Examinando por Autor "Karlsen, James"

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  • Miniatura
    Ítem
    Does a responsible university need a third mission?
    (Palgrave Macmillan, 2019) Karlsen, James; Larrea Aranguren, Miren
    There are different positions in the discourse about how the university can contribute to innovation, economic development and regional development. One position regards regional development as a new third mission. Another position argues for the integration of the regional role within the first two roles, which are teaching and research. Both positions are normative and rest on the assumption that the university is a homogeneous organisation and that transforming the role of the university into a regional development role is simple. However, if the university is a loosely coupled organisation, the transformation is more challenging. This chapter addresses this organisational challenge by arguing for the integration of regional development into teaching using the approach of responsible research and innovation. This approach requires that individuals assume personal responsibility for their actions while also reinforcing university institutional responsibility for setting policies, such as regional development policies. Regional responsibility in practice involves the co-generation of knowledge between university actors and regional actors. An action research case from the University of Agder, Norway, shows how the regional development role was integrated into the teaching mission.
  • Miniatura
    Ítem
    Logrando una mayor colaboración y solidaridadentre las comunidades de investigación-acción a nivel mundial: ensayo conjunto
    (Orkestra-Instituto Vasco de Competitividad, 2024) Arrona Etxaniz, Ainhoa; Bradbury, Hilary; Canto Farachala, Martha Patricia; Costamagna, Pablo; Estensoro García, Miren; Gayá, Patricia; Karlsen, James; Larrea Aranguren, Miren; Pratt, Susanne ; Rébola, Romina; Greenwood, Davydd J.
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    Ítem
    Policy learning in regions: the potential of co-generative research methodologies to help responsible innovation
    (Edward Elgar Publishing Ltd., 2020) Arrona Etxaniz, Ainhoa; Karlsen, James; Larrea Aranguren, Miren
    There are different ways to interpret what policy learning is. There is diversity, for instance, when it comes to who is learning, what they are learning and the result of the learning process. This chapter shares, first, some of the perspectives developed in the framework of regional innovation policies. Then it focuses on the role of researchers in the field to contribute to policy learning. When addressing the role of researchers, we depart from the opinion held by some authors that policymakers do not always have the absorptive capacity required to implement policy recommendations delivered by researchers. Subsequently we offer a hypothesis that what is hindering these processes is not only the lack of absorptive capacity by policymakers but also the taken-for-granted assumptions that linear transfer works. Linear transfer is the process through which knowledge is first generated by researchers, secondly translated into recommendations and finally implemented by policymakers. We argue that behind the low level of effectiveness of these procedures lies, as much as the requirement for capabilities by policymakers, the need for a better understanding of the policy process by researchers. We try to address this last issue in two ways. First, we propose some frameworks from policy sciences that can help complement the ones in regional innovation policy literature. Then, based on in-depth interviews with policymakers in the Basque country, we share some insights into why policymakers find recommendations from researchers hard to implement, signalling how this connection could be improved. In the concluding section, we propose some methodological features of research that could help enhance policy-learning processes.