) and regional (university orientation) factors that influenced the HC employment structure in Spanish regions in the period 2003 2010. The main finding is that the teaching aspect of a university s mission is a robust predictor of high-skill employment, while the impact of engagement (research and knowledge transfer) activities is more sensitive to the structural characteristics of the regional socio-economic context.We acknowledge the constructive comments of two anonymous referees. MSB started research activities for this article at the Institute of Innovation and Knowledge Management, Ingenio (CSIC-UPV) Universitat Politecnica de Valencia with the financial support of the Formacion de Profesorado Universitario (F.P.U.) programme of the Spanish Ministry of Education. DC acknowledges the financial support of the Spanish Ministerio de Economia y Competitividad (RYC-2011-07888). DC would also like to thank Antonia Diaz, Maria Paz Espinosa and Sjaak Hurkens for setting an example of professional ethics. The views expressed here are those of the authors and in no circumstance should be regarded as representing the official position of the European Commission.Sánchez-Barrioluengo, M.; Consoli, D. (2016). Regional human capital and university orientation: A case study on Spain. Science and Public Policy. 43(6):798-811. https://doi.org/10.1093/scipol/scw032S798811436Abel, J. R., & Deitz, R. (2011). Do colleges and universities increase their region’s human capital? 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Motives for inter-firm cooperation on R&D and innovation: empirical evidence from Argentine and Spain

Ingenio Working Paper SeriesMotives and determinants supporting inter-firm technological cooperation have been extensively investigated in developed countries but scarcely addressed in developing countries. This paper addresses these issues, investigating empirically several factors influencing the likelihood to cooperate on R&D and innovation between Argentine and Spanish firms, their strategic motives and firms characteristics which influence cooperation. We draw upon data collected through a survey of 104 firms and complementary information gathered from 19 in-depth interviews, combining both qualitative and quantitative methodology. Results of a multinomial regression and the interviews show that the probability to cooperate increases with the firm size and exportation activities and decrease with the firm age whereas, opposite to literature findings, technological intensity of the firm is a non-significant variable. While for Argentine firms the principal motives are cost reduction and the possibilities for improving learning and capabilities, access to new knowledge for technological development and the search for market opportunities are the principal motives for firms located in Spain. Results of interviews also indicates that firm-specific motives and expectations may differ considerably according the activity sector, with relevant implication for norms and regulation policies in each country.N