In recent years, in relation to socio-‐economic and legal-‐institutional changes, universities faced a significant internal change that contributed to deepen the crisis of the traditional teaching-‐ learning structure. The assertion of a university of mass, the proliferation of degree courses, the gradual reduction of resources allocated to research, the development of scientific and technological research need to outline new governance strategies in the university. This change can be understood within the broader transition from modern society to post-‐modern society, characterized by a double recurrence: the paradigm change from a rational, linear vision and a unidirectional relationship of the history and system-‐actor; and the strategic weight held by information, with the ”knowledge society”. In this framework, the aims of this essay is to understand the lively debate about the “Third University Mission”, to understand how the enhancement of economic and social outcomes of scientific and technological research is possible. The research used a qualitative approach to study the way in which universities built their services in order to plan “third university mission” and technology transfer services. 1 Research Fellow, Department of Science of Education, Università Roma Tre, stefania.capogna@uniroma3.it On the basis of these results, we can distinguish four different ideal-‐typical models through which universities produce “sensemaking” about their role in local development. To conclude, the author focuses on the definition of the most important scenarios of change to this process. She reflects on the social mandate assigned in the twenty-‐first century to the University, and the different ways in which this can be explained. The author concludes the work with some brief reflections on the complex relationships between innovation-‐research and development.
The University role in local development
Capogna S
2013-01-01
Abstract
In recent years, in relation to socio-‐economic and legal-‐institutional changes, universities faced a significant internal change that contributed to deepen the crisis of the traditional teaching-‐ learning structure. The assertion of a university of mass, the proliferation of degree courses, the gradual reduction of resources allocated to research, the development of scientific and technological research need to outline new governance strategies in the university. This change can be understood within the broader transition from modern society to post-‐modern society, characterized by a double recurrence: the paradigm change from a rational, linear vision and a unidirectional relationship of the history and system-‐actor; and the strategic weight held by information, with the ”knowledge society”. In this framework, the aims of this essay is to understand the lively debate about the “Third University Mission”, to understand how the enhancement of economic and social outcomes of scientific and technological research is possible. The research used a qualitative approach to study the way in which universities built their services in order to plan “third university mission” and technology transfer services. 1 Research Fellow, Department of Science of Education, Università Roma Tre, stefania.capogna@uniroma3.it On the basis of these results, we can distinguish four different ideal-‐typical models through which universities produce “sensemaking” about their role in local development. To conclude, the author focuses on the definition of the most important scenarios of change to this process. She reflects on the social mandate assigned in the twenty-‐first century to the University, and the different ways in which this can be explained. The author concludes the work with some brief reflections on the complex relationships between innovation-‐research and development.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
