Establishing the Regional Sustainable Developmental Role of Universities—From the Multilevel-Perspective (MLP) and Beyond
Abstract
:1. Introduction
2. Methodological Approach
- (A)
- Descriptive narrative analysis of seminal articles: Due to former research and publications of the authors, they are well informed about and anchored in the following research areas: The role of the university in regional development, sustainability in higher education, the multilevel perspective and sustainability transition research (see Figure 1). While each of these areas is based on a rich empirical and theoretical basis, research on the role of HE for sustainable development from a multilevel perspective is still in its infancy. An investigation of the literature via Web of Science and SCOPUS using the keywords “sustainability + higher education + multilevel perspective” led to two recent publications. Furthermore, the Ph.D. publication by Hume [35], was known to the authors. A descriptive narrative analysis was conducted, whereby the focus was on the conceptualization of the developmental role considering the five spheres teaching, research, outreach, operation, and governance, as well as the interrelations between the three levels niche, regime, and landscape.
- (B)
- ARL Working group “Universities and sustainable regional development”: Throughout a timespan of four years, 18 experts from the field of Higher Education and regional development, mainly from Germany and one researcher from Austria, cooperated to share experiences, expertise and conceptualize this topic. The working group started a forum, wherein the authors have been able to present their work, and critically reflect on it.
- (C)
3. Application of the Multilevel Perspective (MLP) to Higher Education (RQ1)
3.1. State of Research
3.2. Limitations and Specifications
4. Conceptualization of the Sustainable Developmental Role of Universities and HE (RQ2)
4.1. Target Dimension of Sustainable Regional Development
4.1.1. Sustainable Regional Development
4.1.2. Sustainable Universities/Science and Their Contributions to Sustainable Regional Development
4.2. Establishment of the Sustainable Developmental Role
5. Perspectives beyond the MLP (RQ3)
5.1. An Agentic Perspective on the Sustainable Developmental Role
5.2. The Role of Space and Place for the Establishment of the Sustainable Developmental Role
6. Discussion and Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
References
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Level | Particularities of Higher Education Systems | Consequences for Transformation Capacity | |
---|---|---|---|
Positive | Negative | ||
Landscape | freedom of research and teaching subject-specific traditions | processes are less aligned | contradictory influences (e.g., academic excellence vs. civic engagement) fragmentation of knowledge on transformations |
Regime | guiding principles (e.g., entrepreneurial university) weakly developed hierarchies ‘loosely coupled systems’ global ‘epistemic communities’ | lower rigidity of the regime leeway within the regime niche-regime interaction high degree of internationalization | self-referential evaluation and reproduction system reputation criteria ‘ivory tower’ role of gatekeepers |
Niche | high degree of autonomy at the level of individual researchers and working groups | bottom-up dynamics experimentation in established structures regional cooperation in research, teaching, and transfer | lack of bundling of activities barriers to up-scaling |
Dimension | Contents, Deficits and Challenges |
---|---|
Substantial | Sustainability concept is still vaguely defined Human needs form orientation framework Integration imperative requires integrative consideration of the three dimensions ecology, economy, and society Ecological economics offers scientifically based explanations for the significance of the ecological system as a necessary basis of life for the economy and society Physical dimensions of economic activity (material and energy flows) form interface between ecology, economy, and society Efficiency, sufficiency, and consistency are complementary, strategic guiding principles SDGs provide a political-normative framework; ecological carrying capacities/planetary boundaries should be considered |
Procedural | Sustainable regional development is a continuous social search, learning, and understanding process Cooperation and networks are keystones (Regional) Governance discussion is connectable |
Actor-related | Spatial planning offers competencies for the organization of continuous social search, learning, and understanding processes, as well as for determining ecological carrying capacity/planetary boundaries, but has so far played a subordinate role in regional processes Companies have so far been insufficiently integrated into sustainable regional development processes/economic cycles The role of universities has so far been viewed mainly from an economic perspective, but not systematically investigated with regard to sustainability |
Spatial | Regions are important levels of action; in addition, the politically constituted municipal level also plays a significant role (Local Agenda 21 initiatives) Spatial boundaries of regions are variable, sustainable regions are mainly characterized by regional actor networks (open/actor-centered concept of the region) Regional economic cycles imply a balancing act between globalization and regionalization |
Temporal | Principle of justice requires in the sustainability model requires Inclusion of the time factor Long-term considerations |
Field of Action | Characteristics |
---|---|
Research | Transformational, transformative research in/with the region through Inter- and transdisciplinary, participatory research, co-production of knowledge (co-creation of knowledge for sustainability) Integrative, systemic perspective with special attention to the co-evolution of complex systems and their environment Contributions to solutions for societal challenges and Sustainable Development Goals (SDGs), “Research in social responsibility” (e.g., LeNa reflection framework for Germany) |
Teaching | Transformational, transformative education in/with the region through measures for students: Teaching design and key competencies. Learning through experimentation, explorative, reflexive learning Imparting knowledge of goals and transformation based on systems knowledge Measures for teachers: Development of courses on the topic of sustainability, imparting sustainability competencies for teachers |
Third Mission/transfer/engagement | Recursive, sustainability-related knowledge transfer/exchange with society and business in/with the region through Knowledge transfer between science, civil society, politics, and business; intensive exchange with and involvement of societal actors (universities as ‘brokering’, ‘bridging organizations’, contribution of sustainability knowledge (incl. integrative view, complementary strategies) Knowledge marketing: Marketing of university sustainability-related knowledge resources Sustainability-related continuing education (professional, academic) Transfer projects, partnerships with explicit sustainability reference Consulting: Political advocacy in favor of sustainability; public statements, expert opinions, etc. Social engagement (civic engagement, community services (e.g., participation in Local Agenda 21 processes, regional sustainability initiatives) Widening participation: Promotion of previously underrepresented groups |
University operations | Sustainable university operations in/with the region through Operational environmental management for universities (EMAS) Supporting processes, e.g., procurement, mobility management Environmental/sustainability reporting, German Sustainability Code (DNK) for universities |
University governance | University governance in exchange with the region (‘Civic University’) through: Basic principles: Good governance, responsible use of resources Social commitment and sustainable development as maxims guiding action Implementation of strategic sustainability management as a dynamic and continuous process Systematic, participative integration of the sustainability topic into the university, including visions and guiding principles Creating incentives for transformation, e.g., financial support, changing reputation criteria Inclusion of regional personalities with sustainability expertise in university councils |
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Radinger-Peer, V.; Pflitsch, G.; Kanning, H.; Schiller, D. Establishing the Regional Sustainable Developmental Role of Universities—From the Multilevel-Perspective (MLP) and Beyond. Sustainability 2021, 13, 6987. https://doi.org/10.3390/su13136987
Radinger-Peer V, Pflitsch G, Kanning H, Schiller D. Establishing the Regional Sustainable Developmental Role of Universities—From the Multilevel-Perspective (MLP) and Beyond. Sustainability. 2021; 13(13):6987. https://doi.org/10.3390/su13136987
Chicago/Turabian StyleRadinger-Peer, Verena, Gesa Pflitsch, Helga Kanning, and Daniel Schiller. 2021. "Establishing the Regional Sustainable Developmental Role of Universities—From the Multilevel-Perspective (MLP) and Beyond" Sustainability 13, no. 13: 6987. https://doi.org/10.3390/su13136987